Humanities Economics Integrated Unit Plan

Unit: Economics
Level: 5/6 Term 1, 2018

Victorian Curriculum
Learning Area : Humanities Economics and Business
Content Descriptions Learning outcomes
Describe the difference between needs and wants and explain why Students identify the difference between a need and a want.
choices need to be made (VCEBR001)
Students identify the needs and wants of Aboriginal children living in
the Outback and provide explanations as to why they differ to their
own needs and wants.
Explore the nature and meaning of work and why individuals choose
to participate in work (VCEBW007) Students identify reasons why people seek employment.

Consider the effect that the consumer and financial decisions of Students provide explanations to justify moral financial decisions and
individuals may have on themselves, their family, the broader describe the impact on themselves, their family, the broader
community and the natural, economic and business environment community and the natural, economic and business environment.
(VCEBC005)

Students identify an appropriate product design plan to raise funds

Make decisions, identify appropriate actions by considering the and consider the needs and wants of consumers. Students write an
advantages and disadvantages, and form conclusions concerning an email to Ms Henning to share their result of their fundraising.
economics or business issue or event (VCEBE010)

Identify the reasons businesses exist and investigate the different Students explain the difference between not-for-profit and for-profit
ways they produce and distribute goods and services (VCEBB006) businesses

Victorian Curriculum
 Learning Area : English - Literacy
Content Descriptions Learning outcomes
Analyse strategies authors use to influence readers (VCELY345) Students demonstrate appropriate influential strategies in
presentation.
Plan, draft and publish imaginative, informative and persuasive texts,
choosing and experimenting with text structures, language features,
Students demonstrate an understanding of the text structures and
images and digital resources appropriate to purpose and audience
language features in the persuasive text.
(VCELY358)

Victorian Curriculum
Learning Area: Mathematics

Content Descriptions Learning outcomes

Construct, interpret and compare a range of data displays, including Students make meaning of their own graphs compared with the
side-by-side column graphs for two categorical variables (VCMSP235) graphs of their peers.

Pose and refine questions to collect categorical or numerical data by Students pose and refine appropriate product review questions to
observation or survey (VCMSP237) gain information about their product development.

Investigate and calculate percentage discounts of 10%, 25% and 50% Students use both freehand calculations and computerised
on sale items, with and without digital technologies (VCMNA218) calculations (Microsoft Excel) to calculate GST on products.

Create simple financial plans (VCMNA191) Students create a simple budget.

Victorian Curriculum
Learning Area: Intercultural Capability

Content Descriptions Learning outcomes

Explain how intercultural experiences can influence beliefs and Students identify wants and needs of children in their class and the
behaviours, including developing a critical perspective on and respect needs and wants of Aboriginal children living in the Outback and
for their own and others cultures (VCICCB010) explanations as to why they differ.

Analyse how aspects of their own and others lifestyle, behaviour, Students reflect on their beliefs about Aboriginal culture, living
attitudes and beliefs can be culturally influenced (VCICCB009) conditions and food production and consumption.

Victorian Curriculum
Learning Area: Personal and Social Capability

Content Descriptions Learning outcomes

Describe the various causes of conflict and evaluate possible Student identify the causes of conflict in a group task, by recognising
strategies to address conflict (VCPSCSO033) the needs and wants of the individuals

Identify the characteristics of an effective team and develop Students demonstrate a well-planned strategy for effective team
descriptions for particular roles including leadership, and describe management
both their own and their teams performance when undertaking
various roles(VCPSCSO032)

Victorian Curriculum
Learning Area: Digital Technologies

Content Descriptions Learning outcomes

Plan, create and communicate ideas, information and online Students use a range of digital tools, including Microsoft Excel,
collaborative projects, applying agreed ethical, social and technical bubble.us, Padlet, and online surveys to share ideas and information.
protocols (VCDTDI029)
 Victorian Curriculum
Learning Area: Design and Technologies

Content Descriptions Learning outcomes

Creating Designed Solutions

Investigating Students explore the needs of a design at the beginning of a design

Explore needs or opportunities for designing, and the technologies process
needed to realise designed solutions (VCDSCD018)

Generating
Visualise, generate, and communicate design ideas through Students provide visual representations of their ideas to gain ideas
describing, drawing and modelling (VCDSCD019) and advice

Producing
Use materials, components, tools, equipment and techniques to
produce designed solutions safely (VCDSCD020) Students consider local and recycled sources of material to consider
safety and the environment
Evaluating
Use personal preferences to evaluate the success of design ideas, Students evaluate their own work against the set criteria
processes and solutions including their care for environment
(VCDSCD021) Students sequence steps in a design for instruction and future
reference. Students work collaboratively through the design process
Planning and managing and provide justification for their choices.
Sequence steps for making designed solutions (VCDSCD022)

.
6Cs Project-based lesson
Collaboration Character Creativity Critical Thinking Citizenship Communication
Working Learning to deep Economic and social Evaluating A Global perspective Coherent
interdependently as a learn entrepreneurialism information and Understanding of communication using
team Self-reflection Asking the right arguments diverse values and a range of
Interpersonal & team Self-regulation and inquiry questions Making connections worldviews communication
related skills responsibility Considering and and identifying Genuine interest in modes
Social, emotional, and Empathy for pursuing novel ideas patterns human and Communication
intercultural skills contributing to the and solutions Meaningful environmental designed for
Managing team safety and benefit Leadership for action knowledge sustainability particular audiences
dynamics and of others construction Solving ambiguous Substantive, multi-
challenges Experimenting, and complex modal
reflecting and taking problems in the real communication
action on their ideas world to benefit Reflection on and use
in the real world citizens of the process of
learning to further
develop and improve
communication