Stage 4 English Teaching Program

Consumer and Financial Literacy

What Kind of Consumer are You?

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Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

Rationale for approach used in this teaching program

The focus for this unit is consumerism and the rights and responsibilities of consumers. Howe er! it is first and foremost an "nglish unit where students can e#plore the concept of being a consumer through a ariety of te#ts. The unit encourages student reflection and ownership of ideas through their own in estigation and composition of $real% te#ts. The aim is for students to broaden and deepen their own understanding of the topic! themsel es and the world of consumerism. The acti ities in this unit are aimed at $"mpowering young children to ma&e informed consumer decisions% through their own in estigation of their role as consumers. The unit will pro ide opportunities for students to reflect on their own consumption! as well as help them to $de elop an understanding of financial and ethical conse'uences of satisfying their needs and wants%. This unit embraces the &ey concepts (from list of concepts in Financial Literacy Teaching )rogram* of+ liability! power and alue as it relates to Consumer and Financial Literacy. Within the unit a range of acti ities has been offered. ,election can be based on the needs of students! access to -CT! e#pertise of the teacher! nature and location of the school.

Years 7-10 English Syllabus outcomes A student:

1. .esponds to and composes te#ts for understanding! interpretation! critical analysis and pleasure 2. /ses a range of processes for responding to and composing te#ts 3. .esponds to and composes te#ts in different technologies 4. /ses and describes language forms and features! and structures of te#ts appropriate to different purposes! audiences and conte#ts 7. Thin&s critically and interpreti ely about information! ideas and arguments to respond to and compose te#ts . 0emonstrates understanding that te#ts e#press iews of their broadening world and their relationships within it

Assessment
-n groups students select an aspect of Consumer and Financial Literacy co ered in the course and produce a resource for educating other young people about this aspect of Consumer and Financial Literacy. The students could compose+ a website! pamphlet! short film! series of billboards! series of posters! 1ingle or song!

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

3 campaign (storyboard ads! t#t messages! and billboard*! maga2ine ad campaign! etc. Choice will depend on the s&ills of the students and the resources at the school.

!in"s to outcomes in Consumer and Financial Literacy Professional Learning Program eacher !uide
Knowledge and understanding+ /nderstand consumer rights and responsibilities! e.g. conse'uences of breach of contract3 the issues and ris&s in ol ed in purchasing and selling on internet. /nderstand that a range of factors affect choice! e.g. ad ertising! peer pressure. Competence+ 4ustify selection of a range of goods and ser ices! e.g. use critical literacy and numeracy s&ills to assess the accuracy and appropriateness of ad ertising. .esol e consumer disputes! e.g. apply a process of consumer redress such as completing a consumer complaint form. Responsibility+ 0e elop ethical beha iours! e.g. determine which goods and ser ices are en ironmentally friendly. 0emonstrate informed and asserti e buying beha iours! e.g. e#amine the terms of sales including contracts! pamphlets! etc.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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,yllabu s content

Learning content and acti ities

Students learn to+ 0efine themsel es as consumers 9nalyse websites for meaning and understanding Compose a letter of complaint Follow appropriate procedures for consumer redress "ducate peers on a rele ant topic Write an opinion piece Conduct a sur ey and analyse results .eflect on their role as consumers. 9rticulate their ideas on the rights of consumers )resent their ideas in a chosen medium. /se -CT s&ills in a ariety of ways to research! present! and educate .ead a ariety of te#ts for le els of meaning. .

5uality teaching
,ignificance 0eep understanding Knowledge integration 0eep &nowledge ,ocial support ,ignificance Connectedness ,tudent self regulation Higher order thin&ing ,tudent self regulation "ngagement 0eep understanding

6 7!8 :!; <!6 7!< 7!<!6 8!;!6 <!6 :!; :!8 8!;!<!6 :!<

6 8!;!< <!6 8!; 7!< :!8!; 8!<!6

Students learn a#out: .ights and responsibilities of consumers )rocesses for obtaining information on their rights as consumers ,ustainable and ethical consumerism =edium of production Wor&ing in groups to achie e a common goal Language and structures of te#ts+ sur eys! analysis of results! letter of complaint! opinion piece! web page etc. "ffecti e and purposeful W"> na igation.

Connectedness 0eep &nowledge Cultural &nowledge "#plicit 'uality criteria ,ocial support "#plicit criteria )roblematic &nowledge

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

$ee" 1: $hat is consumerism%

,yllabus content 7!8 5uality Teaching "ngagement =etalanguage Learning and teaching acti ities -ntroductory acti ity+ www.moneystuff.net.au @ or Clic& Aiew =obile Challenge+ ,tudents e#plore the process of buying a mobile irtually. They then begin to discuss the notion of a consumer is and the beha iours in ol ed in consumption. (Could use this as an opportunity to point out internet na igation tools* Title page (if re'uired* .esource 7 :!< ?arrati e What is a consumer? Why is it important to understand oursel es as consumers? ,tudents share and discuss stories as consumers. Connectednes s ,tudents de elop and conduct sur eys focusing on their beha iour as indi idual consumers and as members of a corporate consumer group (the household*.(,ee .esource :a and :b* -ntroduce the concept of the assessment for planning purposes. (,ee assessment outline. .esource 8a assessment sheet and 8b mar&ing criteria.* Case studies of ad ertising campaigns. 7!8!; Knowledge integration! metalanguage ,ocial
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

"ngagement

" idence of learning ,tudents engage with na igating the website and become aware of the issues in ol ed in purchasing a mobile phone. ,tudents can define the concept of consumerism and e#plain how they are a consumer. ,tudents fill in sur ey to trac& spending.

9s a class e#plore an e#ample of a successful ad ertising campaign! noting how specific consumer groups ha e been targeted and how different strategies and techni'ues ha e been used to sell the product or ser ice. (.esource ; B acti ity

,tudents fill in wor&sheet identifying target audiences and e#plaining how

6 support! bac&ground &nowledge! 0eep understanding <!6 Connectednes s! Cather data from the sur eys. Create graphs for analysis and draw conclusions! both orally and in writing. (bar and line graph* ,tudents compose graphs and communicate conclusions. sheet@scaffold of analysis* Then in groups students identify and analyse other e#amples of ad ertising campaigns! using the model of the class acti ity. "ach group presents to the class a re iew of the ad ertising campaign it in estigated. (This e#ercise aluable for presentation and listening@audience s&ills* arious techni'ues are used to sell the product or ser ice. )resent orally as class discussion.

$ee" 2: $hat are consumer rights and responsi#ilities%

,yllabus content 7! 8!; 5uality Teaching Learning and teaching acti ities ,timulus te#t+ consumer horror story. (,ee website list in .esource 7:* )D" (predict! obser e! e#plain* acti ity+ :!< 7!:!8 0eep understanding :!<!6 )redict+ ,tudents brainstorm consumer rights and responsibilities Dbser e7+ ,tudents brea& into groups and research either consumer rights or consumer responsibilities. "ach group gi es a mini presentation to the class on the topic assigned to it. ,tudents then answer a set of 'uestions to ensure their understanding of both consumer rights and consumer responsibilities. Tas& 7>. Consumer .ights can be used as a basis for research 'uestions see www.commfoundation@financialliteracyresource.moduleE or
,tudents compose an information report e#plaining how to identify and deal with scams.

" idence of learning

,tudents research case studies and present to class.

0eep

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

7 refer to website www.fairtrading.nsw.go .au 7!;!<!6 7!8!<!6 7!;!6

0eep understanding

Knowledge Dption+ Dbser e:+ .ole play+ arious consumer scenarios. ,tudents write! then role play! the endings of scenarios! e#perimenting with different outcomes! e.g. if a consumer beha es in this way! then this could be the outcome. ,ee .esource F for ideas and 'uestions to guide role plays.

"#planation+ ,tudents compose an e#planation te#t demonstrating their understanding of what consumer right and responsibilities are. (/se ,cams+ case studies. (,ee .esource < B guided research and .esource 78 list of sources* ,tudents engage with a number of case studies on scams. They in estigate how they are created and how to identify one B class discussion and summary or research. ?ote+ 9 scam that really interested the students was the shrin&ing portion si2es of products. ,ee www.moneymanager.com.au or google for other products. Dption+ ,tudents write an information report for a student maga2ine on scams+ how to identify them! how and where to report them! what to do when caught out by one. (,ee .esource E B scaffold*information from internet acti ityG .esource H e#planation scaffold*

$ee" 3: &inding information to ta"e action

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

8 ,yllabus content 7!8!< 5uality Teaching ?arrati e "ngagement Learning and teaching acti ities 0iscussion. ,tudents discuss their own e#periences and the responses they ha e chosen in arious consumer situations. When is it appropriate to complain? /sing the internet to find information and ta&e action. ,tudents are gi en a set situation+ buying from an IinfomercialJ and the product is faulty. They must then use a ariety of websites to sort through the procedures for redress and complaint. (see .esource 6 for possible consumer scenario cards* Dption+ ,tudents role play con ersations with retailers and ad isory groups. 0eep understanding Dption+ ,tudents write letters of complaint! based on a model pro ided by teacher.(scaffold .esource 7K* "#tension 9cti ity+ Critical e aluation+ students consider the websites used in their research and ma&e 1udgements based on useability! usefulness in terms of information pro ided and applicability to target audience. (,ee .esource 77 B wor&sheet for e aluation* ,tudents compose a critical e aluation of two websites criti'uing practicality and applicability. " idence of learning ,tudents choose appropriate actions that match each consumer scenario

,elfGdirection 7!:!8!;!<!6 )roblematic &nowledge

$ee" 4: $hat is ethical consumerism and fair trading%

,yllabus content 5uality Teaching Learning and teaching acti ities
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

" idence of learning

9 7!< 0eep &nowledge 0efinition of terms (dictionary use*+ ethics! ethical. B apply to the concept of consumerism and de elop own definition. What is ethical consumerism? -nternet search to clarify definition with those of arious websites. Collect three or four for class discussion. Write definition as agreed upon by class. ,tudents de elop their own definition. 9fter internet search students de elop a definition of ethical consumerism. ,tudents agree on a class definition. ,tudents compile a list of principles to guide ethical consumerism. They relate the principals to their own purchases.

)roblematic &nowledge

7!<!6

Connectednes s

List the principles from the websites that ethical consumers use to shop by. 0iscuss principles and reflect on which ones students might use to purchase items. .efer to responses from sur ey where they listed the reasons behind purchasing a particular household item. Which aspects of ethical consumerism came into their decision ma&ing? .e iew other results of student sur ey and complete the acti ity below

Knowledge integration

Test some of the high purchase items against the principles of ethical consumerism. ,elect one item! e.g. ha ing four TAs in one household! against the principles. ,tudents write up their findings for group discussion. .e iew section of the initial sur ey again to loo& at where students spend their money. 9pply the principles of ethical consumerism to the sur ey results and ha e a class discussion on findings. ,tudents re iew their initial sur eys and apply principles to their own spending

Connectednes s

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

10 patterns. 'ase stud( of ethical consumerism: chocolate. < "ngagement Firstly do a taste test of commercial chocolate as opposed to ethical chocolate. Can the students taste a difference? Compare pac&aging! price! taste! 'uality! a ailability etc. (List of brands at www.world ision.com.au The Cood Chocolate Cuide to 9ustralia. .esearch where chocolate is made and the concept of ethically produced chocolate. (,ee .esource 78 for list of sources* ,tudents compose a two minute speech on the reasons why or why not a person should support purchasing ethical chocolate brands as opposed to other brands. Ci e half the class for and half against. -nitially present their speeches in groups and they pic& the best one for class presentation. Try to achie e a balance between for@against. "#tension+ ,ome students might li&e to present their speech at an assembly or to another class. They could present one for and one against and let the audience decide. ,tudents analyse any difference between ethical chocolate and commercial chocolate.

7!; 7!<!6 :!8!;!<

0eep &nowledge

High e#pectations Connectednes s :!8!;!< Knowledge integration Connectednes s

,tudents research and form an argument that they present in a speech.

;!<!6

,tudents refine their speech ma&ing s&ills. -n pairs ma&e a page for a boo&let on ways to be an ethical ,tudents apply consumer@spender in your school. /se as a model the boo&let their Change the world for 10 bucks, e.g. illustrated page with the idea understanding of of not spending any money for a whole day@wee& and donating it to principals of a charity instead. )ages are then compiled to form a boo&let. ethical beha iour ,tudents could present their boo&let to the ,.C with a iew to to create their trialling some of the ideas in the school to raise awareness within own resource. the student body. (?ote+ ,hould be a copy of this boo&let in your school! alternati ely see website www.changetheworldfortenbuc&s.com *
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

11 "#tension 9cti ities+ G )ublish pieces on the school website! newsletter or ma&e a poster to display in the library. "#plicit 'uality criteria 9lternati ely! ,tudents could write an opinion piece aimed at a mainstream audience on either the concept of ethical production or ,tudents write the concept of ethical spending in terms of teenager trends. (,ee their own opinion .esource 7: B scaffold* on the benefits of applying ethical principles. Knowledge Ethical disposal of )aste: 'oncentrate on item from their integration list in the sur*e(. ,tudent%s )roblematic -n group%s research on the internet! ring local council! consult local research and &nowledge newspaper etc to in estigate where used i)ods! glasses! mobile present phones! Christmas cards and computers etc. end up and present information on findings to the class for discussion. the ethical disposal of waste.

7!8!<!6

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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$ee" +: Assessment tas" and presentation.

,yllabus content :!8!;!<!6 5uality Teaching Learning and teaching acti ities 9ssessment tas&+ (,ee assessment tas& outline and mar&ing criteria .esource 8a and 8b* -n small groups! students select the topics they wish to do their "#plicit 'uality assignment on and what medium of production they wish to use. criteria ,tudents draw their information directly from acti ities within the unit. The idea is for them to use what they ha e learnt and ,ocial support promote the ideas to others ,tudent self regulation )roblematic &nowledge connectednes s "ach group presents a pitch for its idea and recei es feedbac& from the rest of class. Croups plan! draft and edit their wor& before they proceed with production. Croups plan and rehearse their presentations. Croups choose how they would li&e to present their wor&! e.g. in the library! on school website! at assembly or to another Year <@E class. )resentation of assessments. ,tudents present their assessments. " idence of learning ,tudents wor& on de eloping a presentation which teaches other students about a chosen aspect of the course.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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'onsumer and &inancial !iterac( ,nit: Resource 1:

What &ind of consumer are you?

Assessment Tas":
-n this unit you will be as&ed to compose a teaching tool aimed at other teenagers. You will need to select one aspect that you ha e learned about being a consumer and wor& out an effecti e way to communicate your learning to another group. You will wor& in a pair or a small group to compose and then present your ideas. You might li&e to compose a combination of the following3 pamphlet! website! power point! series of t#t messages! 1ingle@song! billboard! maga2ine ad! etc.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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Resource 2a: Consumer ,ur ey

7. -o) man( famil( mem#ers li*e at home% LLLLLLLLLLLLLL 2. Place the num#er of people in each age group ne.t to the age #rac"ets indicated. /nder F H B 7K 7: B 7< 7E B :F :H B 8F ;H B FF 8H B ;F HK up

3. -o) man( famil( mem#ers/ li*ing at home/ are male and ho) man( female% =ale Female 4. -o) man( of the follo)ing products do (ou ha*e in (our home% =obile phone@Hip Top@landline Tele isions -)od@stereo "ntertainment /nits (M>DM! Wii! )lay station* Computers@>lac&berries@)ersonal Drganiser@ Camera@Aideo .ecorder Cars@=otorbi&es )ushbi&es ,hoes >rea&fast cereals C0%s

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

15 0A0%s +. Select one of the a#o*e items and num#er/ in order of importance/ the aspects in*ol*ed in (our decision to purchase the item. 0 item 11111111111111111111111111 2 price 'uality other LLLLLLLLLLLL taste appearance colour practicality need si2e brand desire other LLLLLLLLLLLL

other LLLLLLLLLLLLL

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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Resource 2#:

Trac&ing =y ,pending
D er the course of a wee& write down all the money you spend and the items you purchased.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

17 0ay =onday =orning@ite m 9mt Lunch@item 9mt 9fter school@item 9mt

Tuesday

Wednesday

Thursday

Friday

,aturday

,unday

Total

Total

Total

Total of all days+LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL 9 'uic& analysis 7. Was there a day or time slot when you did not purchase anything? :. How many of the items were essential items?
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

18 8. ;. F. H. How many of the items were lu#uries? When do you spend the most money? When do you spend the least money? What are the sources of your income?

Resource 3:

Consumer and Financial Literacy

3utline of Tas": You will be as&ed to compose a teaching tool aimed at other teenagers. You will need to select one aspect that you ha e learnt about being a consumer and wor&
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

Te#t and )resentation

19 out an effecti e way to communicate your learning to another group. You will wor& in a pair or a small group to compose and then present your ideas. You might li&e to compose a combination of the following3 pamphlet! website! power point! series of t#t messages! 1ingle@song! billboard! maga2ine ad! etc. Years 7-10 English Syllabus outcomes A student: 1. .esponds to and composes te#ts for understanding! interpretation! critical analysis and pleasure 2. /ses a range of processes for responding to and composing te#ts 3. .esponds to and composes te#ts in different technologies 4. /ses and describes language forms and features! and structures of te#ts appropriate to different purposes! audiences and conte#ts 7. Thin&s critically and interpreti ely about information! ideas and arguments to respond to and compose te#ts . 0emonstrates understanding that te#ts e#press iews of their broadening world and their relationships within it 'riteria for assessment: Croup Wor& - Contributes to the group process in the construction of the te#t and the presentation. - Wor&s collaborati ely with all members of the group Te#t - "#plains clearly their understanding of the chosen topic. - "ngages the audience in learning about the chosen topic. - ,hows proficiency in the use of the selected medium of production - 0emonstrates effecti e control of language! including correct spelling! grammar and punctuation )resentation - /ses oice effecti ely with appropriate olume! pace and modulation - /ses body effecti ely with appropriate stance! gesture and eye contact - 0emonstrates insightful understanding of topic - "ngages the audience in learning about the topic

4ar"ing 'riteria Consumer and Financial Literacy e"t and Presentation

?ame+ LLLLLLLLLLLLLLLLLLLLLLLLL Class+ LLLLLLLLLLLL

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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Teacher+ LLLLLLLLLLLLLLLLLLL

Te.t
=9.K-?C C/-0"L-?", Criteria
,elects thoughtfully rele ant points 9nalyses insightfully ways to teach ideas "#plains concisely their understanding of the chosen topic Wor&s collaborati ely with all members of the group to produce the te#t. Writes succinct! wellGorganised points demonstrating s&ilful control of language ,elects rele ant points. 9nalyses! with some insight! rele ant ways to teach information. "#plains effecti ely their understanding of the chosen topic Wor&s collaborati ely with members of the group to produce the te#t. Writes wellGorganised points demonstrating effecti e control of language ,elects mostly appropriate points. 9nalyses competently some rele ant ways to teach ideas "#plains competently their understanding of the chosen topic /sually wor&s collaborati ely with members of the group to produce the te#t. Writes organised points demonstrating competent control of language ,elects some appropriate points. 9nalyses superficially some rele ant ways to con ey information 0escribes some thoughts on their understanding of the chosen topic /sually wor&s collaborati ely with members of the group to produce the te#t. 9ttempts to organise points@writing with ariable control of language ,elects some! of 'uestionable rele ance! points. -dentifies some rele ant ways to con ey information -dentifies some understanding of a topic through the study of the unit .arely wor&s collaborati ely with the group Writes with limited control of language ,elects! mostly inappropriate ideas. Fails to identify any way to teach information. Fails to identify their understanding of a topic Writes with poor control of language

=ar& 6G7K

<GE

FGH

;G8

7G:

)resentation
=9.K-?C C/-0"L-?", Criteria
/ses oice s&illfully with appropriate olume! pace and modulation /ses body s&illfully with appropriate stance! gesture and eye contact 0emonstrates insightful understanding of topic Thoroughly engages the audience in learning about the topic /ses oice effecti ely with appropriate olume! pace and modulation /ses body effecti ely with appropriate stance! gesture and eye contact
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

=ar&s F

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0emonstrates thorough understanding of topic "ngages the audience in learning about the topic /ses oice competently with appropriate olume! pace and modulation /ses body competently with appropriate stance! gesture and eye contact 0emonstrates competent understanding of the topic =ostly engages the audience in learning about the topic /ses oice satisfactorily with arying olume! pace and modulation /ses body satisfactorily with some appropriate stance! gesture and eye contact 0emonstrates satisfactory understanding of topic ,ome engagement with the audience in learning about the topic /ses oice minimally with inappropriate olume! pace and modulation /ses body inconsistently with some inappropriate stance! gesture and eye contact 0emonstrates minimal understanding of topic Little engagement with the audience in learning about the topic /ses oice with no understanding of olume! pace and modulation /ses body with no understanding of appropriate stance! gesture and eye contact 0emonstrates minimal understanding of topic ?o engagement of the audience in learning about the topic

TDT9L =9.K+ LLLLLLLL @ 7F CD=="?T+ LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

Resource 4:

'ase Stud(: Ad*ertising 'ampaign

Ad*ertising 'ampaign $hat%
List what is in the campaign. What
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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do you see? What do you hear?

-o)%
How is it used to persuade you? -dentfy the structure! features and techni'ues that ha e been. Language 1ingle@music Aisual colour Film stereotypes

$h(%
Why has it been created in this way? Who are the audience and what is the purpose of the campaign?

Resource +:
3#ser*ation Scenarios -dentify your rights and responsibilities in each of these scenarios. 7. You buy a shirt in a shop but when you get it home! you realise that the fabric is coming apart at the seams. You ta&e it bac& to the shop but the owner refuses to gi e you any help.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLG LLLLLLLLLLLLLLLLLLLLL :. You buy a laptop at an electronics store. 9s you ta&e it out of the car at home! it drops and then will not start properly. You ta&e it bac& to the shop howe er! they refuse to replace it for you. LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLL 8. You enter into a contract on a mobile phone. The phone lands in the pool with you at a mate%s place. The phone pro ider refuses to replace it but re'uests that you continue to pay out the contract. LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLL

Resource 5:
E6P!A7AT837 S'A&&3!9

Dne to three sentences identifying what consumer rights and responsibilities

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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are.

0etailed e#planation of consumer rights and responsibilities.

.ights@responsibilities

#ights$res%onsibilities

.ights@responsibilities

Conclusion+ statement of main rights and responsibilities of consumers. .eferences (the

boo&s and websites you used*. 9uthor! Year! Title! /.L

Resource 7:

!earning a#out scams and ho) to a*oid them:

This research tas" )ill allo) (ou to identif( a scam and ho) to a*oid them. &ollo) the )e#sites and instructions closel(.
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

25

))).scam)atch.go*.au 'lic" on ;-o) scams )or"< 7. List the two reasons why scams succeed. $0angerous =yths% :. What does legitimate mean? -s it true that all companies and websites are legitimate? $)sychological Tric&s% 8. -dentify all the psychological tric&s used in a scam. ;. Choose two of those tric&s and summarise how they wor&.

'lic" on ;4o#ile phone scams< F. What is a ring tone scam? H. -dentify three of the warning signs that indicate a ring tone deal may be a scam. <. List the si# ways in which you can protect yourself from a ring tone scam.

'lic" on ;-o) to protect (ourself< E. What are the nine golden rules to follow when protecting oneself from a scam? Write each rule on the gold coins in the pot of gold. Colour the pot of gold inN

'lic" on ;=ictim>s Stories< 6. Choose one of the ictim stories. =a&e note of who it happened to3 what actually happened and3 what the end result was.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

26

7ine ?olden rules for protecting (ourself from a scam:

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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Resource @:

8nformation Report Scaffold

/se this scaffold to prepare an information report on scams. Paragraph 1: 3ne to three sentences e.plaining )hat a scam is.

Paragraph 2: -o) scams succeed.

Paragraph 3: -o) people can protect themsel*es.

'onclusion: $hat to do if (ou are a *ictim of a scam.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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Resource

: scenario cards

You ha e had your formal outfit dry cleaned and it shrin&s. What steps can you ta&e in order to resol e the situation?

Aou ha*e recentl( signed up to the local g(m for a (ear #ut the( ha*e suddenl( closed do)n. 8s it possi#le to get (our mone( #ac" and ho) do (ou go a#out it%

Aou ha*e purchased a tic"et to a concert o*er the internet #ut the concert has #een cancelled due to ill health. $hat redress do (ou ha*e%

Aou ha*e set up (our o)n lip gloss compan( #ut a local store has failed to pa( (ou for (our product. $hat a*enues are there for see"ing pa(ment%

You manufacture teddy bears. The go ernment has recalled the product because a baby swallowed a toy eye. What are the procedures in this issue?

Aou ha*e eaten at a restaurant and (ou #ecame *er( sic" after)ards as a result of the food ser*ed. -o) can (ou see" compensation%

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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You ha e bought a couple of C0s on ">ay but two of them are scratched. How do you go about see&ing redress?

Aou place a to( on la( #( at a to( store #ut )hen (ou get it home/ it has #een damaged. The store manager refuses to replace it. $hat redress can (ou see"%

You buy a set of mags for your car but they &eep falling off as soon as you start dri ing. The supplier refuses to belie e that the product was faulty at time of purchase. What redress do you ha e?

Aou enter a competition through a soft drin" compan( #ut the results are ne*er pu#lished and no priBes are e*er gi*en. $hat a*enues can (ou follo) to see" redress%

You send away money to buy a cross trainer but you ne er hear bac& from the company. How can you get your money bac&?

A salesman "eeps coming to (our door e*er( )ee" tr(ing to force (ou to trial his product. -e ignores (our attempts to refuse. -o) can (ou get him to stop%

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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Resource 1C:

Scaffold for a letter of complaint

OYour nameP OYour addressP Customer ,er ices =anager OCompany nameP OCompany addressP To whom it may concern .e+ O9ccount number@goods purchasedP Dn OdateP - bought Ofull details of productP at OlocationPQ.Oother details! e.g. name of sales assistantP. - am disappointed because the OproductP has@ha e not performed as e#pected@was faulty. ODutline the problem in detail.P This product is therefore not of satisfactory 'uality@fit for the purpose described. To resol e the problem! - re'uest that you Ostate the action that you re'uire e.g. refund! repair.P "nclosed is a copy@copies of the receipt@contract. - loo& forward to hearing from you and to a resolution to this problem. would as& that you respond to my re'uest by Oreasonable date! this will ary depending on the companyP. -f we are unable to resol e this matter - will refer it to the Dffice of Fair Trading for their inter ention. )lease contact me at the abo e address or by telephone Ogi e numbersP. Yours sincerely
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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O,ignatureP O)rint your nameP O0ateP

,ource+ ?,W 0epartment of Fair Trading

Resource 11:

'ritical E*aluation: )e#sites that assist

Website features 9udience www.moneystuff.net.au www.fairtrading.go .au

)urpose

0escribe the na igation tools (icons! headings! etc*

0escribe the layout of information (paragraphs! dot points*

/se of isual techni'ues (colour! images! icons*

How easy is it to understand? (le el of language! 1argon! statistics*

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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How effecti e do you thin& the websites are in iew of their audience and purpose? LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

Resource 12:
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

33 3pinion Piece Scaffold -ntroductory paragraph G attract and engage the attention of the audience G indicate the topic and your iew on it.

0e elop ideas. You could use+ - personal anecdotes - e#pert status - reference to current e ents - comparisons to illustrate your ideas.

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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Concluding paragraphG gather your ideas together! restating your iew.

.emember to use first person! spelling! paragraphing! tone 1argon! description and humour to suit your language style and topic.

Resource 13:
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+

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!ist of $e#sites
?eneral www.moneystuff.net.au www.fairtrading.nsw.go .au www.moneymanager.com.au www.changetheworldfortenbuc&s.com www.dollarsandsense.com.au

Scams -orror stories http:Dautoda(tonight.(ahoo.comDarticleD4C+7CDconsumerDhairEd(eE horrorEstoriesE1 "E 0comes )ith graphic )arning2 forums.)hirlpool.net.auDformErepliesEarchi*e.cfmD 4@ 11.htmlE7@" A 'urrent Affair )e#site also has archi*es of consumer horror storiesDscams ))).scam)atch.go*.au ))).commerce.)a.go*.auD...DscamnetDcontentD...Dfull1list.html 0pro*ides a full list of internet scams2

Ethical consumerism ))).ethical.org.au ))).ethicalconsumerism.com.au ))).choice.com.au ))).smh.com.auDne)sDgoodEli*ingD 0good article on ethical products2

Ethical chocolate ))).donttradeli*es.com.au ))).)orld*ision.com.au ))).stir.org.au 0reall( good teen site2

Teaching program developed for Consumer and Financial Literacy, a project of the English Unit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the &ustralian 'overnment (uality Teaching )rogram *&'(T)+