ASSESSMENT TASK · Web viewStudents 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

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

4

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

6

• 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


Small to medium enterprises

- Success and/or failure

Students Learn to:


- Assess the effect of two changes in the business environment on SMEs


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


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


Influences in establishing a small to medium enterprise

- Personal qualities – qualifications, skills, motivation, entrepreneurship, cultural background, gender

Outcomes = P3


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



- Sources of information

- The business idea – competition

Students Learn to:


- Discuss the influence of government on SMEs

Outcomes = P3


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


1:1 Assistance for EALD e.g. helping define lecture words.

Week 2 period 2

Students Learn 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



- Establishment options – new, existing, franchise

Outcomes = P3


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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https://www.business.gov.au/centre-for-defence-industry-capability/news-and-events/supporting-australian-business-to-collaborate-globally



Summary – assess 5 students learning by asking them to state what they have learnt in this lesson.

Week 2 period 4



- Market – goods and/or services, price, location

Students Learn to:


- Assess the effect of two changes in the business environment on SMES (location, and competitors pricing)

Outcomes = P3


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


1:1 assistance toEALD

Week 3 period 1



- Finance – source, cost

Students Learn to:

Examine


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


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



- Taxation -federal and state taxes, local rates and charges

Students Learn to:


- Discuss the influences of government on SMEs

Outcomes = P3


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


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


Influences in

Introduction - Teacher recaps on the previous lesson and gives both an oral/written overview on today’s

White board

Marker


Peer tutoring via group work for

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https://www.youtube.com/watch?v=vq0510-GNMQ



establishing a small to medium enterprise

- Legal – business name, zoning, health and other regulations

Students Learn 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



- Human resources – skills, cost (wage and non-wage)

Students Learn to:


- Assess the effect of two changes in the


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


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


- Small to medium enterprises

- Influences in establishing a SME

Students Learn to:


- Discuss the influence of governments on SMEs

- Assess the effect of two changes in the business environment on SMEs

Outcomes = P1 & P3


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


Essay scaffold for EALD learners.

Week 4 period 2


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


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



- Sources of planning ideas (situational analysis)

Outcomes = P3


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


Peer tutoring and social skills from group work for EALD

Creating PREZI presentations. ICT

Using internet for research. ICT

Week 4 period 4



- Vision, goals and/or objectives (vision, business goals, long term growth)

Students Learn to:


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


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



- 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



- Organising resources (marketing)


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

20

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



- 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


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


1:1 Assistance forEALD

Week 5 period 4



- Organising resources (Human Resources)

Outcomes = P4


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


Strategic pairs for peer tutoring EALD students.

21

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



- Organising resources

Outcomes = P4


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


Visual display forEALD visual learners

Internet research is ICT

Week 6 period 2



- Forecasting (total revenue, total cost)


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.

22

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



- Forecasting (Break-even analysis)

Outcomes=P10 &P3


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

23

students got them incorrect.

Summary- teacher summarises main ideas of lesson and students ask questions.

Week 6 period 4



- Forecasting (cash flow projections)

Outcomes = P3 & P4


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



- 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


Scaffold example on white board for EALD.

24

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



- 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


Wiki is ICT

1:1 Definitions with EALD

25

they have questions.

Week 7 period 4



- Taking corrective action

Outcomes = P3 & P4


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


- 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


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


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


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


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



- 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


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:


- 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



- 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


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 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


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


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



- Avoiding over-extension of finance and other resources

Outcomes = P4


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


Word bank for EALD

Week 10 period 2



- Using technology

Students Learn to:

Investigate aspects of business using hypothetical situations and actual


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


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



- Using technology

Students Learn to:

Investigate aspects of business using hypothetical situations and actual business case studies

Outcomes = P7, P8, P3


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



- Economic conditions

Students Learn to:

- Discuss the influence of governments


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


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 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


Outcomes: P3, P6


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


Group work for social skills and peer tutoring of EALD students

Multimodal presentations areICT

Week 11 period 4


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


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

39

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

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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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http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf


http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2011exams/pdf_doc/2011-hsc-exam-business-studies.pdf


Resource 2- refer to ‘Assessment notification for students’ on pg. 3 of this whole document

Resource 3 – Worksheet- business plan scaffold

Business Plan Scaffold

44

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

46

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

48

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

49

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)

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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.

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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


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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http://www.boardofstudies.nsw.edu.au/syllabus_hsc/stds-matl/business-studies/bs-12-band-5-6-q25-s3.pdf




http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards


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.


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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https://vuws.westernsydney.edu.au/bbcswebdav/pid-2741921-dt-content-rid-22644863_1/courses/102090_102091_102092_2017_1h_modernhistory/what_works_best.pdf



http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=3002093



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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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



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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Documents

ASSESSMENT TASK · Web viewStudents 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