FORWARD PLANNING DOCUMENT

TERM 2, Week 3 YEAR LEVEL: 7 LEARNING AREA- Humanities and Social Sciences (Economics
and Business)
TOPIC- Work and retirement

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
  thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom

 Each student has their own individual iPad that they bring to class every day
 The students have the following apps downloaded on their iPads and have already created accounts when necessary
 They have previously been using these apps, allowing them to use the applications efficiently
- QR Code scanner
- Padlet
- Popplet
- Canva
 The internet connection within the classroom is strong and there are limited problems regarding connecting to the school’s server
 The teacher has their own iPad to access all work and has a connection cable allowing the teacher and students to connect their iPads to the overhead projector
 The school has a security programme on each iPad which does not allow students to access websites or download apps that are inappropriate, including all types of
social media and inappropriate games
 The IT department is notified when students have accessed an inappropriate site and the teacher whose class it was accessed in is advised
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Australian OBJECTIVE (what & how) EXPERIENCES other
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 3 Why individuals 1. List why individuals work Formative Assessment
Lesson 1 work (e.g. in a Padlet - Students contributions
earning an 2. Describe why individuals to the group discussion
income, work through individual in the introduction and
contributing to research the conclusion
an individual's 3. Create a EBook using - Were all the students
self-esteem, effective imagery and text engaging in the
material and to portray your purpose discussion in a respective
non- 4. Identify copyright free and informative way?
material living images and how to access
standards, them using multiple Summative Assessment
happiness) resources
- eBook rubric
(ACHEK020)
- Minimum of five reasons
why individuals work
- Clear understanding of
the reasons why
individuals work shown
through the discussion
and imagery
- There is a clear flow in
the eBook with all the
information provided
relating back to
economics
- There is a direct
correlation between the
images used and the
paragraphs included in
the book.
Introduction (10 minutes) YouTube Video-Why do
1. Ask the students to define what work is. Have a small group people work (1min 59
discussion about it. sec)
2. Load the YouTube video why do people work https://www.youtube.co
3. Before watching the YouTube, video ask the students to m/watch?v=J8hdWy_Y9
consider the reasons why individuals work that are made in oM
the video and whether they think they are the main reasons
why people work.
4. Play the YouTube video and discuss with the students what
you asked them to consider
Body (35 minutes)
5. Give the students 2 minutes to write “why do people work?” Padlet-Why do
in the Padlet which can be accessed through the QR code in individuals work
the resource list.
6. As they are doing this project the Padlet on the board and
have a 1-minute discussion about the most popular answers
7. Once students have got the information in the Padlet they
are going to use Book Creator One (an app they have on their
iPads) to create an eBook about why people work.
8. They are to discuss a minimum of five of the points included Book Creator app on
in the Padlet in their eBook, giving a brief explanation of why their individual iPads
each point would be a reason that individuals work
9. Give the students some resources that can be used to access
copyright free images and briefly explain to them why we use
these images. These resources include
- Pexels Research tools-Copyright
Free Images
- Britannica Image Quest
- Google
- Google Images-Tools Page
- Britannic Image quest
- The images included 10. Similarly, they will need to reference the resources that they - Pexels
within the eBook are all use to gain information and place this on the last page of
copyright free and the their eBook.
students use a wide
range of resources to 11. Once completed the teacher needs to explain to them that
attain these over the next three lessons they will be creating an
infographic on work and when they are completed they will
be printed off and displayed in the classroom
12. The students are to set up an infographic on either the Canva Canva app on iPads
app or Smore Smore
- The title should be Work and Retirement and each lesson
should have its own title then the corresponding work
that was completed
- Show the students an example of the rough outline of Teacher example-Smore
what their infographic will look like by the end of the infographic
lesson https://www.smore.com
/20nat

Conclusion (5 minutes)
13. Get the students to turn to the person next to them
14. The students are to share their eBook with their partner and
share the reasons they chose and explain why they made this
choice
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 3 Different types of 1. Revise the key components of Informative Preparation Random team generator
Lesson 2 work (e.g. full- the previous lesson on why - Walking around 1. Use a random team generator to split the class of 25 into 5 https://www.randomlis
time, part-time, individuals work by creating a the groups and groups of 5 students ts.com/team-generator
casual, at home, word cloud that contains at seeing whether 2. Place a label of the groups 1-5 on each set of tables
paid, least 5 reasons they are staying 3. Place one sticky note on each of the individual tables within
unpaid, volunteer 2. List and describe the different on task by all the groups
) (ACHEK020) types of work using group listening to their 4. Project the groups made through the generator onto the
discussion and collaboration conversations and board
3. Summarise information to seeing what point
identify the key components in the work that Introduction (10 minutes)
they are at 5. Get the students to sit in the groups assigned through the Sticky notes
- Seeing whether random generator and at the corresponding tables
the student is 6. Also get them to write the number that is next to their name
actively engaging on the random team generator on the post it note that is Word Cloud Generator
in the Answer placed on their desk https://wordart.com/cre
Garden by 7. Once seated get the students to open the website word art ate
contributing at and go onto creating a Word Cloud
least two 8. Get the students to revise the previous lessons content by
responses creating a word cloud about the different reasons why
individuals work
- During the
9. Get the students to share within their groups one reason why
conclusion
individuals work that they included in their word cloud
reflection activity
monitor what the - If a student states a response that they have not included
students are get them to add it into their Word Cloud
10. Get the students to take a screenshot or download their Canva app or Smore
writing on the
Word Cloud and add it into their infographic they created in infographic that they
board to assess
the previous lesson under the title lesson 2 created in the first
their
lesson
understanding of
what they have
learnt during the
past two lessons
Formative Body (35 minutes)
- Popplet rubric 11. Get the students to assign a scribe within their group. This Answer Garden-Different
- The students have student will bring up the Answer Garden on different types Types of Work
included at least of work using the QR code
three points 12. Get the students to have a group discussion within each of
about each type their groups for five minutes about the different types of
of work work that they know of and get the scribes to add them to
the Answer Garden
- The Popplet is
clearly laid out - They may begin to list off specific jobs e.g. teachers,
with the format doctors
making it easy to - Teacher needs to guide them to discussing different types
follow of work e.g. part time, full time, volunteer, through
- The information is questioning and prompting
clear and concise, 13. Get the students to open the Popplet app on their iPads and
start a new Popplet titling it “Different Types of Work” Popplet app
no long sentences
14. Get the students to open the Answer Garden that the group
scribes just filled out and copy the main points as branches in
their mind map. These should include
- Paid - Full time
- Fixed term - Part time
- Shift Work - Volunteer
- Outworkers - Casual
- Unpaid

15. Assign four of the groups two of the above terms and one
group one term and get them to do research in their groups
three facts that they can add to their Popplet about the
different types of work
16. Jigsaw group work
- Get the students to grab the sticky notes that they wrote
their number on at the beginning of the class when the
groups were assigned through the random group
generator
 - Get the students to stand up and find the other students
with the same number on their sticky notes as them and
sit in these groups
- Then the students will share the three facts that they
researched on the different types of work and get them
to add it into their Popplet
- By the end the students should have completed their
Popplet mind maps with three bits of information for
each type of work included
Canva app or Smore
17. Get the students to embed their Popplet into their
infographic that they created on Smore or the Canva app

Conclusion (5 minutes)
18. Get the students to use whiteboard markers to write one
thing that they have learned about over the last two lessons
19. If they have a green whiteboard marker they are to write one
4 green whiteboard
piece of information about why individuals work and
markers
something about the different types of work if they have a
4 pink whiteboard
pink whiteboard marker
markers
20. Once they have written one piece of information on the
board get them to pass the pen on to a friend and continue
until most students have written one piece of information on
the board
.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 3 The ways people 1. Discuss the different Informative
Lesson 3 who have retired forms of income for - Student’s ability to
from retirees through a research and
employment earn collaborative ICT tool collaborate in order
an income (e.g. 2. Summarise research to fill in the
age pension, on forms of income collaborative
superannuation, received by retirees document as a whole
private savings) in a visually group
(ACHEK020) appealing way. - Students ability to
3. Create an iMovie work independently
that utilises and stay focused
research, copyright whilst creating their
free images, to iMovie trailer
create a visually
appealing way to Formative
display information iMovie rubric
- The use of copyright
free images
throughout the video
- The text is clear and
concise and is easily
readable in the time
allocated within the
video
- There is a clear flow
within the video with
the points being
made all relating to
one another
Introduction (5 minutes)
1. Display a screenshot of the random group generator from Random Group
the previous lesson onto the board and get the students to Generator Screenshot
sit in these same groups
2. Explain to the students about retirement and what that
means. Ask them how do you think you would earn an
income once you are retired?
- Have a whole class discussion about the topic and right
any ideas on the whiteboard
Body (40 minutes)
3. Get the students to open the collaborative PowerPoint that Google Slides-
was created and linked on the teacher’s page. Retirement Income
4. Assign each group to research and write notes on one of the https://docs.google.
five slides for ten minutes com/presentation/d
- Retirement age and statistics /1mdkjYn0w-
- Pension HG9idQu_U9V2m89
- Superannuation 1MIU_6zofqUnLUw_
- Private savings uls/edit#slide=id.p
- Investment
5. Once completed get the students to screenshot the
PowerPoint slides and upload it as a gallery on their Smore
infographic
6. The students are then going to use iMovie to create a trailer
about retirement and income as a retiree
7. Explain specific expectations of the students when creating
the iMovie
- Make sure they are using copyright free images
- The text is clear and to the point with no spelling and
punctuation mistakes

Infographic rubric
- The students have
demonstrated a
thorough
understanding of the
content covered
- The infographic is
clearly laid out and
thought behind
design is visible
It should include
Lesson 1
- Padlet-Why do individuals
work
- eBook-Why people work
Lesson 2
- Word Cloud- Why do
individuals work? (Revision)
- Answer Garden-Different
types of work
- Popplet-Different types of
work
Lesson 3
- Google Slides-Retirement
and income
- iMovie Trailer-Retirement
and income
- Summary-What have you
learnt about work and
retirement?
- There is a clear flow within the trailer whereby each of
the points are connected
- They include an adequate amount of information that
they previously researched and placed into the Google
slides
8. Show the students an example of what is expected of their Example YouTube Video-
iMovie trailer Retirement and Income
9. Give the students 20 minutes to complete this task making https://youtu.be/aM1shl
sure that the teacher is monitoring them throughout this 4VsDA
process to ensure they are staying on task and using iMovie
appropriately
10. Once that is completed show the students how to upload it
to YouTube as unlisted so it cannot be accessed without a
URL
11. Get the students to upload their YouTube video under Lesson Smore or Canva
infographic
3 on their infographic on either Smore or the Canva app
Conclusion (5 minutes)
12. Get the students to write a summary of what they have
learnt about work and retirement at the end of their
infographic
- This can either be a small paragraph summary or a 5 dot
point summary
13. Get the students to save the changes to their infographic and
Padlet-Year 7 Economics
copy the link
14. Get the students to open the Padlet Year 7 Economics-Work
Infographics
and Retirement Infographics and get the students to upload
their full name and a link to their infographic found through
the QR code