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102090:BUSINESS STUDIES
Assignment 1
By Patricia Russo (17698665)
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Table of ContentsASSESSMENT TASK....................................................................................................................3
Assessment Notification..............................................................................................................3Teacher notes on executing task.................................................................................................5
Teacher assessment measurement.............................................................................................6UNIT OUTLINE...........................................................................................................................7PRE-LESSON PLAN...................................................................................................................36
Lesson resources attached........................................................................................................45
POST-LESSON PLAN.................................................................................................................51Lesson resources attached........................................................................................................58
JUSTIFICATION.........................................................................................................................62REFERENCES............................................................................................................................67APPENDIX................................................................................................................................69
Appendix A: Scope and Sequence..............................................................................................69
Appendix B: Concept Map – Business Planning.........................................................................70Appendix C: Year 11 Assessment handbook and schedule........................................................71
Appendix D: Assessment Schedule............................................................................................73
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ASSESSMENT TASK
Assessment NotificationFACULTY: HSIE
COURSE: Preliminary Business Studies
UNIT: Business Planning
TASK NAME: Assessment Task 3
DUE DATE: Monday Term 3 Week 6
WEIGHTING: 25%
MARKS: 25
TASK TYPE: Business Plan
ASSESSED OUTCOMES:
P4: assess the processes and interdependence of key business functions P8: evaluates information for actual and hypothetical business situations P9: communicates business information and issues in appropriate formats
TASK OUTLINE: Using the below scenario you are required to write a business plan for a small medium enterprise (SME) of your choosing (1000 words). Ideas for your SME could be a restaurant, a beauty clinic, a gaming store etc.
Scenario
You are young entrepreneur who has decided to put your business knowledge and skills into action and start your own SME.
There is a vacant site at favourite shopping centre perfect for your new business. The owner has asked to review your business plan. They will use this in their decision to lease the vacant site to you.
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Headings to be used in your Business Plan are as follows:
1. Business Profile2. Situational Analysis3. Operations4. Employees5. Marketing6. Finance7. Recommendations 8. Benefits to the shopping centre 9. Bibliography
. MARKING CRITERIA:
You will be assessed on your ability to:
Prepare a small business plan based on a hypothetical business Demonstrate knowledge and understanding of business structures, influences,
functions and processes Present a well-written response in a business plan/report format Communicate using information relevant to the scenario
Criteria Mark
• Demonstrates detailed knowledge and understanding of businessstructures, influences, functions and processes• Presents a sustained, logical and cohesive response in the form of abusiness plan using relevant business terminology and concepts• Clearly communicates detailed information relevant to the scenario
20 -25
• Demonstrates thorough knowledge and understanding of businessstructures, influences, functions and processes• Presents a logical and cohesive response in the form of a business planusing business terminology and concepts• Communicates information relevant to the scenario
15-12
Demonstrates knowledge and some understanding of business structures,influences, functions and processes• Presents a business plan using business terminology and concepts• Communicates some information relevant to the scenario
10-15
• Demonstrates basic understanding of at least some of businessstructures, influences, functions and processes• Presents a basic business plan using some business terminology andconcepts• May provide information relevant to the scenario
5-10
May present a basic business plan using limited business terminology andinformation that may be relevant to the scenario
1-5
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Teacher notes on executing task
The assessment process for Assessment Task 3 is as follows:
Handing out the Assessment Notification
At the beginning of the lesson after all students are seated teacher will mark the roll.
The teacher will hand out an assessment task notification to every individual student present.
The teacher will note any absent students and create a reminder to hand out the notification on their next present day at school (If this exceeds 2 days the teacher will follow up with a phone call to the students’ parents and electronically send the assessment notification to the student if applicable and appropriate).
Teacher will read through the requirements of the task with students Students are to sign document that states they have received the notification and
agree to the requirements.
Receiving completed Assessment task:
At the beginning of the lesson after class is settled the teacher will mark the roll. As the teacher marks the roll the students will hand their printed Business Plan
assignment to the teacher. This way the teacher can better record any present students who failed to submit their assignment by the due date.
Techer to follow up on why students have failed to submit their assignment (if any). Teacher to review appeals or award a mark of zero to students who failed to submit
the task and follow procedure.
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Teacher assessment measurementMapping Grid
Mark Content outcomes
25 Students learn about:Business planning
Students learn to:Prepare a small business plan:
Based on a hypothetical or actual business Presented in a business plan/report format
P4, P8, P9
Marking criteria
Criteria Mark
• Demonstrates detailed knowledge and understanding of business structures, influences, functions and processes• Presents a sustained, logical and cohesive response in the form of a business plan using relevant business terminology and concepts• Clearly communicates detailed information relevant to the scenario
20 -25
• Demonstrates thorough knowledge and understanding of business structures, influences, functions and processes• Presents a logical and cohesive response in the form of a business plan using business terminology and concepts• Communicates information relevant to the scenario
15-12
•Demonstrates knowledge and some understanding of business structures, influences, functions and processes• Presents a business plan using business terminology and concepts• Communicates some information relevant to the scenario
10-15
• Demonstrates basic understanding of at least some of business structures, influences, functions and processes• Presents a basic business plan using some business terminology and concepts• May provide information relevant to the scenario
5-10
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• May present a basic business plan using limited business terminology and information that may be relevant to the scenario
1-5
Relevant content
Headings Content included
Business Profile Student identifies and describes Name, mission/vision statements, goals and objectives, strategies, Legal structure
Situational Analysis SWOT Analysis
Operations Student identifies and describes proposed location and hours of operations
Human resources Student describes prospective employees
Marketing Student identifies and explain Competition, target market, product/service range, pricing, promotion,
Finance Student describes Funding, start-up costs, sales forecast, cash flow forecast
Recommendations Student identifies and explains 2 recommendations
Expansion or overcome threat of competition
Benefits to shopping centre Student identifies and explains 2 benefits their business will bring to the shopping centre
UNIT OUTLINE
This is based on four, one hour periods per week.
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UNIT OUTLINE
Subject: Business Studies Course: Preliminary (year 11)
Number of Weeks :11
Unit title: Business Planning
Key Concepts/ Big Ideas The importance of this learning
- SMEs- Markets- Goods- Services- Competition- Finance- Law- Human resources- Operations- marketing- SWOT analysis- Forecasting- Profit- Business plans- Economic conditions
This unit is important to learning as students develop general and specific skills, including research, analysis, problem solving, decision making, critical thinking and communication. These skills help students participate effectively in the business world, and citizens who must deal with business activity flow on effects (BOS, NSW, 2010).
Unit context within Scope & Sequence
Syllabus Outcomes
This is the third core topic for stage 6 year 11 to assist student in achieving their stage 6 outcomes. It will commence in week 8 term 2 and finish at the end of week 8 term 3.
P1 discusses the nature of business, its role in society and types of business structure
P3 describes the factors contributing to the success or failure of small to medium enterprises
P4 assesses the processes and interdependence of key business functions
P6 analyses the responsibilities of business to internal and external stakeholders
P7 plans and conducts investigations into contemporary business issues
P8 evaluates information for actual and hypothetical business situations
P9 communicates business information and issues in appropriate formats
P10 applies mathematical concepts appropriately in
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business situations
Literacy Focus Numeracy Focus
I CT Focus Differentiation
Glossaries Visual Literacy
i.e. cartoon strip Social literacy group work
presentations role plays. Close passages Business Report Reading and
writing Summaries Oral discussions Debate Essays Note taking Case study
comprehension
solving financial problems and analysing business data.
Internet for research
Video clips Online case
studies multimodal
presentations power point, Prezi
Word processing
Use of excel Online grammar
quiz Online blogs Wikis Spell check
English as an additional dialect (EALD)
scaffold sheets e.g. essay & report
teacher modelling on board
close passages and word banks
Glossaries visual activities e.g. comic
strip, videos, role plays and diagrams
Group work and peer tutoring
Q&A/Discussions to offer verbal expression of learning
One on one assistance Written instructions on
board Spell check
Meaningful learning through technology
Internet for research multimodal presentations
via power point, Prezi Word processing Use of excel for tables and
math Online grammar quiz Online blogging Wikis Spell check
Week/ Sequence
Syllabus Content Teaching and Learning Strategies including assessment for learning.
Resources Adjustments
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Week 1
Period 1
Introduction to the unit
Introduction – Teacher to give an overview of the topic and syllabus that will be learnt. Then the teacher will write the activities to commence in this lesson.
Mind map – the teacher will create a mind map about Business planning with students to assess their pre-knowledge of the topic. Once completed the teacher will add additional points which give an overview of what should be learnt by the end of the topic.
Glossary- teacher hands out a glossary with HSC terms key business terminology. Students are to add to this when a new term is introduced to them they don’t understand.
Summary – the teacher will recap the lesson and open the floor for questioning.
Syllabus handout
Assessment hand out
White Board
Marker
Workbooks
Pens
The written and oral learning intentions is good for EALD students and children with learning or hearing difficulties to refer to.
Glossaries for EALD.
Week 1 Period 2
Students Learn about:
Small to medium enterprises
- Definition- Role- Economic
contributionStudents Learn to:
Examine contemporary business issues to:
- Discuss the influence of
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
White Board Lesson – Teacher to discuss and list the quantitative and qualitative measures that define the size of the business. Teacher will draw figure 10.2 on pg. 323 to give an example of a difference between Micros, small, medium and large businesses. Students to copy notes.
Mind map – Students are to write down common characteristics of SMEs. Use
White board
Marker
Workbooks
Pens
Textbook
Learning intentions for EALD
Drawing the triangular figure rather than just writing the points helps visual learns such as EALD or dyslexic students
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government on SMEs
Outcomes = P1
Figure 10.3 pg. 323 of textbook.
Textbook work – using CH 10 of the textbook students should note the roles of SMEs i.e. economic contribution of SMEs
Class discussion – students will consider how the government influences SMEs e.g. tax. Oral LIT
Summary – teacher to recap main points of lesson and assess student learning via a thumbs up/down activity i.e. thumbs up if student understood concept and thumbs down if they did not understand. Teacher should make note of thumbs down and address the student one on one in the next lesson.
Week 1 Period 3
Students Learn about:
Small to medium enterprises
- Success and/or failure
Students Learn to:
Examine contemporary business issues to:
- Assess the effect of two changes in the business environment on SMEs
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Fill in the blanks worksheet – students are given a worksheet on success of SMEs. Give them 10 minutes to complete. After 10 minutes write the answers on the board for students who may not have correctly guessed the answers (perhaps EALD students, students with learning difficulties etc.) to use. Give them 5 more minutes to complete then discuss answers with whole class.
Table activity – using the reasons for failure of pg. 336 of textbook students are to prepare a table using Microsoft excel. They will classify each reason as
White board
Marker
Fill in the blank worksheet
Workbooks
Microsoft Excel
Laptops
pens
Learning intentions for EALD
Word bank written on board for EALD
Use of Microsoft Excel for meaningful learning through technology (ICT)
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Outcomes = P3 an internal issue or external issue of the business environment. ICT
Class discussion – teacher to pick 2 changes of the business environment and ask students how they think it will affect an SMEs (will it aid success or failure?). Write summary points of discussion on board for students to note. This discussion will assess if students have understood how the content learnt in today’s lesson can be applied in real life. Oral LIT
Summary- teacher summarises main points of lesson and opens the floor to questions.
Week 1 period 4
Students Learn about:
Influences in establishing a small to medium enterprise
- Personal qualities – qualifications, skills, motivation, entrepreneurship, cultural background, gender
Outcomes = P3
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Jigsaw task – split the class into 6 groups. Give each group one different personal quality. Using Chapter 11 of the textbook and the internet students are to create a two-page PowerPoint presentation on their personal quality. One slide should be a summary of the quality. The second slide should have T Table that lists the benefits and burdens of the quality to running a SME. This cooperative learning strategy is good for EALD students to receive peer tutoring from more able students. Social LIT & ICT
Presentations – each group will present the PowerPoint to the class. If time
White board
Marker
Pens
Workbook
Laptops
Computer/projector or smartboardUSB
Internet
Textbook
Writing intentions for EALD
Microsoft PowerPoint to present work is ICT
Peer tutoring forEALD
The oral aspect of the presentation can help EALD students as they can express their understanding in an informal way
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permits students can copy slides in workbooks otherwise teacher will hand out the summary next lesson. Oral & Digital LIT
Summary – teacher to recap main points and assess student learning via the thumbs up thumbs down activity.
Week 2 period 1
Students Learn about:
Influences in establishing a small to medium enterprise
- Sources of information
- The business idea – competition
Students Learn to:
Examine contemporary business issues to:
- Discuss the influence of government on SMEs
Outcomes = P3
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Lecture – teacher gives lecture on sources of information and competition. Lecture slides to be handed to the students.
Short answer – students are to answer 2 questions using lecture notes. Teacher to offer one on one assistance to students. LIT
Summary- teacher recaps lesson and opens the floor to student questions.
Lecture
Lecture handout
White board
Marker
Workbooks
Pen
Learning intentions for EALD
1:1 Assistance for EALD e.g. helping define lecture words.
Week 2 period 2
Students Learn to:
Examine contemporary business issues to:
- Discuss the influence of government
Introduction – teacher writes learning intentions on board
Mini research task – using their laptops students are to visit and explore business.gov.au website. Refer them to Global connections link after their sole exploration time to prepare them for the next task. ICT
White board
Marker
Laptops
Internet
Work books
Online research isICT
Discussion scaffold for EALD
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on SMEs
Outcomes = P3
Discussion writing- students are to write a short discussion on the positive/negative influence the government has on SME owners using business.gov.au to find out information about the contemporary issue globalisation has on their business. This will be handed into the teacher and marked to assess student understanding and literacy abilities. A discussion scaffold will be handed out. LIT
Summary- teacher recaps lesson and opens the floor to student questions.
Pen
Discussion
scaffold
Global connections link https://www.business.gov.au/centre-for-defence-industry-capability/news-and-events/supporting-australian-business-to-collaborate-globally
Week 2 period 3
Students Learn about:
Influences in establishing a small to medium enterprise
- Establishment options – new, existing, franchise
Outcomes = P3
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Debate- strategically split the class into 2 group (mix EALD with GAT) – one side will argue that stating a new business from scratch is better than buying an existing business. The other team will oppose this statement. Social & Oral LIT
Case study- Students are to compete questions 1-4 on ‘Madhu’s Restaurant’ on pg. 363 of textbook.
Class discussion- discuss students answers on case study and answer question 6. LIT
Whiteboard
Marker
WorkbooksPens
textbook
learning intentions for EALD
peer tutoring in debate for EALD
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Summary – assess 5 students learning by asking them to state what they have learnt in this lesson.
Week 2 period 4
Students Learn about:
Influences in establishing a small to medium enterprise
- Market – goods and/or services, price, location
Students Learn to:
Examine contemporary business issues to:
- Assess the effect of two changes in the business environment on SMES (location, and competitors pricing)
Outcomes = P3
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Assessment – ask 5 students something they remember from last lesson
Textbook work – Students are to read pg. 364-69 of the textbook and complete questions on pg. 369. Offer one on one assistance to EALD students to check their comprehension understanding. Unanswered questions will be completed as homework as these will be marked by the teacher to assess student understanding.
White board
Marker
Workbooks
Pens
textbook
learning intentions for EALD
1:1 assistance toEALD
Week 3 period 1
Students Learn about:
Influences in establishing a small to medium enterprise
- Finance – source, cost
Students Learn to:
Examine
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
White board lesson- teacher to discuss and note sources of finance and cost of finance. Students to copy notes on their laptops using notepad or Microsoft word. ICT
White board
Marker
Work books
pens
textbook
learning intentions for EALD
using word processing on laptop to practice typing skills. ICT
EALD can use discussion to express understanding informally
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contemporary business issues to:
- Assess the effects of two changes in the business environment on SMEs
Outcomes = P3
Case study – students to complete Financing a fashion store on pg. 375.
Discussion – discuss case study answers. Also discuss how changes in the business environment can affect SMEs finance (e.g. Reserve bank and interest rates). Oral LIT
Summary – teacher to recap main concepts of lesson. Teacher to ask 5 students to state something they learnt or found interesting from the lesson.
Week 3 period 2
Students Learn about:
Influences in establishing a small to medium enterprise
- Taxation -federal and state taxes, local rates and charges
Students Learn to:
Examine contemporary business issues to:
- Discuss the influences of government on SMEs
Outcomes = P3
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Video- students to watch ‘Your business and tax: Different kinds of tax’ and make notes as a way of building listening and literacy skills. ICT & LIT
Worksheet- short answer and discussion questions on the influence of federal/state/local taxes.
Summary – teacher recaps lesson and assesses student learning via the thumbs up thumbs down activity.
Video link- Your business and tax: Different kinds of tax’ - https://www.youtube.com/watch?v=vq0510-GNMQ
Smartboard
Computer/ projector
White board
Marker
Workbooks
Pen
Worksheet
Learning intentions for EALD
The multimodal presentation is good for EALD as the visuals will supplement the written/read work to commence later in the lesson.
Video for ICT
Week 3 period 3
Students Learn about:
Influences in
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s
White board
Marker
Learning intentions for EALD
Peer tutoring via group work for
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establishing a small to medium enterprise
- Legal – business name, zoning, health and other regulations
Students Learn to:
Examine contemporary business issues to:
- Discuss the influences of government on SMEs
Outcomes = P3
lesson.
Jigsaw activity- split students into 4 groups. Each group will create a multimodal presentation on either Business name, zoning, health or trade practices. Students may use the textbook and internet as sources of information. ICT
Presentation- students must present their jigsaw activity work to the class. This will build and assess communication skills and confidence. Oral LIT
Discussion – ‘how do these government regulations effect SMEs’. Oral LIT
Summary- teacher to recap main points from lesson.
Laptops
Internet
Textbook
Workbooks
Pen
Smartboard orComputer/projector
USB
EALD
Creating Multimodal presentation is ICT
Multimodal presentation good for EALD to visualise learning.
Week 3 period 4
Students Learn about:
Influences in establishing a small to medium enterprise
- Human resources – skills, cost (wage and non-wage)
Students Learn to:
Examine contemporary business issues to:
- Assess the effect of two changes in the
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Information sheet- students are given a summary of syllabus points.
Class reading- students are to read the information sheet as a class. One student reads one paragraph each. LIT
Role play- in groups of 5 to 6 students will act out a job interview. A minimum of two students must perform the role play (i.e. SME owner as job interviewer and a potential employee as the interviewee). All students must participate in making the script. Students should consider
White board
Marker
Workbooks
Pen
Information sheet
Learning intentions for EALD
Role plays will help EALD visualise learning and informally express understanding.
GAT students can take group leadership roles in role play.
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business environment on SMEs
Outcomes = P3
contemporary business issues such as employment needs and quality. Social LIT
Summary- teacher to recap main points of lesson and assess and ask 3 students something they learnt in today’s lesson.
Week 4 period 1
Students Learn about:
- Small to medium enterprises
- Influences in establishing a SME
Students Learn to:
Examine contemporary business issues to:
- Discuss the influence of governments on SMEs
- Assess the effect of two changes in the business environment on SMEs
Outcomes = P1 & P3
Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s lesson.
Summary sheet- a summary sheet covering syllabus content ‘small to medium enterprises’ and ‘influences in establishing a small to medium enterprise’ will be handed out. This will involve multiple activities as well as information. Students are to mention aspects they are unfamiliar with so we can re go over them.
Essay – Students will be given 20 minutes to write a short essay on SMEs. Essay scaffold will be provided. The essay will be marked to assess content understanding and literacy skills. LIT
White board
Marker
Pens
Workbooks
Summary sheet
Essay question
Learning intentions for EALD
Essay scaffold for EALD learners.
Week 4 period 2
Students Learn about:
The business planning process
- Sources of planning ideas (situational
Introduction - Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Brainstorm- students to brainstorm what they already know about the business planning process. This assess
White board
Marker
Paper
Pen
textbook
Learning intentions for EALD
1:1 assistance helps EALD if they don’t understand what the question is asking.
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analysis)Outcomes = P7 & P3
-
student pre-knowledge.
Summarise ‘sources of planning ideas’ on textbook pages 399-402. LIT
Answer case study question on pg. 400 of textbook. LIT. teacher to offer 1:1 assistance to students.
Summary- teacher summarises key concepts about SWOT.
Week 4 period 3
Students Learn about:
The business planning process
- Sources of planning ideas (situational analysis)
Outcomes = P3
Introduction - Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Group task- in groups of 4, students are to Create a PREZI presentation on SWOT analysis using yesterday’s lesson and internet research. ICT
Presentations – 1-2 groups to present their presentation to class. Students to email presentations to teacher for assessment – Oral & Digital LIT
Marker
Whiteboard
Laptops
Internet
Computer/projector or smart board
USB or email
Learning intentions for EALD
Peer tutoring and social skills from group work for EALD
Creating PREZI presentations. ICT
Using internet for research. ICT
Week 4 period 4
Students Learn about:
The business planning process
- Vision, goals and/or objectives (vision, business goals, long term growth)
Students Learn to:
Introduction - Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Whiteboard lesson – teacher to explain mission/vision statements and business goals and objectives. Teacher to display strategic, tactical and operational objectives in triangle hierarchy diagram. Students to record necessary notes.
Using chapter 12 of textbook students
White board
Marker
Textbook
Laptop
Pen
Paper
Learning intentions for EALD
Triangle diagram helps EALD as it is a visual representation of content.
Use of Word and Excel to record information is ICT
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- Investigate aspects of business using hypothetical and actual business case studies to explain how SMEs can enter the global market for long term growth
Outcomes = P3 & P8
are to put the definitions of different types of financial goals and long term growth into a table using Microsoft Word or Excel. ICT
Case study questions on global SME in the global market
Summary- teacher summarise key points of lesson and students ask questions.
Week 5 period 1
Students Learn about:
The business planning process
- Organising resources (operations)
Outcomes = P4
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Video – students watch a video inspirations and take notes. LIT
Whiteboard lesson – teacher explains operations. Students copy down notes.
Class discussion- teacher facilitates a discussion quizzing students on lesson content to assess their learning.
Summary- teacher summarise key concepts and ask students if they need any clarification on lesson content.
Whiteboard
Marker
Video on USB
Computer/ projector or smartboard
Paper
pens
Learning intentions good for EALD
Video is good for visual learning of EALD students.
Week 5 period 2
Students Learn about:
The business planning process
- Organising resources (marketing)
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Using the textbook and internet students are to create a wiki or Blog on the 5ps of marketing. ICT teacher to view final product and assess learning.
Whiteboard
Marker
Internet
Laptops
Textbook
Learning intentions good for EALD
Creating blog or Wiki is ICT
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Outcomes =P4 & P7
Summary- teacher summarise main concepts of marketing in this lesson and asks students if they have any questions.
Week 5 period 3
Students Learn about:
The business planning process
- Organising resources (finance)
Students Learn to:
- Investigate aspect of business using case studies to how the business plan is determined in SMEs
Outcomes= P3 &P10
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Lecture- teacher provides lecture on finance.
Worksheet- students are given a worksheet with questions on a case study that includes Balance sheets. Teacher goes around classroom provides 1:1 Assistance. NUM
Discussion- teacher facilitates a class discussion about the worksheet answers to assess learning. LIT
Summary- teacher summarises key concepts of lesson.
Marker
Whiteboard
USB with Lecture
Computers/projector or smartboard
Worksheet
Papers
Pen
Learning intentions for EALD
1:1 Assistance forEALD
Week 5 period 4
Students Learn about:
The business planning process
- Organising resources (Human Resources)
Outcomes = P4
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Textbook work- students summarise the paragraph on ‘organising resources’ on pg. 412-413 of the textbook. LIT
Think pair share – teacher strategically pairs GAT and EALD students for a quiz. Teacher has a series of 6 questions on organising human resources. She asks
Marker
Whiteboard
Textbook
Paper
Pens
Learning intentions for EALD
Strategic pairs for peer tutoring EALD students.
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the question to the whole class. They proceed to think of an answer alone, then share it with their partner. Then the teacher will select a few pairs to share their answer with the class. Repeat for all 6 questions. This will informally assess learning.
Summary- teacher summarises main lesson points.
Week 6 period 1
Students Learn about:
The business planning process
- Organising resources
Outcomes = P4
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Jigsaw task- students are split into 4 groups. Each group is assigned either operations, marketing, finance or Human Resources. Students are to create a poster, mind map or any visual display of their choosing on organising resources in their give topic. They can use their class work from previous lesson and the internet. ICT and Social & Visual LIT.
Summary- teacher displays posters in classroom and discusses key ideas.
Whiteboard
Marker
Cardboard
Coloured markers
Learning intentions for EALD
Visual display forEALD visual learners
Internet research is ICT
Week 6 period 2
Students Learn about:
The business planning process
- Forecasting (total revenue, total cost)
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Fill in the blanks – students are given a worksheet with a summary of forecasting. They will use the textbook to help them choose the appropriate word from the word bank to fill in the
Whiteboard
Marker
Fill in the blanks worksheet
Question worksheet
pens
Learning intentions is for EALD
Word bank scaffolds EALD learners.
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Outcomes=P10 &P3 blanks. LIT
Worksheet- students will be given a worksheet with short answer questions asking them to perform total revenue, total cost formulas to solve financial questions. NUM
Discussion/whiteboard lesson- teacher will go through the worksheet answers and demonstrate how you get the answer on the board.
Summary- teacher to summarise main lesson content and advise students of next lesson.
Week 6 period 3
Students Learn about:
The business planning process
- Forecasting (Break-even analysis)
Outcomes=P10 &P3
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
White board revision- teacher to go through one total revenue equation and one total cost equation with students on the board to assess their understanding from yesterday’s lesson.
White board lesson- teacher will then explain the break-even analysis and demonstrate examples on the board. Students to copy out examples.
Worksheet- students to perform break even analysis questions on the worksheet. Teacher to go around and offer 1:1 assistance to check understanding. NUM.
Discussion- teacher facilitates a discussion on worksheet answers and demonstrates how to do tem in case
Whiteboard
Marker
worksheet
Learning intentions for EALD student
1:1 assistance for all student and EALD
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students got them incorrect.
Summary- teacher summarises main ideas of lesson and students ask questions.
Week 6 period 4
Students Learn about:
The business planning process
- Forecasting (cash flow projections)
Outcomes = P3 & P4
Introduction- Teacher gives overview of business planning and gives both an oral/written overview on today’s lesson.
Lecture- teacher provides lecture on cash flow projections. Students are provided with lecture slides and take notes.
Blog- teacher will write up a series of questions about cash flow projections. Students are to use the answer to these questions to create a blog using their laptops. The teacher will read blogs to assess learning. ICT.
Summary- teacher summarises lesson.
Marker
Whiteboard
Laptop
Internet
Worksheet
Lecture on USB
Lecture printouts
Computer/projector or smartboard
Written learning intentions for EALD
Lecture notes handed out for EALD to refer to later
Creating a blog is ICT
Week 7 period 1
Pre-lesson Pre-lesson Pre-lesson Pre-lesson
Week 7 period 2
Students Learn about:
The business planning process
- Monitoring and evaluations (budgets, sales)
Outcomes = P10 & P4
Introduction- teacher explains learning intentions both orally and in written form on the board
White board lesson- teacher explains what and how to monitor sales. The teacher will demonstrate how to answer a problem involving sales figures. Students to copy notes. Teacher will also and fill out with the class the Profit budget example on pg. 420 of textbook .by doing this together the teacher is scaffolding them for next
White board
Marker
worksheet
Textbook
Paper
pens
Learning intentions for EALD
Scaffold example on white board for EALD.
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activity.
case study- class to complete questions on the ‘school dance’ snapshot on pg. 421 o the textbook NUM
Worksheet- students will work through short answer questions based on sales data. NUM Summary-
Summary/discussion – discuss answers on case study and worksheet. Teacher can informally assess students learning by asking students what they thought the answers were. Teacher to note this down on paper. Oral LIT
Week 7 period 3
Students Learn about:
The business planning process
- Monitoring and evaluations (profits)
Outcomes = P10 & P4
Introduction- teacher explains learning intentions both orally and in written form on the board.
Students summarise paragraph on ‘monitoring and evaluating profit’ on pg. 420-421 of textbook. LIT teacher to ask EALD students if they understand definitions.
Students are to write a 200-word paragraph n what profits are, the different types of profits, and the importance of profits to a business. They can do this I their work books or on their lap tops using a word processing program or on a wiki. ICT & LIT
Students to hand their work into to the teacher to be marked thus formally assessed.
Summary- teacher to outline main concepts of lesson and ask students if
Marker
Whiteboard
Textbook
Paper
Pens
Laptops
internet
Learning intentions for EALD
Wiki is ICT
1:1 Definitions with EALD
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they have questions.
Week 7 period 4
Students Learn about:
The business planning process
- Taking corrective action
Outcomes = P3 & P4
Introduction- teacher explains learning intentions both orally and in written form on the board.
White board lesson – teacher explain why we need to take corrective action using real life examples and how we do this. Students write notes.
Written task- students are to write about a time they have used corrective action. They can write this as a diary entry in their book or electronic blog. LIT & ICT
Summary- teacher to ask if any students can share their personal example of corrective action and opens the floor to questions.
White board
Marker
Paper
Pen
Laptop
internet
Learning intentions for EALDElectronic blog is ICT
Electronic blog can use spell check to help EALD students with literacy and grammar.
Week 8 period 1
Students Learn about:
- summary of the business planning process
students Learn to:
- explain how SMEs can enter the global market for long term growth
- identify ways SMEs can gain a competitive advantage
Introduction- teacher explains learning intentions both orally and in written form on the board.
Group work- teacher to strategically split the class into 5 groups mixing GAT students with EALD students. The teacher gives each group a piece of cardboard and a marker. One cardboard will be titled one of the following: Situational Analysis, business goals, Forecasting, monitoring and evaluating and corrective action. Each group will be given 3 minutes to write as much as they can on each topic. After 3 minutes the teacher will ask the students to pass their cardboard to the
White board
Markers
5 cardboard papers
paper
pen
Learning intentions for EALD
Group work to facilitate peer tutoring for EALD.
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- explain how business plan is determined
outcomes= P3 & P4
group to their right. The students again will be given 3 minutes to write anything they know on their new titled cardboard; however, they cannot repeat anything that is already there. This will continue until the cardboard the group originally started with returns to them.
Discussion/summary- the teacher will ask each group to share with the class the 3 most valuable points on their piece of cardboard to end the lesson and assess learning,
Week 8 period 2
Study for assessment task 3
Students given the lesson to work on their assessment task 3
Work Books
Pen
Laptops
Internet
textbook
EALD and all students can ask for help if they don’t understand a concept of the assignment
Using their laptops to research and type up assignment. ICT
Week 8 period 3
Students Learn about:
Critical issues in business success and failure
- Importance of a business plan
Students Learn to:
- Discuss the influence on government on SMEs
Introduction – teacher orally explains and writes learning intentions on board
Class mind map- teacher to ask and write on board how business studies helps an individual perform the roles of consumer, employee,
Group work – class divided into 5 strategic groups. Each group is given a business function and has outline why it is important to the Australian economy. Social LIT
Using their laptops students are to find and summarize 2 newspaper articles that looks at business and its
Marker
Whiteboard
Paper
Pens
Laptops
Internet
Learning intentions for EALD
Group work for peer tutoring of EALD students
Researching articles is ICT
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Outcomes = P7 & P3 importance to the Australian economy/ government influence on business that impact the economy. ICT & LIT
Summary- 5 students to share one way business helps the economy and 3 students to share why it is important for SME owners to conduct a business plan. Teacher to note any appropriate notes on responses to record as informal assessment.
Week 8 period 4
Students Learn about:
Critical issues in business success and failure
- Management (staffing and teams)
Outcomes = P3
Introduction – teacher explains and identifies learning intentions on board
Information sheet- teacher hands out an information sheet on management for students to use for the lesson activities.
Create a series of cartoon strips to show the importance of effective management using the POLC functions of management. Visual LIT
Role plays. Students are split into 4 groups. Two groups will create a role play showing a meeting that is poorly managed. The other two groups will show a meeting that is effectively managed. Social LIT. students to use case study ‘teaming with ideas’ on page 431 of textbook as guidance.
Discussion/summary – teacher to facilitate a discussion on how management achieves synergistic results.
White board
Marker
Paper
Pen
Information sheet
textbook
Learning intentions for EALD
Cartoon strips allows EALD to express learning visually
Role play allows EALD to learn from other students in a visual manner.
Week 9 Students Learn Assessment task due
Introduction- teacher collects
White board
Lesson intentions
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period 1 about:
Critical issues in business success and failure
- Trend analysis
Outcomes = P4
assessment tasks. Asks students how they found the assessment task. Explains and writes lesson activities on the board.
Teacher to explain trend analysis using graphs on white board- NUM
Textbook summary- students to summarise ‘trend analysis’ on pg. 433 of textbook. LIT
Textbook questions- students to compete questions 1-5 on trend analysis
Discussion- class discusses questions answers and ask for clarification if they don’t understand anything. This informally assesses student understanding.
Marker
Textbook
Paper
Pens
for EALD.
Week 9 period 2
Students Learn about:
Critical issues in business success and failure
- Identifying and sustaining competitive advantage
Students Learn to:
- Investigate aspects of business using case studies to Identify ways that SMEs
Introduction- teacher outlines lesson to students and writes it on board.
Revise the meaning of competitive advantage i.e. ‘business ability to gain an edge over competitors’
Brainstorm/discuss ways students can gain a competitive advantage in the HSC.
Create a mind map on how to achieve competitive advantage i.e. price/cost strategy, differentiation, ensuring long term success by limiting the advance of competitors, actions of management students to copy mind map using Cmap tools on laptops. ICT.
Define and provide examples of
White board
Marker
Textbook
Paper
Pens
Cmap tools
Laptops
Textbook
Learning intentions for EALD
Cmap for ICT
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gain competitive advantage
Outcomes = P3, P4, P7 & P8
price/cost strategy and differentiation using chapter 13 of textbook. ‘
Complete case study questions on ‘Westpac is bringing back the bank manager’ on page 436 as differentiation case study.
Summary/discussion – discuss answers to Westpac case study and discuss key ideas learnt in lesson.
Week 9 period 3
Students Learn about:
Critical issues in business success and failure
- Identifying and sustaining competitive advantage
Students Learn to:
- Investigate aspects of business using case studies to Identify ways that SMEs gain competitive advantage
Outcomes - P3, P4, P7 & P8
Introduction- teacher explains and writes learning intentions on board
Mini research task – in groups of 4 students are to research an SME and determine their success factors, importance of a business plan, differentiation strategies and long term success factors. They can research the internet, call or email an SME owner and interview them. ICT & social LIT
Presentation- students are to present their research findings to the class. They can do as a speech, use the white board, or create a multimodal presentation. Oral LIT & ICT
Summary- teacher asks 3 students what they have learn or found interesting form the presentation task to assess learning.
Marker
Whiteboard
Laptops
InternetComputer/projector or smart board
Email or USB
Learning intentions for EALD.
Group work for social skill development and peer tutoring EALD
Internet research for ICT
Multimodal presentations for ICT
Week 9 period 4
Students Learn about:
Critical issues in business success and
Introduction- teacher explains lesson intentions and writes it on board.
Using their business case study from last lesson students are to write a
White board
Marker
Lesson intentions for EALD
Report headings on board to scaffold
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failure
- Identifying and sustaining competitive advantage
Students Learn to:
- Prepare a small business plan
Outcomes = P9
report on how their business achieves success via competitive advantage. LIT
Teacher to wrote headings to be used on board i.e. executive summary, business overview, SWOT analysis, marketing, finance, human resources and recommendations
Summary- students to hand in report to be assessed
Workbooks
pen
structure for EALD
Week 10 period 1
Students Learn about:
Critical issues in business success and failure
- Avoiding over-extension of finance and other resources
Outcomes = P4
Introduction- teacher explains lesson intentions and writes it on board.
Worksheet- fill in the blank summary with word bank on how to avoid over extension resources and short answer questions. LIT
Class discussion- teacher discusses worksheet answers with students to assess learning.
Summary- teacher writes dot point overview of main ideas from lesson. Students to copy notes down,
Marker
Whiteboard
Paper
Pens
Worksheet
Learning intentions for EALD
Word bank for EALD
Week 10 period 2
Students Learn about:
Critical issues in business success and failure
- Using technology
Students Learn to:
Investigate aspects of business using hypothetical situations and actual
Introduction- teacher explains lesson intentions and writes it on board.
Teacher draws mind map using figure 13.7 on pg. 440 of textbook on ‘technologies available to business’. Students to help give examples.
Students to word processing program to type up a summary on E-business and E-commerce using textbook pg. 440 – 442. ICT & LIT
Summary – teacher asks a series of
White board
Marker
Textbook
Paper
Pen
Learning intentions for EALD
Word processing spell check for EALD
Word processing summary is ICT
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business case studies
Outcomes = P7, P8, P3
questions and assess learning via the thumbs up thumbs down strategy. Teacher will then address answers where students had their thumbs down.
Week 10 period 4
Students Learn about:
Critical issues in business success and failure
- Using technology
Students Learn to:
Investigate aspects of business using hypothetical situations and actual business case studies
Outcomes = P7, P8, P3
Introduction- teacher explains lesson intentions and writes it on board.
Revise yesterday’s lesson- teacher to ask 4 students something they learnt yesterday to assess learning.
Mini research task- students to find a SME who uses e commerce and explore their website. ICT
Think pair share- teacher will ask 3 questions on effective e commerce and ask students how their researched business achieves this.
Summary- teacher summarises main points from lesson and opens the floor to student questions.
White board
Marker
Laptop
Internet
Learning intentions is for EALD
Think pair share offers peer tutoring for EALD
Internet research is ICT
Week 11 period 1
Post lesson Post lesson Post lesson Post lesson
Week 11 period 2
Students Learn about:
Critical issues in business success and failure
- Economic conditions
Students Learn to:
- Discuss the influence of governments
Introduction- teacher explains lesson intentions and writes it on board.
Lecture with video – teacher lectures class on economic conditions that promote business success and lead to business failure. A video will also be presented. Students to take notes using their laptops. ICT & LIT
Mini report- students to write a mini report on how economic conditions and governments influence SMEs.
Marker
Whitebeard
Lecture
Video
Paper
pens
Learning intentions for EALD
Video for visual EALD learners
Word processing for ICT
Word processing spell check for EALD
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on SMEs- Present in a
business report format
Outcomes = P3 & P9
Teacher will mark these for assessment of learning. LIT
Summary – teacher discusses main points from lesson.
Week 11 period 3
Students Learn about:
Critical issues in business success and failure
Students Learn to:
- Explain how the business plan is determined in at least one SME
- Explain how SMEs can enter global market for long term growth
- Identify ways that SMEs gain a competitive advantage
- Discuss the influence of governments on SMEs
Outcomes: P3, P6
Introduction- teacher explains lesson intentions and writes it on board.
Group work- Students are strategically split into 7 groups. Each group will be given a dot point under ‘critical issues in business success and failure’ of the syllabus. Each group is required to create a PowerPoint presentation or PREZI presentation on their given topic. They must define their topic give an example of when it is an issue, an example of a solution to the issue, and responsibilities to stakeholders. Social LIT and ICT
Summary – teachers reminds students that they will present todays activity in the next class so must finish it as homework if they did not in class.
White board
Marker
Laptop
Internet
Paper
Pens
Learning intentions for EALD
Group work for social skills and peer tutoring of EALD students
Multimodal presentations areICT
Week 11 period 4
Students Learn about:
Revision of Critical
Introduction- teacher explains todays activities.
Week 11 period 2 presentations will be
Presentations
Presentations appeal to visual learning of EALD.
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issues in business success and failure
Students Learn to:
- Explain how the business plan is determined in at least one SME
- Explain how SMEs can enter global market for long term growth
- Identify ways that SMEs gain a competitive advantage
- Discuss the influence of governments on SMEs
Outcomes: P3, P6
presented to the class. Teacher to make notes to assess learning.
Summary- teacher highlights main points from ‘critical issues in business success and failure’ and hands out a summary sheet.
USB
Computer/ projector or smart board
Multimodal presentations Is ICT
Assessment Details Assessment Outcomes
Students will complete Business plan in report format on a hypothetical SME. Students will be given over two weeks to this 1000-word report.
P4: assess the processes and interdependence of key business functions
P8: evaluates information for actual and hypothetical business situations
P9: communicates business information and issues in appropriate formats
Learning & Teaching Evaluation Indicators of Learning
Formal evaluation of Learning:
feedback to students about results
student ratings and comments
This is a formal assessment that assess students:
Knowledge and understanding of course content – 10%
Stimulus Based skills – 10% communication of business information in
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Formal evaluation of teaching:
feedback in surveys teaching portfolio student ratings and
comments reports from supervisors,
colleagues or other observers of an academic staff member; and
Appropriate Forms – 5%
Indicators of learning include:
students will be able to demonstrate what they know about business planning (knowledge of course content)
Students will be able to write a business report students will be able to use business
terminology students will be able to analyse appropriate
business information from hypothetical and actual case studies
students will be able to express their understanding in written report format
PRE-LESSON PLANPre-Assessment Lesson Plan
TOPIC AREA: BUSINESS PLANNING
STAGE OF LEARNER: STAGE 6 (YEAR 11)
SYLLABUS PAGES: 17&18
DATE: N/A LOCATION BOOKED: CLASSROOM
LESSON NUMBER: WEEK 7PERIOD 1
TIME: 60 MINUTES NUMBER OF STUDENTS: 20
PRINTING/PREPARATIONWORKSHEET INSTRUCTION SLIDE
Outcomes Assessment Students learn about
Students learn to
P8 evaluates information for actual and hypothetical business situations
Presentations, discussions and Q&A, as well as paragraph responses using business
How to write a business plan/report
Prepare a small business plan presented in a business plan/report format
Prepare a small business plan
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P9 Communicates business information and issues in appropriate formats
scaffold. The business planning process
bases on hypothetical or actual business
Explain how the business plan is determined in at least one SME
Cross Curriculum themes & General capabilities
ICT - Student learn to use ICT effectively and appropriately creating and communicating ideas and information at school via the digital technologies such as Cmap Tools and Microsoft PowerPoint to present their findings (ACARA, 2013)
Literacy –social literacy skills are developed via group work. Oral and digital literacy communication skills are enhanced in presentations and discussions, while writing skills are scaffolded in appropriate forms in the business context (ACARA, 2013).
Explicit subject specific concepts and skills
Students learn the skill of communication business information in the appropriate form of a business plan/report.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge
1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations
2.4 Social Support2.5 Students’ self-regulation2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws
3.1 Background knowledge3.2 Cultural knowledge
3.4 Inclusivity3.5 Connectedness
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clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge integration 3.6 Narrative
Achieved quality teaching elements
Teaching element Indicators of presence in the lesson
Metalanguage The use of metalanguage relevant to business terminology is present in this lesson as the ability and need to identify and use specific terms to business in the business report is addressed in the scaffold task. Students may also use such terms and concepts in their presentations.
Engagement As most students will be able to participate in the group activity as it caters to different strengths, students will be engaged due to the ICT component, but also because they have self confidence that they can contribute to learning. Encouragement from peer collaboration further enhances this willingness to learn, while the purpose behind the scaffold activity (i.e. to help with the assessment task) motives students to participate and learn.
Inclusivity All types of learners with varying abilities can participate in this lesson. This is due to the group task implementing different learning preferences all in one i.e. visual, digital, oral, written etc. Moreover, the scaffold task can be used to teach lower ability students how to structure a report to communicate business information, whilst higher ability children can learn the same thing while participating in filling out the scaffold by providing suggestions.
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Time Teaching and learning actions Organisation Centred
T/S
Intro
5 mins
Roll Call Write and explain lesson intentions on the
board (this enhances students’ direction and is good for EALD students to refer to)
Teacher explains lesson will be broken into 2 main tasks i.e. research/presentation task and a scaffolding task that encourage the development of business communication skills which are needed in the HSC and life.
Teacher: mark roll, write overview of lesson on board and dictate to students
Student: Listen to teacher overview while taking books and pens out.
Resources: Roll., whiteboard, marker,
T
Body
15 mins
Group work - research and PowerPoint presentation:
Students are placed in group of 4.- Teacher to strategically place EALD students with GAT students as peer tutoring help lower literacy learners. LIT
Teacher puts instructions on white board (teacher will have it on USB or email. If no internet/power, write this slide on board). Seeing learning visuals is useful for EALD students to refer to.
Students research business planning and SMEs using textbook and laptops. Using internet for research is ICT
Students will then digitally represent their findings in either a PowerPoint or mind map using Cmaps. This is to promote ICT skills. ICT
Teacher: displays and explains activity instructions on smartboard/projector. Go around and assist students during task. Provide 1:1 assistance to EALD students if struggling.
Student: work together in groups to answer worksheet and create presentation or mind map.
Resources: instruction slide (See Lesson Resource 1), books, pens, Laptops, textbook, internet.
S
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10 mins Presentations/Class discussion:
teacher nominates two groups (one mind map, one PowerPoint) to present their work to the class. If not enough time get one group to volunteer to present. LIT
Ask other groups if they had similarities or differences in their group responses. This will assess student understanding and oral literacy skills. LIT
Students are to email their presentations to teacher which will be assessed
Teacher: organise time to receive students work, and facilitate class discussion afterwards.
Student: email presentations to teacher, presenting group to present work to class, participate in class discussion.
Resources: PowerPoint, Computer and projector/smart board, Internet, Email, Student laptops, USB
S
5 mins Hand out assessment notification:
Teacher hands out assessment task notification to students and briefly explains what it is asking.
Techer asks students to highlight any verbs visible on the notification (this will be used for homework).
Techer explains she will be modelling a business plan in the next activity to familiarise students with its appropriate report structure… this is a requirement of the assessment.
Teacher: explains assessment task outline and links it to next activity.
Student: listens to teacher and highlights verbs on assessment notification
Resources: assessment notifications (See Lesson Resource 2), pens/highlighters
T/S
Scaffolding activity:
Teacher explains this task is to build on the
Teacher: demonstrates response on white board and discusses how to find it in
T/S
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20 mins knowledge of identifying what should be Included into a business plan and develops the communication of these aspects.
Teacher hands out business plan scaffold work sheet. This will help EALD students use appropriate structure when writing a business report.
using the Business Planning scaffold worksheet, teacher fills in possible content examples on the board
teacher to facilitate Q&A on what are some examples of the content questions provided in the scaffold. This promotes higher order thinking and assesses learning.
Students are to copy response. Students then are to form a paragraph for
each heading using the examples. This is to be completed as homework and handed in next lesson to assess student literacy and communication skills. LIT
sources
Student: participate in filling out the scaffold and copy down response
Resources: Worksheet, workbooks, pen, white board, 2 different coloured markers, scaffold worksheet (See Lesson Resource 3),
Summary
5 mins
Close/revise:
summarise key points and tell them next topic lesson
Teacher asks students to provide a definition for each highlighted verb on assessment notification using their NESA glossary handed out of the beginning of the topic.
Teacher: talk or write key points in mind map. Write homework instructions on board
Student: Listen to teacher and copy any notes and homework instructions down.
Resources: marker, whiteboard, books, pens
T
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Reflection
Lesson planning is more than just writing out a sequence of activities as I had to consider a variety of things. Considerations included but were not limited to, syllabus content, differentiation, assessment and cross curricula themes. due to the attempts to implement many of these considerations when planning this lesson, I learnt effective lessons are ones that consider such elements. I am concerned however of the times I have set are enough to include the actual presenting presentations. Perhaps discussing them alone is enough to meet literacy goals.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
P8 Students paragraph responses to the scenario in the worksheet will be handed in to assess their skills of evaluating and using information from hypothetical scenarios
P9
Students will be assessed on how appropriately communicate business information, via the language they use in their presentations, and the answers they provide during the scaffolding task
Demonstrated AISTL graduate standards in lesson
Graduate Standards Evidence within this lesson
1.3 students with diverse linguistic backgrounds
EALD students are supported by scaffold, oral presentations, displaying learning intentions, 1:1 assistance and peer tutoring.
1.5 differentiate teaching to meet specific learning needs of students across a full range of abilities
Groups consist of pairing EALD and GAT students as peer tutoring is a strategy that helps build literacy skills. The mix of oral, visual, digital and scaffold work meets a range of different learning abilities.
2.5 Literacy and numeracy strategies
strategies such as strategic grouping and the business plan report scaffold is implemented to improve literacy levels of students social and literacy scaffolding and peer tutoring.
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2.6 Information and Communication Technology
ICT is used to present understanding. Creating a PowerPoint and digital mind map can be engaging and visually appealing to learn from.
3.3 Use teaching strategies
Multiple teaching strategies are evident throughout this lesson including: peer-assisted learning, ICT presentation, discussion, analysis scaffolds.
4.1 Support student participation
The presentation task support a range of different abilities thus all students can participate. For example, a student who highly literate can synthesise research findings into a response, while a student that is ICT savvy can create the digital presentation.
5.1 Assess student learning
Informal and formal formative assessment is used to assess student learning. This includes the quality of digital presentations to assess social/digital literacy and use of ICT skills. Student understanding is also assessed via discussion and Q&A.
WHS
Lighting should be sufficient, especially since laptops will be used. This is to avoid eye strain. If any student need to charge their laptops they will be moved close to a power outlet to ensure the charger chord does not present itself as a tripping hazard. The classroom will be set up into table groups so students do not need to move chairs when moving into groups for the group work activity.
References (In APA)
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Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General Capabilities in the Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview
Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards
Board of Studies NSW. (2010). Business Studies Syllabus. Retrieved from: https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf
Board of Studies NSW. (2011). 2011 higher school certificate examination: Business studies. Retrieved from http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2011exams/pdf_doc/2011-hsc-exam-business-studies.pdf
Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
Youth Central. (2017). Writing a business plan. Retrieved from http://www.youthcentral.vic.gov.au/jobs-careers/starting-your-own-business/writing-a-business-plan
Lesson resources attachedResource 1 – Instructional Slide
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Resource 2- refer to ‘Assessment notification for students’ on pg. 3 of this whole document
Resource 3 – Worksheet- business plan scaffold
Business Plan Scaffold
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As a class, we will discuss what these headings mean and what we should include under them. This scaffold starts your thinking process about what to include in your business plan. We will further extend that and identify actual examples of the content that can be included using proper business terminology.
Heading Content Example/terminology
Business Profile Write one to two paragraphs introducing your business. This should include:
The name of your business The purpose and goals of your
business The legal structure the strategies on how you will create
your business. Situation Analysis Write one paragraph about:
Business Strengths Business Weakness Business opportunities Business threats
Operations Write one paragraph about:
Location- Where do I want to locate my
business and why? Hours of operation
- What days and time will my business be open and why?
Human Resources Write one paragraph about:
Management- Who will run the business and
how will they run it? Employees
- How will you hire future employees and what employees do you need?
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Marketing Write one paragraph about:
Product- How will you sell your
product/service? Features
- Why should people purchase your product/service?
Customers- Who is your target market?
Finance Write one paragraph about:
Money needs- How much money will be needed
to start your business?- How will you raise or borrow the
money?- How will you convince banks to
invest in your business? Recommendations Write one paragraph about:
what you would do to address weaknesses and threats from your SWOT analysis.
Using the above completed scaffold try to write one paragraphs for each section using the below Scenario and your imagination. Remember this is to help you identify what belongs
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in a business plan and how to structure and sequence a business plan. Think about grammar and sentence structure when communicating your thoughts.
Heading Paragraph
Business Profile
Scenario:
Tot Calcium Pty Ltd manufactures and supplies milk to many child care centres and schools in NSW. It has 120 employees in its NSW factory and employees a paid manager who is responsible for the day to day running of the business. Customers have recently complained that milk bottles have been incorrectly labelled. Business profitability is deteriorating
Investigations by the owners indicate the following problems:
• customers find the product mix unappealing• poor management of cash flow• poor accounts receivable turnover compared to similar businesses• low prices offered by larger competitors
The owners have also provided the following information:
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Situation Analysis
Operations
Human Resources
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Marketing
Finance
Recommendations
Note: Your business plan for your assessment will be in greater detail as you will draw on the context and content of your hypothetical business.
POST-LESSON PLANPost Assessment Lesson Plan
TOPIC AREA: BUSINESS PLANNING
STAGE OF LEARNER: STAGE 6 (YEAR 11)
SYLLABUS PAGES: 17
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DATE: N/A LOCATION BOOKED: CLASSROOM
LESSON NUMBER: WEEK 11 LESSON 1
TIME: 60 MINUTES NUMBER OF STUDENTS: 20
PRINTING/PREPARATION:WORKSHEET MARKED ASSIGNMENTS
Outcomes Assessment Students learn about Students learn to
P9 communicates business information and issues in appropriate formats
Informal assessment – discussion of general feedback and marking exemplar responses.
How to write a business report
Prepare a small business plan presented in a business report format
Cross Curriculum themes & General capabilities Literacy – literacy skills developed via reading and marking exemplar responses. And literacy skills made aware via grammar test and feedback (ACARA, 2013).
Explicit subject specific concepts and skillsStudents can use business terminology and communicate using a business report format.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge
1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication
Quality Learning Environment 2.1 Explicit quality criteria
2.4 Social Support2.5 Students’ self-
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This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.2 Engagement2.3 High Expectations
regulation2.6 Student direction
SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration
3.4 Inclusivity3.5 Connectedness3.6 Narrative
How identified quality teaching elements are achieved in lesson
Teaching element Indicators of presence in the lesson
Substantive communication
The general feedback section communicates how students can improve their communication of business knowledge in written forms i.e. report and literacy in general.
Explicit quality criteria
Students engage with explicit quality marking criteria, including the individual and general feedback of assessment task 3 and the use of marking criteria for the ‘marking exemplar responses’ activity
Knowledge Integration
Students knowledge of outcomes, requirements, feedback and the experience of marking exemplar responses acts as a is cohesive part of improving student understanding of effective written practice regarding business, but the literacy skills revised are relevant to all subject areas.
Time Teaching and learning actions Organisation Centred
T/S
Intro
5 mins
Roll Call Teacher to write out and explain
learning intentions to students i.e. the lesson will consist on receiving their assessment task 3 back, going through feedback and
Teacher: mark roll, write overview of lesson on board and dictate to students. Lesson intentions help EALD as they can refer to it if they couldn’t comprehend teachers verbal instructions.
Student: take books and pens out and Listen
T
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completing a marking activity on sample responses.
to teacher overview.
Resources: Roll., whiteboard, marker
Body
5 mins
Handout assessment 3 back to students:
Teacher hands back marked assessment task with individual feedback and general feedback sheet attached
Students scan their mark and feedback.
Teacher: hands out assessment results, and instructs activity.
Student: review their marks and feedback
Resources: Marked assessment tasks and general feedback sheet (see Lesson Resource 1)
S
10 mins Go through answers and feedback:
Teacher to go through Business plan responses. Teacher to identify key things for a band 6 answer. Discuss relevant general feedback. This modelling scaffolds EALD students in their structure of a report.
Teacher: facilitate discussion and notes on correct answers and feedback.
Student: listen to teacher and take down relevant notes.
Resources: marked assessments, general feedback sheet, teacher grading guideline with answers (see Lesson Resource 2) white board, marker, pen, paper.
T
7 mins Grammar check:
Students to play the grammar quiz game on their laptops. This is good for EALD/all students to grasp where they could improve on general grammar. ICT & LIT
Teacher: writes hyperlink on board and instructs students to quickly take the quiz to get a grasp on their grammar skill level.
Student: takes the grammar quiz
Resources: marker, whiteboard, laptops, internet, grammar quiz - https://www.grammarly.com/blog/celebrate-grammar-day-with-this-fun-quiz/
20 mins Group activity- Marking sample Teacher: Strategically pair up or group EALD S
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answers:
Students will receive a worksheet with activities based on a link for a business report exemplar. In pairs students must use the marking guidelines to grade the response. Students are to note why they gave what mark i.e. what was done well and what needs improving
students with GAT students so peer tutoring can occur. Teacher than hands out worksheet.
Student: work together to decide what mark the sample responses on the worksheet should receive.
Resources: Worksheet (See Lesson Resource 2), Paper, pen, laptops, internet
8 mins Class discussion:
Students to reveal their marks of sample response and teacher to note this for assessment and discuss the appropriate band that was allocated to the sample responses and why. LIT
Teacher: discuss the actual marks given to sample responses
Student: discuss the marks they gave to sample responses. Adjust their worksheet answer if incorrect.
Resources: worksheet, paper, pen
T/S
Summary
5 mins
Close/revise:
summarise key skills to consider for preliminary exam and HSC.
Students to write one thing they did well and one thing they need to improve on because of this lesson and their assessment task 3 results.
Teacher: talk or write key points in mind map. Write homework instructions on board
Student: Listen to teacher and write down achieved skills and skills needing improvement.
Resources: books, pens
T/S
Reflection
Feedback is very important in aiding student achievement. I learnt it extends the purpose of an assessment from investigating student present learning, to improving future assessment. The most valuable thing I learnt from conducting this lesson plan was seeing the different levels of student responses in the HSC. It provided me insight on areas I could help students as well as having high expectations due to the excelling responses viewed.
How am I measuring the outcomes of this lesson?
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Learning Outcome Method of measurement and recording
P9 Students ability to communicate business information in the correct format is measured by their feedback. However, their ability to improve communicative skills will be assessed via the understanding they communicate in the class discussion.
Demonstrated AITSL graduate standards in lesson
Graduate Standards
Evidence within this lesson
1.1 Physical, social and intellectual development and characteristics of students
The intellectual development of students is considered in this lesson because it carries the notion on them improving their communicative skills. students can compare their responses with the example response to see where and how they can develop as better communicators of business information.
2.5 Literacy and numeracy strategies
Students are provided with feedback, recommendations and examples of effective report writing. This included correct grammar and punctuation, structure and business terminology.
3.3 Use teaching strategies
Many teaching strategies were used in this lesson such as group work, ICT, student marking and discussion.
5.2. Provide feedback on students and their learning
Lesson provides both individual and general feedback to students on assessment 3. Tips for improvement are explained.
WHS
lighting should be adequate so students can see the teacher their worksheet and to prevent eye strain when using laptops. Any students who need to charge their laptop should do so near a power point to prevent tripping over the chord.
References (In APA)
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Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General Capabilities in the Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview
Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards
Board of Studies NSW. (2012). 2012 higher school certificate examination: business studies. Retrieved from http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2012exams/pdf_doc/2012-hsc-exam-business-studies.pdf
Board of Studies NSW. (2012). 2012 HSC- Business studies band 5/6 sample 3 question 25. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/stds-matl/business-studies/bs-12-band-5-6-q25-s3.pdf
Board of Studies NSW. (2012). 2012 HSC business studies marking guidelines. Retrieved from http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2012exams/pdf_doc/business-studies-marking-guide-12.pdf
Board of studies NSW. (2012). 2012 HSC business studies ‘sample answers’. Retrieved from http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2012exams/pdf_doc/business-studies-hsc-sample-answers-12.pdf
Board of Studies NSW. (2010). Business Studies Syllabus. Retrieved from: https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf
Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
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Lesson resources attachedResource 1
General Feedback
It is important to read a question carefully to understand what it is asking you to do. This question asked you to present a business plan for an SME in a report format.
Structure:
Every student successfully implemented the correct structure for this assignment. As the question asked for a business plan in a report format it required headings to satisfy the report aspect of the question. These headings had to be relevant to a business plan to achieve the business plan aspect of the question.
Some students struggled with the executive summary.
An executive summary is not an essay introduction. It includes an introduction into the business and a quick summary on what the report will contain, just like an essay
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introduction would. However, it also should have included your goals and potential issues, and how you the entrepreneur aim to tackle or achieve these.
Literacy:
Literacy was the biggest concern in this assignment. A lot of students made many grammatical errors and rambled on. Business terminology needed to be used more as it is a BUSINESS report. Use of such terminology not only shows your learning but will help you be more concise as you don’t have to explain everything you say. Many students also went over the word count. Being more concise in your writing could have helped this. Unless you didn’t pay attention to the requirements surrounding length.
Things to consider include:
Avoid run on sentences- use full stops! Avoid using long sentences and paragraphs – sentences and paragraphs should
contain one idea. Use of business terminology will help you be more concise.
Content:
when a question is based on a scenario or case study this must be mentioned throughout your response. As your assignment was based on the scenario you all did this quite well.
Tip: in the preliminary and HSC exam ensure at least 50% of your response incorporates case study/scenario material.
Better response explained syllabus content in each paragraph, and followed it up by explaining how the entrepreneur could implement the strategy you have proposed.
Recommendation:
read the question and highlight or circle the Key terms/verbs Rewrite a question to understand what it is asking you to do Look at everything on the notification i.e. word length.
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Resource 2 – worksheet
Marking exemplar responses
Below is a report question from the 2012 HSC exam and a link to a band 5/6 response.
Question
(25 marks)
You have been employed by Sunshine Fruit Juices to prepare a report for management on the issues outlined in the above scenario.
In your report, recommend strategies for human resources and operations that the firm could implement to improve its business performance.
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Student Response - http://www.boardofstudies.nsw.edu.au/syllabus_hsc/stds-matl/business-studies/bs-12-band-5-6-q25-s3.pdf
Activity 1
Visit the link to the band 5/6 response. Using the below marking Criteria and ‘answers could include’ table explain why you think the student was marked to fit in the band 5/6 descriptors. i.e. what they did well and how they/where they did it?
Activity 2
Using the same marking criteria do you agree with the mark you received for question 3 in assessment task 3? Look at the areas you need to improve, or any elements you had missing.
Marking Guidelines
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JUSTIFICATION
The above assessment task, unit outline, pre-and-post lesson plans based on the
preliminary Business Studies unit, Business Planning, were created using the
‘Understanding by Design Framework (UbD)’. UbD plans curriculum via a backward
mapping approach (McTighe & Wiggins, 2015). Influenced by the UbD framework, this
professional task was constructed in a sequential order that began with broad teacher
documentation to more detailed teacher documentation. Guided by the first stage of UbD
planning, broad elements such as the scope and sequence, assessment schedule and
concept map were created to identify what was to be achieved at the completion of the
unit. Secondly the assessment task was created as the second stage of UbD designing
requires evidence of learning based on the outcomes identified in the assessment schedule
and scope and sequence. Last the lesson plans and unit outline for the topic Business
Planning were created to ensure the strategies used to ‘teach’ the topic was reliable in
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meeting the predetermined goals from stage one. The benefits of this backward mapping
are meaningful learning should occur as both students and teachers know the purpose of
every aspect of the unit, from an activity to a formal assessment (McTighe & Wiggins, 2015.
Decisions made in the teacher documentation of this professional task will be outlined and
justified below using a range of teaching theories and models.
Assessment task
With the end result in mind, UbD’s backward mapping idea influenced decisions made in
the creation of the assessment task. The question was determined by first addressing then
coding the outcomes determined in the assessment schedule (McThighe & Wiggins, 2015).
The decision to assess student learning in the form of a business plan report was chosen
because it is a main skill required in the units’ syllabus (Bored of Studies NSW, 2010).
To further support the decision to assess this unit in the assessment type of a business plan
report is opportunity it provides in creating critical thinkers and writers. Bayat (2014)
expounds that quality and critical writers must know how to plan before the writing process
can begin. This Is where the decision of putting the required report headings in the
assessment notification stemmed from, as well as why the pre-lesson contained a business
plan scaffold. Moreover, Consultation with Blooms taxonomy this assessment task
encouraged creative and critical thinking, Via the assessed outcome that required students
to ‘evaluate information for actual and hypothetical business situations’ (Bored of Studies
NSW, 2010; Nenti & Zietlow, 2007).
Pre-lesson
Central to the pre-assessment lesson was scaffolding students with the content and skill
development needed to achieve the outcomes identified in the assessment task. Regarding
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the ‘student are active learners’ principle in the UbD framework (Brown, 2004) and The
Centre for Education Statistics and Evaluation (2014) recommendation to use explicit
instruction when teaching new information, the choice to scaffold and model a business
plan in a report format centred this lesson. The idea behind this strategy is to transfer the
learner from guided practice to independent application, which occurred in the proceeding
worksheet, where students synthesise scenario information and present it in appropriate
paragraphs (Brown, 2004; CESE, 2014).
Furthermore, cognitive theory stresses the importance of prior knowledge when novel
learning is attempted (Nenti & Zietlow, 2007). As such the choice to sequence the scaffold
lesson after the research and ICT presentations was purposely decided to build on prior
knowledge, and consequently move students up Blooms taxonomy to promote critical
thinking. This was because students elevated from simply displaying findings, to then
putting the finding into relevant business context and formats.
The decision to incorporate Information Communication Technology (ICT) to present the
knowledge acquired via a PowerPoint presentation or Cmap in the group task was guided
by the Differentiation Model, and cross curricular theme ICT (ACARA, 2013). Through this
activity product differentiation during creation, as well as input differentiation during
presentations was achieved (McTighe & Wiggins, 2015; Tomlinson & McTighe, 2006). This
help accommodates to EALD learners as they can present understanding distant from
traditional written literature responses. The collaborative pedagogical approach to have
this task completed in strategic groups was chosen to further support accommodation
because group work fosters social learning via peer tutoring (Westwood, 2015) Moreover
the use of group work and the ICT presentation strategies can to accommodate to GAT
student needs by promoting Critical thinking. The teacher can ask higher order thinking
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questions after the presentation to promote critical thinking, while the opportunity to
‘teach’ group findings to the class instead of just reiterate findings to will allow for critical
skill development ( McTighe & Wiggins, 2015).
Post lesson
Central to the post-assessment lesson plan was feedback. CESE (2014) synthesised feedback
enhances student achievement. This was evident in data that showed students who are
given feedback usually perform better than students who do not receive feedback. As such,
influenced by this evidence the decision to implement both individual and general feedback
on the assessment task was made. Further in support of this decision was the intention to
achieve both the teacher professional standard ‘know students and how they learn’ (AITSL,
2010) and intention to help students receive better band descriptors in the future.
Literacy was one assumed area in need of improvement. As such the choice to add
recommendations on general literacy was included in the feedback form. Moreover, the
use of ICT via the grammar quiz was included in this lesson plan to inform and make
students aware of their literacy skills in an engaging way (Rabah, 2015)
The second activity i.e. marking an exemplar’ was implemented in this lesson plan to build
upon their skills in understanding marking criteria, as well as to develop critical thinking
skills. Orsmond, Merry and Reiling (2002) found a student’s ability to understand marking
criteria will lead to the creation of long term quality improvement i.e. better
communication of business concepts using the appropriate report format in the HSC and
potentially in their corporate careers. As such the decision to present students with a final
product produced by a peer of the same age, rather than just a question, visually supports
them with understanding expectations. Moreover, influenced by Blooms Taxonomy, critical
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thinking skills were developed as the activity moved students from lower order thinking i.e.
identifying what the question is asking to higher order thinking i.e. evaluating the standard
of a response (Nenti & Zietlow, 2007). This task was undertaken in strategic groupings as a
pedagogical strategy that promotes engagement and differentiation via peer tutoring
(Westwood, 2015).
Conclusion
In summation, using a backward approach when planning curriculum can be useful to
ensure all teacher documentation has meaning. Moreover, using educational theories,
models and approaches to justify pedagogical and content decisions makes the
effectiveness of student and teacher learning more effective and reliable.
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REFERENCESAustralian Curriculum, Assessment and Reporting Authority (ACARA). (2013).
General Capabilities in the Australian Curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview
Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian
Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/overview/organisation-of-the-standards
Bayat, N. (2014). The relationship between prospective teachers’ levels of critical
thinking and their success in academic writing. Egitim ve Bilim, 39(173), 155-169.
Board of Studies NSW. (2010). Business Studies Syllabus. Retrieved from: https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf
Brown, J. L. (2004). Making the Most of Understanding by Design. Alexandria:
Association for Supervision & Curriculum Development. Retrieved from
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=3002093
Centre for Education Statistics and Evaluation (CESE). (2014). What works best:
Evidence-based practices to help improve NSW student performance. NSW Department of
Education and Communities. Retrieved from
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2741921-dt-content-rid-
22644863_1/courses/102090_102091_102092_2017_1h_modernhistory/
what_works_best.pdf
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McTighe, J. W. G. (2015). Solving 25 Problems in Unit Design. Alexandria: ASCD.
Retrieved from http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=2031813
Nentl, N., Zietlow, R. (2007). Using Bloom’s taxonomy to teach critical thinking skills
to business students. Journal of College & Undergraduate Libraries, Volume 15 (1-2), pp.
159-172. doi: http://dx.doi.org.ezproxy.uws.edu.au/10.1080/10691310802177135
Orsmond, P., Merry, S, & Reiling, K. (2002). The use of Exemplars and Formative
Feedback when Using Student Derived Marking Criteria in Peer and Self- assessment.
Assessment & Evaluation in Higher Education, 27 (2002).
Rabah, J. (2015). Benefits and challenges of information and communication
technologies (ICT) integration in quebec english schools. TOJET : The Turkish Online Journal
of Educational Technology, 14(2) Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1700079167?accountid=36155
Tomlinson, C. A., & McTighe, J. (2006). UBD and DI: An Essential Partnership. In
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and
Kids (pp. 1-11). Alexandria, VA: Association for Supervision and Curriculum Development.
Retrieved from http://ezproxy.uws.edu.au/login?url=http://go.galegroup.com/ps/i.do?
p=GVRL&sw=w&u=uwsydney&v=2.1&it=r&id=GALE
%7CCX3244900007&asid=25de80bd243abce260a1c26a46425acd
Westwood, P. (2015). Commonsense Methods for Children with Special Educational
Needs. London: Routledge. Swanson, H. L. (2000). What instruction works for students with
learning disabilities? In R. Gersten, E. Schiller & S. Vaughn (Eds), Contemporary special
education research (pp. 1-30). Mahwah, NJ: Erlbaum.
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APPENDIX
Appendix A: Scope and Sequence
Appendix B: Concept Map – Business Planning
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Appendix C: Year 11 Assessment handbook and scheduleASSESSMENT HANDBOOK
WHAT IS SCHOOL ASSESSMENT
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An Assessment Task is work given to you that is marked to assess your achievement of syllabus objectives and outcomes.
RULES AND POLICY
Non-completion/late submission
If you fail to submit or perform an Assessment Task on its due date without adequate explanation, you will be awarded Zero marks for the assessment task. You will still be required to complete the task on the next day present at school.
Absenteeism
Students who miss a task due to absenteeism can submit a Task Missed due to Absence’ or Doctors certificate form within two days of returning to school to the head teacher. If approved you can submit the task or a substitute task and receive the appropriate mark based on your standard of work. If not no valid reason for an absence is given or the ‘task missed sure to absence form’ is denied you will receive a zero mark and it the task will be recorded as a non-attempt
Non-Genuine Attempt of Assessment Tasks
A non-genuine attempt will be awarded a mark of zero and named as a non-genuine attempt on your record.
Extensions
Students can request an extension on the grounds of absenteeism when the task notification was handed out or the class was prepared for the task or absenteeism on the due date due to other school commitments by submitting an ‘Application for Extension’ to the deputy principal no longer than two days before the due date. If review of the ‘application for Extension’ is denied, the incomplete Assessment Task must be submitted on the due date, otherwise a mark of zero will be awarded for late submissions.
Malpractice, Copying and Plagiarism
Students will be awarded a mark of Zero for their assessment if they participate in any if the following:
cheat attempt to cheat assist others to cheat Submit work that is not their own fail to acknowledge sources of information
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distract other students from their work during an Assessment Task disrupt the Assessment Task in any way
Students have 24 hours to write to the principal appealing a decision.
Appendix D: Assessment Schedule
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