marian DRAFT NUMBER 2
a learning community…
HUMANITIES
AOS / Year Level /Semester
/ Unit length / VELS LevelHumanities: EconomicsSOSEEnglishH&PEScienceLOTEMathematicsTechnologyReligious EducationPerforming ArtsDesign EducationNA
Maths
EnglishH&PEScienceLOTEMathematicsTechnologySOSEReligious EducationPerforming ArtsDesign Education / 8 / 2 / 6 WKS / 5
Unit Title
Production & Marketing – cross curricular unit / Last Updated
Monday, 2 October 2006
Unit Description:
In Unit 4, students examine the Australian Economy with specific reference to Business and Marketing. Students are required to form teams and within those teams, conduct research, investigation and development of a product or service. They will be applying maths skills, marketing strategies, oral techniques, ICT and design skills to develop their product or service and promote and sell it for a profit. In completing this project, students will also apply and develop their Habits of Mind.Key Understandings: What do we want the students to understand by the end of this unit of work?
What key skill development will be the focus of this unit of work?
What key knowledge areas will be the focus of this unit of work?What values will be the focus of this unit of work?
Students will develop knowledge and an understanding about:
· Maths – Graphing, percentages & quantities, markups/discount, GST, analysis, statistics
· Humanities: Economics – resources, forms of business ownership, marketing researching & strategies
· Thinking – Habits of Mind
Students will develop the following skills:
· Maths – Graphing, percentages & quantities, markups/discount, GST, analysis, statistics
· Humanities: Economics - marketing
· English – speaking
· ICT – Power Point, Excel (Graphing)
· Thinking – creating, imagining & innovating; thinking interdependently; thinking flexibly; applying past knowledge to new situations
Essential Question(s): What will the students be asked to do with the new skills and knowledge at the end of the unit (or throughout the unit)? What key questions will guide the unit of work?
Essential Question: If you were to provide advice to anybody starting up a new business, what would that advice be? (conclusion)What product or service do I want to sell? Why?
What processes do I need to go through to develop, promote and sell the product or service?
How can I document the above process?
What price would I set to achieve a profit?
How do I visualise and present my business plan?
What strategies can we use to work effectively as a group?
How do we apply all the above to the market day?
Text Type:InformativeRecountReportNarrativeExplanationProcedureExpositionNot Applicable, Report Language Features: Oral, formal, technical language
Literacy across the Curriculum focus:
/ Key Assessment Tasks: (no more than 6 per unit of work)· Production & Marketing Activity
Information and Communication Technologies: What are the key aspects of ICT that will be used within this unit of work?
Power Point - presentationExcel – graphing & budget (spreadsheet)
Word – Advertising, etc
Digital still & video cameras – Advertising
Website (design)
Inspiration - brainstorming
Program Modification: (How will this program accommodate the specific learning needs of students with a disability or those students requiring extension activities)
The assessment tasks are open ended to allow for students requiring modification or extension of their work. Students will be able to modify their own work via self assessment.How does this unit link into other curriculum areas or units of work?
· Cross curricular unit – uses Maths, English, Humanities: Economics, ICT and Thinking domains.
VICTORIAN ESSENTIAL LEARNING STANDARDS – DOMAINS AND DIMENSIONS ADDRESSED IN THIS UNIT OF WORK
Strand / Domain / DimensionsPhysical, Personal and Social Learning / Health & Physical Education / Movement and physical activity NA Health knowledge and promotionNA
Interpersonal Development / Building social relationshipsNA Working in TeamsNA
Personal Learning / The Individual LearnerNA Managing Personal LearningNA
Civics and Citizenship / NACivic knowledge and understanding Community engagementNA
Discipline-based Learning / The Arts / Creating and makingNA Exploring and respondingNA
English / NAReading WritingNA Speaking and listeningNA
Humanities (Economics) / Economic knowledge and understandingNA Economic reasoning and interpretationNA
Humanities (Geography) / Geographical knowledge and understandingNA Geospatial skillsNA
Humanities (History) / Historical knowledge and understandingNA Historical reasoning and interpretationNA
Languages Other Than English (LOTE) / Intercultural knowledge and language awarenessNA Communicating in a LOTENA
Mathematics / NumberNA SpaceNA Measurement, chance and dataNA
StructureNA Working mathematicallyNA
Science / NAScience knowledge and understanding Science at workNA
Interdisciplinary Learning / Communication / Listening, viewing and respondingNA PresentingNA
Design, Creativity & Technology / Investigating and designingNA ProducingNA
Analysing and EvaluatingNA
Information & Communications Technology (ICT) / NAICT for visualising thinking ICT for creatingNA
ICT for communicatingNA
Thinking / NAReasoning, processing and inquiry NACreativity
Reflection, evaluation and metacognitionNA
NB: Some groups may develop products or services that may incorporate some of the dimensions listed as not applicable (Health & Physical Education, The Arts, LOTE, etc).
STANDARDS ADDRESSED IN THIS UNIT OF WORK
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students demonstrate respect for the individuality of others and empathise with others in local, national and global contexts, acknowledging the diversity of individuals. They recognise and describe peer influence on their behaviour. Students select and use appropriate strategies to effectively manage individual conflict and assist others in resolution processes.
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe. They reflect on individual and team outcomes and act to improve their own and the team’s performance.
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses. They identify a variety of learning habits and adopt those which assist their learning. They identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks.
With support, students determine learning improvement goals, justifying their decisions and making appropriate modifications as necessary.
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. They initiate and undertake some tasks independently, within negotiated timeframes. They review the effectiveness of the management of tasks, identifying successes and suggesting strategies that would improve outcomes. They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements. They demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home.
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and justify a personal viewpoint; reports challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons. They control tenses, and subject-verb and noun-pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students express creative and analytical responses to texts, themes and issues. They identify main issues in a topic and provide supporting detail and evidence for opinions. They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes. They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience.
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students explain the nature of the economic problem and how economic choices involve trade-offs that have both immediate and future consequences. They explain key factors that influence the Australian economy, including the quantity and quality of factors involved in production, resource use, ownership and management, and types of businesses. Students make informed economic and consumer decisions, demonstrating the development of personal financial literacy. They describe factors that affect choice of employment and opportunities for current and future work, and explain the relationship between education, training and work opportunities. Students identify and describe ways the government influences economic outcomes at the personal, local and national level.
NACreating and makingExploring and respondingReadingWritingSpeaking and listeningEconomic knowledge and understandingEconomic reasoning and interpretationGeographic knowledge and understandingGeospatial skillsHistorical knowledge and understandingHistorical reasoning and interpretationCommunicating in a LOTEIntercultural knowledge and understandingNumberSpaceMeasurement, chance and dataStructureWorking mathematicallyScience knowledge and understandingScience at workDiscipline-Based Learning
NAListening, viewing and respondingPresentingInvestigating and designingProducingAnalysing and evaluatingICT for Visualising thinkingICT for CreatingICT for CommunicatingReasoning, processing and inquiryCreativityReflection, evaluation and metacognitionInterdisciplinary Learning
Movement and Physical ActivityHealth knowledge and promotionBuilding social relationshipsWorking in teamsThe individual learnerManaging personal learningCivic knowledge and understandingCommunity engagementNAPhysical, Personal and Social Learning / 3.0 5.0
3.25 5.25
3.75 5.5
4.0 6.0
4.25 6+
4.75 / http://vels.vcaa.vic.edu.au/essential/index.html
At Level 5, students use the inquiry process to plan economics investigations, analyse and interpret data, and form conclusions supported by evidence. They form and express opinions on economic issues that interest and/or impact on them personally, or locally and/or nationally.