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Week 1 2 3 4 5 6 7 8 9 10 11
Term 425% of indicative time (30 hours) 28 lessons
Topic 2: Marketing. Holidays
7 lessons x 2020
4 cycle x 65 minutes = 30.3 hours
Term
Topic 2: Finance. 1 of indicative time. (30 hours) 28 lessons
Marketing
25% Holidays
7 lessons x 2021
4Cont’d
cycle x 65 mins = 30.3 hours
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The focus of this topic is the role of interpreting financial information in the planning and management of a 30 hours (28 lessons)
business.
Syllabus Outcomes
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Students learn about: Integrated Learning Experiences, ‘Learn to’ statements + other Resources Reg.
Assessment and Feedback evidence of learning (indicators).
(aligned to outcomes)
(Note targeted student Refer to starter story ‘Financial
misconceptions here in italics) challenges for Pizza Plus’: what are the
examples of strategic thinking? Business Studies in Action HSC Course
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Students have 6 weeks to complete See AFL task below for evidence of learning
Students to be given a hypothetical
business with financial position given
and they must analyse the profitability
of the business, evaluate funds, and
come up with financial management
strategies that allow for them to reach
the goal of profit maximisation.
(B) Assessment for learning links to https://www.fool.com/knowledge-
syllabus outcomes and learning.
Feedback given will allow for student center/accounting-examples-of-long-term-vs-
reflection.
short-term-deb.aspx
Students must understand that in
financial terms the business is a separate
entity to its owners. For example, if an
internal owner contributes money, the business Concept cards
sources of finance – retained will always owe this until the owner
profits withdraws. Use text for main features
That owners and businesses are
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planning
and implementing – financial
Create a scenario: opening a café.
needs, budgets, record
Choose a variety of finance. Mix debt
systems, financial risks,
and equity. Have students match source
financial controls
and purpose.
– debt and equity financing (M) application
– advantages and
disadvantages of each
– matching the terms and
source of finance to
business purpose Cashflow statements: items included, its Students may choose websites like Canva or
purpose for management, hypothetical
six month statement drawn up for café Students learn to calculate key spark.adobe.com (or any other website that allows
from previous task on debt vs equity.
financial ratios for electronic posters) to make their poster
Task 3: Students are to create a poster
using the statements and figures from Evidence of learning is based on
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monitoring the text. (Income statement, cashflow quality and content of students’ posters
and controlling – cash flow statement and balance sheet)
statement, income statement, (E,F) Task is chunked out via the use of and assessment, as well as how they
balance sheet poster. Concepts can be fleshed out
whilst actively addressing student link the need for these ratios to the goal
misconceptions about the math in this
Students may have the section of profit maximisation.
(K) posters promote visual literacy and
misconception that these are financial ratios promote numeracy
hard to remember due to the
number of components. (Visual
format makes it easier to Explain how these can help a business
attain their goal -> link to assessment
memorise components) (E) Building upon prior learning and
financial relating to hypothetical.
ratios
– liquidity – current ratio Show relationship between reports and Students learn to assess business
(current assets ÷ current this gives a context for ratios and shows
liabilities) their origin. When studying performance using comparative
management strategies later, these
– gearing – debt to equity
posters are an important source ratio analysis
ratio (total liabilities ÷
total equity)
Assessment lesson: Evidence of learning based on assessment
– profitability – gross profit Interpretation: what do the results
ratio (gross profit ÷ indicate about the business
sales); net profit ratio (net Performance: comparative ratio analysis.
profit ÷ sales); return on
equity ratio (net profit ÷ Assessment lesson:
total equity) Students to evaluate the financial
– efficiency – expense ratio position of their business using the
(total expenses ÷ sales), income statement, balance sheet and
accounts receivable cash flow statement scenario given to
turnover ratio (sales ÷ them. Are they making a profit/loss?
accounts receivable) What are some reasons for this position
– comparative ratio analysis
– over different time
periods, against
standards, with similar
businesses
Students have the
Students learn to identify the
misconception the math in this
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Teacher Evaluation
Year:
Course:
1 2 3 4 5
To what extent were the learning activities relevant, varied and catered for individual differences?
1 2 3 4 5
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1 2 3 4 5
To what extent do the strategies and resources contribute to the development of student literacy?
1 2 3 4 5
To what extent were you successful in assessing student achievement of the outcomes?
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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Task 1:
Instructions:
Hypothetical
Work in groups to set up a hot food stall, to serve the school during breaks. Your team working the stall will be paid according to their age. Think
about the supplies that need to be bought, and what marketing needs to be done. You are then to work towards the goal of profit maximisation for this
business. Students in the school, and a panel of judges, which include teachers and school leaders, are given fake money to purchase in the stall of their
choice. The team who makes the largest profit receives a prize.
Outcomes:
Feedback:
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Written and verbal feedback given to students based on the profit they made in their hypothetical food stall. Written feedback from teacher and verbal
Task 2:
Instructions:
In groups, you are to organise leasing finance for your hot food business, as you wish to expand. (Vehicles, computers, equipment, whatever you think
is necessary).
Answer the following questions and present it to the class in a media format of your choice:
1. What leasing finance is available and what are the advantages of each one to your business?
2. What type of leasing finance will you be using and why? Be specific in your answer, not just “short-term debt”
4. How can the wrong type of finance option for a business lead to a business moving away from the goal of profit maximisation?
Outcomes:
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Organises and evaluates information for actual and hypothetical business situations
Feedback:
2 stars and a wish feedback from both teacher and peers. This will be based on how they answered the questions and presentation skills.
Task 3
Instructions:
You are to work individually to create a poster using the all the statements and figures from the textbook that monitor and control a business’s financial
position, as well as the financial ratios we have gone through in class. The terms you need to include are:
Income statement:
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- Gross profit and GP Ratio with calculations. Emphasise how this is used by managers to inform their decisions.
- Expenses
- Net profit and NP Ratio (with calc.). Emphasise how this is used by managers to inform their decisions.
- Expense ratio (with calc.). Emphasise how this is used by managers to inform their decisions.
- Accounting equation
- Equity
- Working capital
Cashflow statement:
- Cash inflows
- Cash outflows
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Explain how these statements and ratios can be utilised by a business to reach or maintain their goal of profit maximisation?
Outcomes:
Feedback:
Written feedback given on the quality of the poster. Scaffolds of income sheets, balance sheets and cash flow statements for the assessment will be
Context:
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This learning activity requires students to be familiar with financial ratios and strategies. Students are expected to have a basic understanding of
mathematical concepts that allow for them to calculate financial ratios. Students will also need to have the ability to research and information sourcing
skills in order to meet the inquiry learning and self-regulation aspects of this task.
Outcomes:
Organises and evaluates information for actual and hypothetical business situations
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Description of activity:
J Lopez & Co Cakes also determined to expand their business as they believe it will lead to more sales and thus higher profits. You are hired as a
2. Discuss the advantages and disadvantages of your chosen source of finance. This needs to include the costs of your source of finance
3. Explain how your chosen source of finance, and the expansion of the business, will lead to J Lopez & Co maximising the profit of their
business.
J Lopez & Co Cakes want to understand if their business is going well, to identify if expansion is possible. In order to do this, they need to evaluate
their financial position. Your role as a financial consultant is to give advice J Lopez & Co Cakes on their financial position. In order to do this, you
must:
1. Use the data provided to make an income statement, balance sheet and cashflow statement, and evaluate the businesses financial position.
2. Evaluate strategies that lead to the profit maximisation goal of a business. If the business is making a profit, your strategies are to suggest
ways to maintain that profit. If the business is making a loss, your strategies are to suggest ways to minimise this loss or make a profit.
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i. Student interprets and organises data into an income statement, balance sheet and cashflow statement and evaluates the financial
ii. Students clearly evaluates strategies that lead to the profit maximisation goal of the business. This is not based on the evaluation from
(i). If students evaluate their financial position incorrectly but still evaluates proper strategies based on how they did (i), marks will still
be provided.
iii. Students effectively discusses the advantages and disadvantages of their chosen source of finance
iv. Students clearly explain how their chosen source of finance lead to profit maximisation.
balance sheet and cashflow statement and evaluates the financial position
of the business
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profit maximisation.
sheet and cashflow statement and evaluates the financial position of the
Clearly evaluates strategies that lead to the profit maximisation goal of the
business
of finance
maximisation.
balance sheet and cashflow statement and evaluates the financial position
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of the business.
source of finance
maximisation.
sheet and cashflow statement and evaluates the financial position of the
Poorly evaluates strategies that lead to the profit maximisation goal of the
business.
of finance
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maximisation.
sheet and cashflow statement and evaluate the financial position of the
business.
of finance
maximisation.
Feedback:
Feedback for this assessment will be two-fold. First, oral feedback will be given throughout the assessment lessons provided during weeks 2-8. This
will be based on how well students follow the criteria for assessing as they complete the required tasks during class time. Written feedback will be
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provided at the end of the assessment. It will be based on their ability to understand that the main goal of a business is profit maximisation and that the
Future Directions:
This task allows for students to relate the content being taught to a hypothetical situation as well as have students gaining inquiry learning skills and
self- regulation. This occurs as the task builds on them to work towards the goal of profit maximisation by utilising the scenario given. These skills can
be used, not only in other teaching subjects, but for any career prospects they may have after their schooling career. It also teaches them proper
financial management, an issue that is a growing concern for an ageing population. The financial management strategies that students learn in this task
Resources:
Data:
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At the end of 2008, J Lopez’s business ‘J Lopez & Co Cakes’ had sales of $226 000. The cost of goods sold was $81 500. During the year, the
business incurred the following expenses: wages $45 000; rent $15 000; advertising $3550; electricity and heating $2500; insurance $1850; interest
As at 31 December 2008 from the following information: land and building $575 000; motor vehicle, $35, 500; machinery $28 750; mortgage
$378,500; bank loan $27 800; creditors $3200; debtors $5450; capital $15 400; cash on hand $750.
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Once the assessment has been handed in by all students a pilot marking will occur. Students will be separated into A,B,C,D,E as applicable in order to
compare students with each other. Once all students have been graded, each paper with the marking criteria will be placed onto a shared drive to access
in the future. The high, middle and low grades will be kept for registers.
Program Rationale:
The program is designed to have students link back to the core theme of profit maximisation throughout the topic. In doing this, students can link
content being taught back to the core topic, allowing for a more relatable and authentic learning (AECL, 2016). This exemplifies effective learning in
the classroom. The program includes a variety of resources and learning tasks that is accessible to all and builds up literacy and numeracy skills. This
can be seen during the reading tasks, the making of the application of financial ratios to the formal assessment, as well as during group work, where
collaboration takes place. These literacy and numeracy tasks are designed to involve all students in the classroom and thus provide effective learning
(Bloome, 1986; Heath, 1983). The use of case studies and research throughout the program also builds students’ online and visual literacy, an
important skill for the 21st century (Eisenbach & Greathouse, 2020).
It is essential to effectively differentiate for students, in order to provide a safe and engaging learning environment (Collins, 1981). Throughout the
program, the tasks show variety. This is to ensure that all students effectively learn in the classroom (Collins, 1981; Tomlinson, 2014). By allowing for
a variety in tasks and resources, as can be seen in the program, with the use of individual learning, group work, visual posters, reading tasks,
hypotheticals and case studies, it can be ensured that the classroom is inclusive of all students, providing effective learning for all. The use of
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diagnostic assessment is crucial in identifying which students require assistance (Tomlinson, 2014). By creating a core theme such as profit
maximisation, tasks have been put into place to identify which students struggle to understand this concept. Task 3 has students create a poster for
financial ratios. Students who struggle with this will be provided a scaffold for the formal assessment. By using this task as a diagnostic tool, effective
differentiation can occur, and students are left with the ability to successfully complete the formal assessment.
This program is also designed to build students’ self-regulation and inquiry skills. The use of the core theme of profit maximisation builds inquiry
skills. Students are often given a scenario in the program and work towards finding the issues and building to achieving and maintaining their goal of
profit maximisation. Students are working towards this set goal through 3 components (Carfora & Blessinger, 2015):
1. Exploration and discovery. This can be seen through the use of hypotheticals and problem-based learning – how will business achieve or
2. Authentic investigations. This is highlighted through the use of case studies throughout the program.
3. Research based learning. This is exemplified throughout the program, especially in the formal assessment with students researching
The use of this core concept also helps with self-regulation and thus tasks have been suggested in the program to link with this profit maximisation.
Providing hypotheticals with a set goal allows for students to strategize, reflect and succeed (Cleary, 2018). The tasks throughout the program assist in
having students continuously evaluate their performance against a set goal, building self-regulation in the classroom (Cleary, 2018).
Thus, the rationale for this program is evident. It is to promote literacy and numeracy skills, differentiate in the classroom and stimulate self-regulation
and inquiry learning. This is done by having students link content to the core theme of profit maximisation.
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In AT2 the feedback showed that the core theme chosen was appropriate and engaging for students, and that the linkages and flows between the core
theme was clear. However, it was noted that the imagery appeared as an afterthought. Therefore, in taking into account feedback from AT2, I have
decided to keep the core theme and linkages the same. The core theme is appropriate for a business context and highly relevant to the tasks I have
created and therefore, these have not been changed. However, some minor changes to the imagery has been made, in order for it to more clearly flow
with the concept map. There is a more seamless integration of imagery that follows the flows and linkages. This allows for a more engaging concept
map. Before, the imagery was a distraction from the core themes, but with this integration, the concept map will keep the focus of students.
References:
Cleary, T. J. (2018). The Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies. United States: Taylor & Francis.
Collins, J. (1981). Differential treatment in reading 30instruction. In J. Cook-Gumperz, J. Gumperz, & H. Simons (Eds.), School-home ethnography
project (Final report to the National Institute of Education). Washington, DC: U.S. Department of Education.
Bloome, D. (1987). Building literacy and the classroom community, Theory into Practice. 25:2, 71-76
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Eisenbach, B., Greathouse, P. (2020). Developing Adolescent Literacy in the Online Classroom: Strategies for All Content Areas. United
Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. New York: Cambridge University Press.
Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators. (2015). United Kingdom: Emerald Group
Publishing Limited.
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