1. Towards Independence:
Processes for Arranging a Lease

2. Syllabus outcomes: From the Commerce Syllabus:
5.2 analyses the rights and responsibilities of individuals in a range of legal contexts
5.4 analyses key factors affecting commercial and legal decisions
5.7 researches and assesses commercial and legal information using a variety of sources

3. Indicators of learning:
Students access and use a range of sources, including internet sites, that provide information on tenancy rights, financial advice, accommodation and homelessness

4. Assessment:
Students will investigate tenancy rights/responsibilities from websites, demonstrating learning by responding to activity questions in written form. Teacher to provide verbal feedback.
Students to participate in creating sequence for arranging a lease agreement with class, to demonstrate understanding of process in both verbal and written form. Student’s verbal responses and collated work assessed by Teacher.

5. Resources required: Whiteboard or Smart Board and markers.
Students workbooks and pens and laptops (with internet access).
Teacher’s guide for ‘Renting Guide Research Activity’ available at: Vz_nXUi1NgrdurPa7g/edit?usp=sharing
Flashcards on ‘Steps in Arranging a Lease’ (adapted from New Concepts in Commerce, 3rd edition) available at: D22q-e2UZcZCXAF7TkBLuY/edit?usp=sharing
Blue-tac (or similar) to display flash-cards in sequence on board.

6. Lesson Content Class Instruction:
Teacher to facilitate class brainstorming on some of the issues they think might come up when arranging a lease. Teacher to ask students, what do they think the process might look like, what steps could be involved, who is involved, what might be important etc. Students to contribute to class discussion verbally, with teacher making notes on the whiteboard.
Management Plan:
Teacher to give students some time to think before asking for responses from class, may also prompt with further questions as needed. Teacher to ensure a range of people are included by calling on various students or instructing them to look back on their notes from previous class as required.

7. Lesson Content Cont. Class Instruction:
Teacher to use flash cards/posters with steps involved in renting a property and go through each card with the class then ask class to determine what order they think the steps should be placed in. Students to discuss as a class and come up with consensus for steps. Teacher to correct order (if needed) and ask students to take notes down based on finalised order.
Management Plan:
Teacher to ensure a range of people are included by calling on various students from different groups.

8. Lesson Content Cont. Class Instruction:
Teacher to explain students will now look at a renting guide online and answer some questions. Teacher to list key websites on the board and questions for students to answer. Students to work independently to complete task.
Management Plan:
Teacher will help progress by moving around the classroom during the research task and engaging with students who seem to be struggling and providing some prompting questions or suggestions, or offering feedback where appropriate.

9. Differentiation Ideas:
ESL Students & Hearing Impaired Students
Teacher may be able to effectively differentiate the activity for ESL students or students with hearing impairments by providing them with a personal (small scale) copy of the flash cards so they are able to read along and confer with text if needed during class discussion (Baecher, 2011 and QLDDET, n.d).
By facing the class while giving instruction and ensuring clear and well paced oral communication is given, teachers may avoid needing to speak one on one with ESL or hearing impaired students for each task, however where possible, seating these students with a hearing student, or native English speaker may ensure good accessibility to oral instructions (Baecher, 2011 and QLDDET, n.d). The teacher should be aware in this activity that class discussion may need to be recapped and/or summarised succinctly by them in order to ensure ESL or hearing impaired students are not excluded.

10. References:
Baecher, L. (2011). Differentiated Instruction for English Language Learners. Wisconsin English Journal, 53 (2), Retrieved from:
Chapman, S., & Freak, M. (2013). New Concepts in Commerce (3rd ed.). Milton, Australia: Jacaranda Plus.
Kleeman, G., Adnum,J., Farr, R., Hamper, D., Hartley, S., Lane, R., & O’Connor, T. (2004). Commerce.dot.com; Concepts and Skills. Wilston, Australia: Farr Books.
Queensland Government, Department of Education & Training (n.d.). Adjustments for Students with Hearing Impairment [webpage]. Retrieved from: