MacDonalds, Japan
Please examine the content descriptions in the Commerce course you are teaching
Content descriptions describe the student's learning entitlement. Through the course of the unit, students should engage with learning activities related to all of the content descriptions.
The level of thinking required in relation to the Content Description is indicated by the verb at the opening of the content description, the Achievement Standards, and/or in the unit goals.
Teachers will illuminate or exemplify the content descriptions for students by choosing topics, texts, contexts, case-studies etc. and explaining to their colleagues and themselves the links to the Content Descriptions in their program of learning.
Teachers are encouraged to:
• model the general capabilities within a variety of contexts
• identify connections between the learning area/subject and the general capabilities
• provide a variety of learning activities that support development of the general capabilities
• provide opportunities for students to practise the general capabilities as authentic elements of the learning area/subject
• provide feedback to students about their progress toward developing the general capabilities.
Cross-curriculum Priorities
provide students with the tools and language to engage with, and better understand, their world
provide national, regional and global dimensions
addressed through learning areas -not curriculum on their own
applied in content descriptions
considered and focused content that fits naturally within learning areas
Activity 1.1
Take this content descriptions for the unit Business Marketing from the Business course for 2023.
evaluate marketing theories and principles to understand the intentions of businesses, for example, the Four Ps- product, price, promotion, place, product life cycle, market segmentation theory, social media marketing theories, branding theory, public relations
Consider the following questions:
What thinking would students need to do to meet this content description?
What case studies could the students engage with to meet this content description?
How could you pursue the overall goals and rationale of the unit through this content descript?
How would this combine with General Capabilities and Cross Curriculum Priorities?
· How could this be demonstrated in an assessment piece?
Picture: https://www.figoholidays.com/experiences/waterfall-abseiling/
Read these two webpages on levels of thinking by Vanderbilt University and the University of Wollongong.
Consider these assignment genres and guidance on them from Monash University.
Activity 1.2
a) Which of the assignment genres in the Monash University tutorial are applicable to your subject?
b) Consider the conclusions from essays below.
Please them in a rank order of levels of thinking .
(Extract adapted from Monash University, "Sample business and Economics Essay", https://www.monash.edu/rlo/assignment-samples/business-and-economics/buseco-annotated-essay. )
Example One
The technological advances of IT has improved productivity, yet when misused, it can cause problems for employers and employees. Misuse of email can get employees fired and employers sued, which costs money. You have to manage people using technology and train them so they work better. Legal cases are often decided by things like company policies and the training given. If you don't do it, you lose, so managers have to tell people properly. Managers need to control email use within the company. If monitoring fairly, then it can be reasonable to monitor use.
Example Two
The technological advances of IT have enabled improvements in productivity, yet misuse can also bring significant risks to employers and employees alike. Misuse of email can lead to job insecurity for employees and legal disputes that take company resources away from employers. The challenge for employers is to ‘reasonably’ manage the use and misuse of technology in order to enable the technological developments to facilitate sharing of knowledge and coordination of activities to more effectively meet organisational goals. Legal decisions related to alleged email misconduct appear to be made largely on a case by case basis that depend on the context and rest largely on each company’s IT policy. At the heart of the confusion surrounding appropriate workplace email communication lays management’s role in effectively controlling the communication and application of IT policy. It is important for managers to get things right at all levels of implementation of IT policy in the organisation. Managers need to proactively plan, organise, lead and control email use within the company. If monitoring of employee email is purposeful, transparent, well-planned, effectively organ ised, reinforced by effective leadership, and controlled with consideration of all company stakeholders, including employees, then it can be reasonable.
Example Three
Misuse of IT causes problems. Therefore, managers should tell people what to do. If they do it well, people will like it.
Example Four
IT has provided many opportunities for improvements in business profitability, but there are also problems that arise that expose companies to unforeseen costs and problems. Companies must balance worker privacy and the productivity gains that come from cooperation and sharing using It against the many risks that can come from things like harassing people online or naughty things. The best mitigation of risk comes from good training. If workers are trained by managers, they will generally do the right thing and liability is extinguished. As Smithers wrote: "It is important for managers to get things right at all levels of implementation of IT policy in the organisation." (Smithers, J, 1989, p.2) Fair and reasonable training and policies will be welcomed by staff as protecting them from problems and reduce unforeseen costs.
Reflect on one of your ideas or Program of Learning, for a Commerce course.
a) How is it meeting the Content Descriptions and Achievement Standards?
b) Are the general capabilities and Cross Curriculum Priorities accounted for?
c) How will the students reach the required level of thinking?
Creativity and innovation is vital in Commerce, but also a desirable skill that is in demand across all professions and vocations. Teaching creativity can be both discipline specific, but also involve generic dispositions and processes applicable across all learning areas, life and work. (OECD 2023) Read the OECD report for more information. The OECD also notes that teaching and assessing creativity is more accessible to students and teachers if there are clear descriptions of the progressions of skills and outcomes in being creative, such as in rubrics. Here are some examples of OECD proposals on progressions in creativity. (OECD, 2023)
Here is a link to Scottish Education website with practical exercises for students in teaching creativity:
Creativity Toybox | Resources | National Improvement Hub (education.gov.scot)