Towards Independence: Buying a Car, part 2.

Syllabus Outcomes: From the Commerce Syllabus 5.8 explains commercial and legal information using a variety of forms 5.9 works collaboratively to meet collective goals within specified timelines.

Indicators of learning: Students access and use a range of sources, including internet sites, buying a car and associated costs.

Assessment: Students participate in group task of oral presentation for their allocated topic question demonstrating understanding of process in verbal form. Student’s verbal responses and collated work assessed by Teacher.

Resources required: Whiteboard and markers Computers, Internet connection, projector Copies of assessment task and rubric

Lesson Content Class Instruction: Settle class and mark roll. Instruct students to turn on and log into their computers with their partners. Remind students of where we left off from last class. Management Plan: Ensure that computer lab is booked ( if required) Hand partially completed worksheets back to pairs.

Lesson Content Class Instruction: Ask pairs to continue working on completing the worksheet Remind them that they have 10 minutes to do so. Management Plan: Walk around to ensure that students are on task and assist when required. Having collected the work from the previous class, I will know where students may require help.

Lesson Content Class Instruction: Like pairs to merge into a larger group (i.e. the two pairs that explored Topic A will now form a group of 6; with ~18 students in the class, there will be 3 groups of 6). Students to share their findings in their groups and should fill in any gaps they may have missed by comparing their work with the other pair that explored the same topic. Groups to decide on what information each group member will present to the class. Management Plan: Walk around to ensure students are engaged and on task. Assist in filling in any ‘gaps’ that students may have missed.

Lesson Content Class Instruction: Each group to present their findings and ‘teach’ the class (6-7 minutes per group). Students are encouraged to use the whiteboard, role play, etc. Management Plan: Encourage class discussion. Have copies of rubrics available and mark each group’s oral presentation. Note that presentations may roll over into the next lesson if students require more time. Sit/stand at the back of the class while groups are presenting.

Lesson Content Class Instruction: Ask the students what they liked about the website and the assessment task and what they didn’t like. Encourage students to visit other websites listed on their assessment sheet for further information re: purchasing a vehicle. Management Plan: Record feedback and consider for the next time the assessment task is administered. All students to submit their worksheet for evaluation. Answers and marks to be given to students within two lessons. Dismiss class.

Differentiation Ideas: Special Needs For learners with additional needs, I will consider providing those students with extra time, physical and/or verbal assistance from others (this could come from myself, a teacher’s aide, or even peers, depending on the situation and individual), or the provision of technological aids (Board of Studies 2003, p. 7). I will also consider pairing students according to mixed abilities if indications are the pairings to be beneficial for all pupils involved.

References: Board of Studies NSW. (2003). Commerce years 7-10 syllabus. Sydney, NSW,  Australia.     Commonwealth Bank (n.d.).  Saving for a car. Retrieved  from  https://www.commbank.com.au/personal/can/bud geting-and-planning/saving-for-a-car.html    Department of Education and Training. (2003). Quality teaching in NSW public schools discussion paper.  Sydney, NSW.     Education and Information Services Branch, NSW Office of Fair Trading. (n.d.). Money stuff .  Retrieved from http://www.moneystuff.net.au/justthefacts-cars