aos vels unit planning documentation unit plan… · web viewinspiration - brainstorming. ......

marian DRAFT NUMBER 2a learning community…

HUMANITIESAOS Year Level Semester Unit length VELS Level

Humanities: Economics MathsEnglish

8 2 6 WKS 5

Unit TitleProduction & Marketing – cross curricular unit

Last UpdatedMonday, 22 May 2023

Unit Description:In Unit 4, students examine the Australian Economy with specific reference to Business and Marketing. Students are required to form teams and within those teams, conduct research, investigation and development of a product or service. They will be applying maths skills, marketing strategies, oral techniques, ICT and design skills to develop their product or service and promote and sell it for a profit. In completing this project, students will also apply and develop their Habits of Mind.

Key Understandings: What do we want the students to understand by the end of this unit of work?What key skill development will be the focus of this unit of work?What key knowledge areas will be the focus of this unit of work?What values will be the focus of this unit of work?Students will develop knowledge and an understanding about:

Maths – Graphing, percentages & quantities, markups/discount, GST, analysis, statistics Humanities: Economics – resources, forms of business ownership, marketing researching & strategies Thinking – Habits of Mind

Students will develop the following skills: Maths – Graphing, percentages & quantities, markups/discount, GST, analysis, statistics Humanities: Economics - marketing English – speaking ICT – Power Point, Excel (Graphing) Thinking – creating, imagining & innovating; thinking interdependently; thinking flexibly; applying past knowledge to new situations

AOS VELS UNIT PLANNING TEMPLATE

marian DRAFT NUMBER 2a learning community…Essential Question(s): What will the students be asked to do with the new skills and knowledge at the end of the unit (or throughout the unit)? What key questions will guide the unit of work? Essential Question: If you were to provide advice to anybody starting up a new business, what would that advice be? (conclusion)What product or service do I want to sell? Why?What processes do I need to go through to develop, promote and sell the product or service?How can I document the above process?What price would I set to achieve a profit?How do I visualise and present my business plan?What strategies can we use to work effectively as a group?How do we apply all the above to the market day?

Text Type:Informative, Report Language Features: Oral, formal, technical language

Literacy across the Curriculum focus:

Key Assessment Tasks: (no more than 6 per unit of work) Production & Marketing Activity

Information and Communication Technologies: What are the key aspects of ICT that will be used within this unit of work?Power Point - presentationExcel – graphing & budget (spreadsheet)Word – Advertising, etcDigital still & video cameras – AdvertisingWebsite (design)Inspiration - brainstorming

Program Modification: (How will this program accommodate the specific learning needs of students with a disability or those students requiring extension activities)The assessment tasks are open ended to allow for students requiring modification or extension of their work. Students will be able to modify their own work via self assessment.

How does this unit link into other curriculum areas or units of work? Cross curricular unit – uses Maths, English, Humanities: Economics, ICT and Thinking domains.


VICTORIAN ESSENTIAL LEARNING STANDARDS – DOMAINS AND DIMENSIONS ADDRESSED IN THIS UNIT OF WORK

Strand Domain DimensionsPhysical, Personal and Social Learning

Health & Physical Education NA NAInterpersonal Development Building social relationships Working in TeamsPersonal Learning The Individual Learner Managing Personal LearningCivics and Citizenship NA NA

Discipline-based Learning

The Arts NA NAEnglish NA Writing Speaking and listeningHumanities (Economics) Economic knowledge and understanding Economic reasoning

and interpretationHumanities (Geography) NA NAHumanities (History) NA NALanguages Other Than English (LOTE)

NA NA

Mathematics Number NA NANA Working mathematically

Science NA NAInterdisciplinary Learning

Communication Listening, viewing and responding PresentingDesign, Creativity & Technology Investigating and designing Producing

Analysing and Evaluating Information & Communications Technology (ICT)

ICT for visualising thinking NANA

Thinking NA CreativityReflection, evaluation and metacognition

NB: Some groups may develop products or services that may incorporate some of the dimensions listed as not applicable (Health & Physical Education, The Arts, LOTE, etc).

marian DRAFT NUMBER 2a learning community…STANDARDS ADDRESSED IN THIS UNIT OF WORK

Choose one dimension (one dimension per row from the

table above)

Level (standard / progression

point)

Description of Standard (or progression point) Assessment Tools

NANABuilding social relationships

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http://vels.vcaa.vic.edu.au/essential/index.html

At Level 5, students demonstrate respect for the individuality of

others and empathise with others in local, national and global

contexts, acknowledging the diversity of individuals. They

recognise and describe peer influence on their behaviour.

Students select and use appropriate strategies to effectively

manage individual conflict and assist others in resolution

processes.

NANAWorking in teams

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At Level 5, students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe. They reflect on individual and team outcomes and act to improve their own and the team’s performance.

NANAThe individual learner

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At Level 5, students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses. They identify a variety of learning habits and adopt those which assist their learning. They identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks.





With support, students determine learning improvement goals, justifying their decisions and making appropriate modifications as necessary.

NANAManaging personal learning

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At Level 5, students set realistic short-term and long-term

learning goals within a variety of tasks and describe their

progress towards achieving these. They complete competing

short, extended and group tasks within set timeframes,

prioritising their available time, utilising appropriate resources

and demonstrating motivation. They initiate and undertake some

tasks independently, within negotiated timeframes. They review

the effectiveness of the management of tasks, identifying

successes and suggesting strategies that would improve

outcomes. They develop and use criteria to evaluate their work,

and use these criteria to make appropriate refinements. They

demonstrate a positive and structured approach to learning,

identifying and using effective strategies that assist with study,

both at school and at home.

WritingNANA

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At Level 5, students produce, in print and electronic forms,

texts for a variety of purposes, including speculating,

hypothesising, persuading and reflecting. They write

extended narratives or scripts with attention to

characterisation, consistency of viewpoint and




development of a resolution. They write arguments that

state and justify a personal viewpoint; reports challenging

themes and issues; personal reflections on, or evaluations

of, texts presenting challenging themes and issues.

Students improve the accuracy and readability of their

writing, developing confidence in the identification and

use of grammatical conventions and features of language

and in their use of figurative language. They use a range of

punctuation accurately to support meaning, including the

use of ellipses, dashes, colons and semi-colons. They

control tenses, and subject-verb and noun-pronoun

agreement. They accurately identify and use different parts

of speech. They edit their writing for clarity, coherence

and consistency of style, and proofread and correct

spelling, punctuation and grammatical errors.Speaking and listeningNANA

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At Level 5, students express creative and analytical responses to

texts, themes and issues. They identify main issues in a topic

and provide supporting detail and evidence for opinions. They

critically evaluate the spoken language of others and select,

prepare and present spoken texts for specific audiences and

purposes. They use a variety of multimodal texts to support

individual presentations in which they inform or persuade an

audience.



Economic knowledge and understandingNANA

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At Level 5, students explain the nature of the economic problem

and how economic choices involve trade-offs that have both

immediate and future consequences. They explain key factors

that influence the Australian economy, including the quantity

and quality of factors involved in production, resource use,

ownership and management, and types of businesses. Students

make informed economic and consumer decisions,

demonstrating the development of personal financial literacy.

They describe factors that affect choice of employment and

opportunities for current and future work, and explain the

relationship between education, training and work opportunities.

Students identify and describe ways the government influences

economic outcomes at the personal, local and national level.

Economic reasoning and interpretationNANA

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At Level 5, students use the inquiry process to plan economics

investigations, analyse and interpret data, and form conclusions

supported by evidence. They form and express opinions on

economic issues that interest and/or impact on them personally,

or locally and/or nationally.

NumberNA

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marian DRAFT NUMBER 2a learning community…NA 3.75 5.5

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At Level 5, students identify complete factor sets for natural

numbers and express these natural numbers as products of

powers of primes (for example, 36 000 = 25 × 32 × 53).

They write equivalent fractions for a fraction given in simplest

form (for example, 2/3 = 4/6 = 6/9 = … ). They know the decimal

equivalents for the unit fractions 1/2, 1/3, 1/4, 1/5, 1/8, 1/9 and find

equivalent representations of fractions as decimals, ratios and

percentages (for example, a subset: set ratio of 4:9 can be

expressed equivalently as 4/9 = 0.4 ≈ 44.44%). They write the

reciprocal of any fraction and calculate the decimal equivalent

to a given degree of accuracy.

Students use knowledge of perfect squares when calculating and

estimating squares and square roots of numbers

(for example, 202 = 400 and 302 = 900 so √700 is between 20

and 30). They evaluate natural numbers and simple fractions

given in base-exponent form (for example, 54 = 625 and (2/3)2 =

4/9). They know simple powers of 2, 3, and 5 (for example, 26 =

64, 34 = 81, 53 = 125). They calculate squares and square roots

of rational numbers that are perfect squares (for example, √0.81

= 0.9 and √9/16 = 3/4). They calculate cubes and cube roots of

perfect cubes (for example, 3√64 = 4). Using technology they

find square and cube roots of rational numbers to a specified

degree of accuracy (for example, 3√200 = 5.848 to three decimal

places).


Students express natural numbers base 10 in binary form, (for

example, 4210 = 1010102), and add and multiply natural numbers

in binary form (for example, 1012 + 112 = 10002 and 1012 × 112

= 11112).

Students understand ratio as both set: set comparison (for

example, number of boys : number of girls) and subset: set

comparison (for example, number of girls : number of students),

and find integer proportions of these, including percentages (for

example, the ratio number of girls: the number of boys is 2 : 3 =

4 : 6 = 40% : 60%).

Students use a range of strategies for approximating the results

of computations, such as front-end estimation and rounding

(for example, 925 ÷ 34 ≈ 900 ÷ 30 = 30).

Students use efficient mental and/or written methods for

arithmetic computation involving rational numbers, including

division of integers by two-digit divisors. They use

approximations to π in related measurement calculations

(for example, π × 52 = 25π = 78.54 correct to two decimal

places).

They use technology for arithmetic computations involving

several operations on rational numbers of any sizeWorking mathematicallyNANA

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At Level 5, students formulate conjectures and follow simple



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mathematical deductions (for example, if the side length of a

cube is doubled, then the surface area increases by a factor of

four, and the volume increases by a factor of eight).

Students use variables in general mathematical statements. They

substitute numbers for variables (for example, in equations,

inequalities, identities and formulas).

Students explain geometric propositions (for example, by

varying the location of key points and/or lines in a

construction).

Students develop simple mathematical models for real situations

(for example, using constant rates of change for linear models).

They develop generalisations by abstracting the features from

situations and expressing these in words and symbols. They

predict using interpolation (working with what is already

known) and extrapolation (working beyond what is already

known). They analyse the reasonableness of points of view,

procedures and results, according to given criteria, and identify

limitations and/or constraints in context.

Students use technology such as graphic calculators,

spreadsheets, dynamic geometry software and computer algebra

systems for a range of mathematical purposes including

numerical computation, graphing, investigation of patterns and

relations for algebraic expressions, and the production of


geometric drawings.

NAListening, viewing and respondingNA

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At Level 5, students modify their verbal and non-verbal

responses to suit particular audiences. They interpret complex

information and evaluate the effectiveness of its presentation.

When responding, they use specialised language and symbols as

appropriate to the contexts in which they are working. They

consider their own and others’ points of view, apply prior

knowledge to new situations, challenge assumptions and justify

their own interpretations.

NAInvestigating and designingNA

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At Level 5, students use various strategies and sources of

information to investigate and research a range of factors

relevant to more sophisticated design briefs to which they have

contributed. During the design process they clarify their

understanding of design brief requirements and their design

ideas by gathering, responding to and providing feedback to

others. They develop evaluation criteria from the design brief to

inform their judgments during the design process. They use a

variety of drawing and modelling techniques to visualise design

ideas and concepts. Students demonstrate understanding of

design elements and principles and use appropriate technical




language.

Students understand and logically sequence major stages of

production, and calculate and list materials/ingredients and

quantities needed for production. They record and communicate

their ideas using a variety of media that includes information

and communications technology equipment, techniques and

procedures.

NAProducingNA

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At Level 5, students work safely/hygienically with a range of

tools and equipment, including some which are complex, and

manage materials/ingredients, components and processes to

produce products and systems, taking full account of the

appropriateness of their properties, characteristics or expected

outputs in meeting requirements of design briefs.

They make modifications during production, providing a sound

explanation for changes that demonstrates reflection, research,

responsiveness to feedback, and use of evaluation criteria.

NAAnalysing and evaluatingNA

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At Level 5, students select appropriate equipment and

techniques to safely test and evaluate the performance of their




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products/systems in light of evaluation of their performance,

function and appearance. They recommend improvements to the

performance, function and appearance of others’

product/systems. They describe and analyse the social and

environmental impacts of their own and others’ designs,

products and technological systems.

NAICT for Visualising thinkingNA

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NACreativityNA

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At Level 5, students apply creative thinking strategies to explore

possibilities and generate multiple options, problem definitions

and solutions. They demonstrate creativity, in the ways they

engage with and explore ideas in a range of contexts.

NAReflection, evaluation and metacognitionNA

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At Level 5, students explain the purpose of a range of thinking

tools and use them in appropriate contexts. They use specific

language to describe their thinking and reflect on their thinking





processes during their investigations. They modify and evaluate

their thinking strategies. They describe and explain changes that

may occur in their ideas and beliefs over time.


WEEKLY TEACHING OUTLINE

Teaching Week

Learning Focus Teaching methodologies Activities and Assessment Resources

Week One

SOSE 4 periodsChapter 11: The Australian Economy - introduction‘Hey Big Spender!’ – Needs and Wants‘Demand and Supply’

Introduction of 4 Habits of Mind:

thinking interdependently

creating, imagining & innovating

thinking flexibly, applying past

knowledge to new situations

MATHS 4 periods1 st Principles Percentage

Further Percentage Problems

SOSE Alive 3 Textbook

Maths Textbook & handout

Group work

Written tasks

Discussions

Hypothesising

Brainstorming

SOSEProduction & Marketing Activity

By introducing assignment at beginning, teachers can make their teaching explicit so students can then apply new knowledge and skills to their business

Students form groups

SOSE Alive 3 (any or all)– page 241, Qs 1 – 5– page 243, Qs 1 – 6– page 245, Qs 1 - 7

Redefine and link Habits of Mind to marketing task

MATHS1st Principles Percentage Booklet.

Sampling and surveying

SOSEo SOSE Alive 3

pages 241- 245

o Project handout and booklet

MATHS


(appropriate survey questions etc)

Further Percentage Problems

SUBMISSIONGroups survey class – to determine needs & wants (done outside of class time) and complete booklet to page 4

o Percentage Booklet

o Nelson 8 Ex’s 7.6, 7.7

Week Two

SOSE 4 periods‘Making an economic cake’ – Factors of Production, complete page 7

Time to work on assignment

HoM; Thinking

Interdependently Lesson (developing criteria)

Thinking Flexibly and Creating, Imagining and Innovating Lesson (using ICT –


Handout

Maths Textbook & handout

Group work

Written tasks

Discussions

Hypothesising

Brainstorming

Use of ICT

SOSESOSE Alive 3 (any or all)– page 247, Qs 1 – 4, 6

Mention any/all of the following HOMs whilst reading the SOSE chapter:

creating, imagining & innovating,

thinking flexibly, applying past

knowledge to new situations

MATHSPercentage Mark-ups & Discounts

SOSEo SOSE Alive 3

pages 246 – 247

MATHSo Nelson 8 Ex

7.9o Handouts to

be devised


Inspiration)

MATHS 4 periodsPercentage Mark-ups & Discounts

Budgets & Finance

SUBMISSION Students submit

booklet complete to page 6

Mid-Project self-assessment – Working Interdependently

Project Booklet

Week Three

SOSE 4 periods‘Back to business’

Marketing StrategyHandout

Business & AdvertisingRead and complete handout



Maths Textbook

Group work

Written tasks

Discussions

Hypothesising

Brainstorming

Use of ICT

SOSEMarketing strategy notes

Business & AdvertisingRead and complete handout

SOSE Alive 3 (any or all)– page 249, Qs 1 – 6


thinking interdependently,

applying past knowledge to new situations

SOSEo SOSE Alive 3

pages 248 – 249

MATHSNelson 8 Ex’s 2.1, 2.1, 2.3, The Year 8 Survey page 41


MATHS 4 periodsStatistical SamplingICT Spreadsheets

MATHSStatistical SamplingICT Spreadsheets

Project Booklet

Week Four

SOSE 4 periods‘Markets and money’

ENGLISHReview of persuasive language & oral techniques


MATHS 1 - 2 periodsBudgetingTime to work on assignment


Maths Textbook

Group work

Written tasks

Discussions

Hypothesising

Brainstorming

Use of ICT

SOSESOSE Alive 3 (any or all)– page 251, Qs 1 – 6


creating, imagining & innovating,

applying past knowledge to new situations

MATHSTime to work on assignment

SOSEo SOSE Alive 3

pages 250 – 251

MATHSo NA

marian DRAFT NUMBER 2a learning community…Week Five and Six

SOSE 4 periodsPresentations and market (students will be provided with ‘money’)

Review HOMs

MATHS 1 - 2 periodsTime to work on assignment

Group work

Written tasks

Discussions

Hypothesising

Brainstorming

Use of ICT

SOSEPresentation of assignments (PowerPoint presentations) and running of marketMost ‘favoured’ product announced and post market reflection

Review HOMs: discuss their purpose, direction, usefulness

MATHSApplication through buying resources and selling products

SUBMISSIONProject wrap up.End of project, self and peer assessment.

SOSEo HOMs

feedback sheet

Project Booklet

MATHSo NA

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