INDEX Page

1. Scope and Sequence 2

2. Lesson Plan A 3
3. Annexures to Lesson Plan A
a) 5 Minutes Flash Questions (Last Lesson Review); 5
b) Differentiated Scaffold 5
c) Power Point Presentation; 7
d) FLASHCARDS for Main Activity - [RESOURCE 1] 10
4. Lesson Plan B 13
5. Annexures to Lesson Plan B
a) 5 Minutes Flash Questions (Last Lesson Review); 15
b) Power Point Presentation; 18
c) ROLEPLAY - Main Activity -[RESOURCE 2] 20
6. Lesson Plan C 25
7. Annexures to Lesson Plan C
a) 5 Minutes Flash Questions (Last Lesson Review); 27
b) Power Point Presentation; 28
c) AWARD ICT INVESTIGATION- Main Activity - 30
[RESOURCE 3]
8. Justification 32
9. Bibliography 37

1
 SCOPE & SEQUENCE
Commerce - Stage 5 (Year 10)
[100hr Course]
(5 x 1hr lessons x fortnight)

TERM 2: Employment Issues 20 hrs

Wk1 Wk2 Wk3 Wk4 Wk5

Types of Changing Types of Unemployment Legal Issues
Employment work Patterns Employment
Contracts
1 2 3 4 5 6 7 8 9 10 11 12 13
Outcomes: 5.1, 5.2, 5.4, 5.5, 5.6, 5.7, 5.8,5.9.

Lesson Plans

Wk6 Wk7 Wk8 Wk9 Wk10

Legal
Issues
Role of
Unions
Resolving
Disputes
Taxation Superannuation
LAW IN ACTION
14 15 16 17 18 19 20 21 22 23 24 25

2
 Lesson Plan

Topic area:COMMERCE Stage of Learner: Stage 5 Syllabus Pages:24

2.2 Employment Issues
Date: Location Booked: Room 6 Lesson Number:6/20

Time: 60 minutes Total Number of students 26 SUBJECT: Employment

Contracts

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment  research the employment
 applies consumer, financial, business,  Diagnostic/Formative  Types of employment conditions of casual, part-
legal and employment concepts and Informal Assessment contracts time, full-time employees and
terminology in a variety of contexts; (5 quick question o awards, enterprise contractors
 analyses the rights and review @ beginning agreements  research and evaluate
responsibilities of individuals in a of class); o individual workplace stereotypes of employment
range of consumer, financial,  Diagnostic/Formative agreements, patterns
business, legal and employment Informal Assessment o common law contracts  discuss the advantages and
contexts; (observation of Main  rights and entitlements of disadvantages of each type
 analyses key factors affecting Activity & casual, part-time and full- of employment contract
commercial and legal decisions Discussion); time employment  identify the range of
 evaluates options for solving  Diagnostic Formative employment options
commercial and legal problems and Assessment available for young people
issues; (Closing Review)  examine the advantages and
 monitors and modifies the disadvantages associated
implementation of plans designed to with particular types of
solve commercial and legal problems employment for men and
and issues; women
 explains commercial and legal
information using a variety of forms
 works independently and
collaboratively to meet individual and
collective goals within specified
timelines.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep understanding 1.5 Metalanguage
treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to 1.3 Problematic knowledge 1.6 Substantive communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on 2.2 Engagement 2.5 Students’ self regulation
learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student direction
among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections 3.2 Cultural knowledge 3.5 Connectedness
with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge integration 3.6 Narrative
perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching
Indicators of presence in the lesson
element
Intellectual
Quality Introduction of key concepts and terms in Employment Contracts
Metalanguage
Gradual shift from teacher centred to student centred activities.
Quality The Class Activity:
Learning  Promotes student ownership and control and at the same time,
Engagement  Generate a challenge amongst groups and build success through structured learning
(work together in assembling a contract)
 Negotiate varied roles within groups to enhance inclusion and support.
Significance
The object of the contract is also aimed at stimulating the students with a background
Background
knowledge knowledge of the workplace to actively participate in the group discussions.

3
 Time Teaching and learning actions Organisation Centred
T/S
Greeting: In accordance with their class routine, students assemble in two rows
lined outside of the classroom. The teacher greets each individual Teacher:Asks questions through
student as he/she enters the classroom. As the students enter the Power Point Slides (15
classroom they are handed a written scaffold containing a 5 minute task Seconds intervals)
(flash questions). The students sit at their designated seat and start Student:Write their answers on
their task immediately. scaffold.
Whiteboard: As students enter the classroom, the subject of the lesson Differentiation: ESL Students are
T/S
0-10 (including syllabus reference) and the various steps in the lesson will be on provided with differentiated
interactive board/whiteboard. A reminder of the school’s policies (regarding use scaffold containing explanation of
of mobile phones,caps/hats off, bags on the floor) is also on the slide. key terms and concepts to assist
Introduction (5 minutes flash questions on key concepts in the last lesson) them through the lesson.
- List 3 types of employment. Resources:Power Point/Printed
- What are the advantages of unpaid work? Scaffold
- What does the expression “job security” mean?
Roll Call As students are concentrated with their written exercise the teacher checks the roll and deals with late arrivals
Definition of the Elements of Employment Contract Teacher:Explains Key Concepts
 Contract (legally binding agreement) using Power Point Slides.
 Employment (relation between 2+ parties where an Employers hires Student:Write down key
an Employee to provide a service(work) in return of money) concepts/Metalanguage
Aim: This part aims at Pre-Emptying difficult vocabulary and explicitly teaching Resurces:Power Point Presentation
it. contains 2 x icons:
10-25 T
Elements of a Contract COPY
- Offer; a) Copy
- Acceptance;
- Consideration. b) Take a snapshot
Aim: This part is meant to introduce a sequencing module. It breaks down the Students know what they should
process of contract making in small chunks. copy or photograph
MAIN ACTIVITY Contract Mosaic
Teacher:Explains the Activity, forms
the groups, distributes the clauses.
- Students are divided in groups of 3; Teacher walks through the
- Each group is given a set of 12 separate clauses; classroom and monitors students’
25-35 - Each group must build a contract using (3 -5 – 7 clauses of choice) engagement in the activity.
S
Differentiation: number of clauses required for each group. Student:Assemble their contracts
Aim: This activity allows students to interact with different elements of the Resources:Prepared Contract
contract (Basic Business Clauses and Basic Legal Clauses). strips. Activity Rules on Power
Point Slide left on throughout the
activity.
Discussion Each group presents their final contract and explains why
they chose certain clauses instead of others.The Teacher writes on the
whiteboard the most important clauses in a contract in the right order. Teacher: Asks each group about
Students glue the strips in the right order (as shown on the whiteboard) onto their contracts.
35-45 their notebooks to form a basic contract. Student:Each group explains the
Differentiation: Appointment of spokesperson within the group and depth of reasons behind their choices.
S
question from teacher. Resources:White Board, glue,
Aim: Students have an opportunity to Communicate their finding using legal students’ notebooks
metalanguage learned in the first part of the class and joint construction
putting together the contract.
Teacher:Goes through a quick
Conclusion (Review)
review and asks students to answer
- Golden Rule of Contracts (do not sign what you do not
questions written in the slides
read/understand)
Student:Participate in the review by
45-55 - What do you need to make a contract?
taking part in the debate
o Parties
Resources:Power point Slides T
o Binding legal Agreement
 Offer/Acceptance/Consideration
Aim: Student consolidate their learning and validate their ideas.
Transition: students complete their task, place their items laptops, notebooks, get their bags onto their desks. Teacher
55-60
maintains control of transition by allowing 1 row of students at the time to leave the classroom.

Contingency Plan (Plan B):

4
The lesson is planned to use Power Point slides on the background. In the event of an ICT/Electrical problem,
the entirety of the slides can be quickly reproduced on whiteboard. Teacher will bring Whiteboard Colour
Markers and a printout of the presentation as backup plan.

5 Minute Flash Questions Date ___/___/_________

Student Name________________
GO TO YOUR SEAT IN SILENCE AND MAKE SURE:
- YOUR MOBILE PHONE IS IN YOUR BAG;
- YOUR BAG IS ON THE FLOOR;
- YOUR HAT/CAP IS REMOVED.
5 MINUTE FLASH QUESTIONS

1. List 3 types of employment

a. ____________________
b. ____________________
c. ____________________

2. What are the advantages of unpaid work?

___________________________________________________

___________________________________________________

3. What does the expression “Job Security” mean?

____________________________________________________
____________________________________________________

DIFFERENTIATED 5 MINUTE FLASH QUESTIONS Date ___/___/_________

Student Name________________

GO TO YOUR SEAT IN SILENCE AND MAKE SURE:

- YOUR MOBILE PHONE IS IN YOUR BAG;
- YOUR BAG IS ON THE FLOOR;
- YOUR HAT/CAP IS REMOVED.
5 MINUTE FLASH QUESTIONS
4. Connect concepts & meanings
Casual Work Works everyday and has paid leave
Full-Time Work Does not get paid to work
Part Time Work Works 4 hours a day and has paid leave
Volunteer Works everyday but has no paid leave

5. Which of the following are advantages of unpaid work?

a. Learning a trade/profession; c. Doing something good;

b. Making friends; d. Gaining work experience.

6. What does the expression “Job Security” mean?

a. Having a job that cannot be taken away from you;
b. Having a safe Job;
c. Having a job in a place with many security guards.

5
 Differentiated Lesson Scaffold

1. A CONTRACT IS a binding agreement

2. The People who enter into a contract are called PARTIES

3. After they enter into a contract, the parties MUST PERFORM what they agreed.

4. If a party does not perform, that party is in BREACH of the contract.

4 A contract isLEGALLY BINDING– This means that if the Parties do not respect the

contract, they can be taken to Court and a Judge might order the party in breach
to pay money to the other party.
_______________________________________________________

EMPLOYMENT CONTRACTS are contracts that in which 1 party agrees to

perform work and receive money in return.

______________________________________________________

A contract is LEGALLY BINDING if it has

- An OFFER “do you want to work?”

- A CONSIDERATION “I’ll pay you $”

- An ACCEPTANCE “ Yes”

6
Power Point Presentation (Lesson 1)

7
8
9
10
11
12
 Lesson Plan

Topic area: COMMERCE Stage of Learner: Stage 5 Syllabus Pages: 24

2.2 Employment Issues
Date: Location Booked: Room 6 Lesson Number: 7/20

Time: 60 minutes Total Number of students 26 SUBJECT: Enterprise

Agreements

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment  research the employment
 applies consumer, financial, business,  Diagnostic Formative  Types of employment conditions of casual, part-
legal and employment concepts and Informal Assessment contracts time, full-time employees and
terminology in a variety of contexts (5 quick question o awards, enterprise contractors
 analyses the rights and review @ beginning agreements  research and evaluate
responsibilities of individuals in a of class); o individual workplace stereotypes of employment
range of consumer, financial,  Diagnostic Formative agreements, patterns
business, legal and employment Assessment o common law contracts  discuss the advantages and
contexts (5 quick question  rights and entitlements of disadvantages of each type
 analyses key factors affecting review @ beginning casual, part-time and full- of employment contract
commercial and legal decisions of class); time employment  identify the range of
 evaluates options for solving  Diagnostic Formative employment options
commercial and legal problems and Assessment available for young people
issues (Review);  examine the advantages and
 monitors and modifies the disadvantages associated
implementation of plans designed to with particular types of
solve commercial and legal problems employment for men and
and issues women
 explains commercial and legal
information using a variety of forms
 works independently and
collaboratively to meet individual and
collective goals within specified
timelines
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep understanding 1.5 Metalanguage
treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to 1.3 Problematic knowledge 1.6 Substantive communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on 2.2 Engagement 2.5 Students’ self regulation
learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student direction
among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections 3.2 Cultural knowledge 3.5 Connectedness
with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge integration 3.6 Narrative
perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching
INDICATORS OF PRESENCE IN THE LESSON
element
Intellectual
Quality In the main activity (Enterprise Bargaining) students exploring the political, financial and
social perspectives by negotiating the key terms of an enterprise agreement.
Problematic
Knowledge
Quality
Learning
Environment Gradual shift from teacher centred to student centred activities. Students exercise a choice
on which aspects of the agreement will be subject to negotiation and which aspect will not.
Student Teacher incorporates a scaffolded choice in the brief.
Direction

13
Time Teaching and learning actions Organisation Centred
T/S
Greeting: In accordance with their class routine, students assemble in two rows
lined outside of the classroom. The teacher greets each individual
student as he/she enters the classroom. As the students enter the
classroom they are handed a written scaffold containing a 5 minute task
(flash questions). The students sit at their designated seat and start their
Teacher:Asks questions through
task immediately.
Power Point Slides (15
Whiteboard: As students enter the classroom, the subject of the lesson
Seconds intervals) T/S
0-10 (including syllabus reference) and the various steps in the lesson will be on
Student:Write their answers
interactive board/whiteboard. A reminder of the school’s policies (regarding use
Resources:Power Point
of mobile phones,caps/hats off, bags on the floor) is also on the slide.
Introduction (5 minutes flash questions on key concepts in the last lesson)
- What are the elements of the contract?
- Does the contract need to be written to be valid?
- What is the golden rule of all contracts?
Roll Call As students are concentrated with their written exercise the teacher checks the roll and deals with late arrivals

Stimulus: Video/PPP on the balance in negotiating the terms of a contract. Teacher:Shows stimulus
10-15 (eg. Sly Stallone F.I.S.T) https://www.youtube.com/watch?v=uiBqdmelCVk Student:Watch video S
Resources:Youtube video

Definition of the Enterprise Agreement

 Contract (legally binding agreement) about Employment (provision of
a service in return of money).
 Enterprise Agreement is an Employment Contract where most of the
clauses are negotiated by the Employer and a group of workers/Union.
Features of a Enterprise Agreement are:
Teacher:Explains Key Concepts
- MUST be in writing;
using Power Point Slides.
5-15 - Must be approved by Fair Work Commission*;
Student:Write down key T
- May cover wages, allowances, leave, hours of work.
concepts/Metalanguage
KEY Skills required to bargain an Enterprise Agreement:
Resurces:Power Point Presentation
NEGOTIATION SKILLS (whichincludeAdvancedVerbal Communication
– Active Listening – Emotional Control and most importantly the
Ability to Prioritise Distinguish between important goals and
objectives from less important (and disposable) issues.
Aim: This part aims at Pre-Emptying difficult vocabulary and explicitly teaching it
as well as introducing new key concepts.
MAIN ACTIVITY Enterprise Bargaining
- Students are divided in groups of 2 (Employer – Union Rep);
- Each Employer is provided with an EMPLOYER BRIEF (objectives in the
negotiation);
Teacher:Explains the Activity,
- Each Union Rep is provided with a UNION BRIEF (addressing the priorities
forms the groups,
in the negotiation)
distributes the briefs and
- After the students had an opportunity to read their brief, the teacher
15-30 then the contracts.
distributes a simple Draft Agreement (with fill in spaces) to each group. S
Student:negotiate their contracts
- Each group must work together to complete (fill in the blanks) the
Resources:Prepared Contract
contract by negotiating the missing terms.
strips. Activity Rules on Power
Differentiation: Number of clauses required for each group and roles in the
Point Slide.
group work (Employer being easier)
Aim: Learn to prioritise important aspects of employment contract through
enterprise bargaining negotiation.
Class Debate What happens if an enterprise agreement is too favourable to
Teacher: Asks each group about
workers and what happens if the enterprise agreement is too
their contracts.
favourable to one of the parties?
30-40 Student:Each group explains the S
Mindmap on the whiteboard
reasons behind their choices.
Aim: Students have an opportunity visualise interconnections between
Resources:White Board
cause and effect of the decisions made in enterprise agreements.

14
 Conclusion (Quiz Review) [Kahoot or MS Power Point)
- Does an enterprise agreement need to be written to be valid?
- Other than Employers and Workers Representative, who else gets a say in Teacher:Goes through a quick
the making of an enterprise agreement?
- What are the priorities for an Employer in bargaining an enterprise review and asks students to
agreement? answer questions and/or complete
40-55
- What are the priorities for a worker/Union Rep in bargaining an enterprise sentences T
agreement? Student:Participate in the review
- What are the risks of having an enterprise agreement too workers friendly? by taking part in the debate
- What are the risks of having an enterprise agreement too Employer
friendly? Resources:Power point Slides
- What is the most important skill in a negotiator?
Aim: Student consolidate their learning and validate their ideas.

Contingency Plan (Plan B):

The main activity in this lesson is a pair negotiation/role play. As alternative, the same
activity can be carried out by dividing the class in 2 groups (employers and workers) and
discuss the terms of the enterprise agreement in a more debate-like form guided by the
teacher.

15
 5 Minute Flash Questions Date ___/___/_________
Student Name________________
GO TO YOUR SEAT IN SILENCE AND MAKE SURE:
- YOUR MOBILE PHONE IS IN YOUR BAG;
- YOUR BAG IS ON THE FLOOR;
- YOUR HAT/CAP IS REMOVED.
5 MINUTE FLASH QUESTIONS

1. What are the elements to makea contract binding?

a. ____________________
b. ____________________
c. ____________________

2. A contract needs to be written to be valid?

a. True
b. False

3. What is the golden rule of all contracts?

____________________________________________________
____________________________________________________

DIFFERENTIATED 5 MINUTE FLASH QUESTIONS Date ___/___/_________

Student Name________________

GO TO YOUR SEAT IN SILENCE AND MAKE SURE:

- YOUR MOBILE PHONE IS IN YOUR BAG;
- YOUR BAG IS ON THE FLOOR;
- YOUR HAT/CAP IS REMOVED.
5 MINUTE FLASH QUESTIONS

1. Which of the following is not an element of a binding contract?

a. Offer c.Consideration;
b. Acceptance; d. shake hands.

2. Would you sign a contract without reading it first?

a. Yes
b. No

16
Differentiated Lesson Scaffold

When a worker asks for a job the employer decides the

conditions:

The worker’s SALARY the worker’sSHIFTS

HOW CAN WORKERS NEGOTIATE THEIR CONDINTIONS?

An ENTERPRISE AGREEMENT IS
anEMPLOYMENT CONTRACTmade by MANY WORKERS together

2. When workers organise together they forma UNION

3. A UNION is stronger than 1 worker .

4. A UNION can negotiate a better employment contract for the workers.

5. An employment contract negotiated by a Union is called Enterprise Agreement

17
POWER POINT PRESENTATION

18
19
20
SCAFFOLD FOR THE MAIN ACTIVITY

21
22
23
24
 Lesson Plan

Topic area: COMMERCE Stage of Learner: Stage 5 Syllabus Pages: 24

2.2 Employment Issues
Date: Location Booked: LIBRARY Lesson Number: 8/20
Time: 60 minutes Total Number of students SUBJECT: Awards

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment  research the employment
 applies consumer, financial, business,  Diagnostic Formative  Types of employment conditions of casual, part-
legal and employment concepts and Informal Assessment contracts time, full-time employees and
terminology in a variety of contexts (5 quick question o enterprise agreements; contractors
 analyses the rights and review @ beginning o awards,  research and evaluate
responsibilities of individuals in a of class); o individual workplace stereotypes of employment
range of consumer, financial,  Diagnostic Formative agreements, patterns
business, legal and employment Assessment o common law contracts  discuss the advantages and
contexts (5 quick question  rights and entitlements of disadvantages of each type
 analyses key factors affecting review @ beginning casual, part-time and full- of employment contract
commercial and legal decisions of class); time employment  identify the range of
 evaluates options for solving  Diagnostic Formative employment options
commercial and legal problems and Assessment available for young people
issues (Review);  examine the advantages and
 monitors and modifies the disadvantages associated
implementation of plans designed to with particular types of
solve commercial and legal problems employment for men and
and issues women
 explains commercial and legal
information using a variety of forms
 works independently and
collaboratively to meet individual and
collective goals within specified
timelines
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep understanding 1.5 Metalanguage
treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to 1.3 Problematic knowledge 1.6 Substantive communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on 2.2 Engagement 2.5 Students’ self regulation
learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student direction
among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections 3.2 Cultural knowledge 3.5 Connectedness
with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge integration 3.6 Narrative
perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching
INDICATORS OF PRESENCE IN THE LESSON
element
Intellectual
Quality Mostly student centred research activity.
Deep
The Class Activity:
Understanding Engages students to search and apply employment key concepts within a realistic situation.
Quality
Learning Students are prompted to see themselves as part of the workforce and actively search and
Environment identify their entitlements within the workplace.
High
Expectations

Significance By demystifying the search for workplace entitlements, the lesson provides a value and
Connectedness meaning that goes well beyond the classroom and school and can be related to the
students’ outside world and reality.

25
 Time Teaching and learning actions Organisation Centred
T/S
Greeting: In accordance with their class routine, students assemble in two rows
lined outside of the classroom. The teacher greets each individual
student as he/she enters the classroom. As the students enter the
classroom they are handed a written scaffold containing a 5 minute task
(flash questions). The students sit at their designated seat and start their
Teacher:Asks questions through
task immediately.
Power Point Slides (15
Whiteboard: As students enter the classroom, the subject of the lesson Seconds intervals) T/S
0-10 (including syllabus reference) and the various steps in the lesson will be on Student:Write their answers
interactive board/whiteboard. A reminder of the school’s policies (regarding use Resources:Power Point
of mobile phones,caps/hats off, bags on the floor) is also on the slide.
Introduction (5 minutes flash questions on key concepts in the last lesson)
- Does an enterprise agreement need to be written to be valid?
- What is the most important skill in a negotiator?
Roll Call As students are concentrated with their written exercise the teacher checks the roll and deals with late arrivals
Definition of the AWARDS – Safety net for workers
 AWARD: document which sets out the minimum terms and conditions
of employment on top of the National Employment Standards (NES). Teacher:Explains Key Concepts
 AWARD v ENTERPRISE AGREEMENT using Power Point Slides.
10-15  What happens if there is NO AWARD and NO Enterprise Agreement Student:Write down key T
concepts/Metalanguage
Resurces:Power Point Presentation
Aim: This part aims at Pre-Emptying difficult vocabulary and explicitly teaching it
as well as introducing new key concepts.
Teacher:co-ordinates the transition
from classroom to library
15-20
Class moves from classroom to Library Student:Assemble out of the class T
in 2 rows and walk to library
Resources:NA
MAIN ACTIVITY [is your job covered by an award?]
(individual task) Teacher:Monitors the students’
Each Student is provided with a scaffold containing: research work on the
 Fair Work Commission website (Find my Award tool); computers.
 Job Description [Barista – Waiter – Hairdresser – Office Junior Student:log –in the computer and
Clerk – Beauty Therapist - Bricklayer – Plumber – Nurse - Legal follow the instructions on their
clerical and administrative employee, Animal Attendant in a Vet scaffolds
20-45 clinic]] Resources:Scaffolds and
S
 Specific Searches [hourly rate – breaks - allowances – leave - Laptop/Computer room/Library
other entitlements]
Differentiation: High Achievers will be provided with searches for jobs
uncovered by an award and will need to find their entitlements from the
Minimum Wage. Low achievers will be given searches within the Fair Work’s
Award database.
Aim: Learn to search for entitlements under Award and/or Minimum Wage.
Conclusion (Quiz Review) Teacher:Goes through a quick
- Does an Award apply if there is an Enterprise agreement between the review and asks students to answer
employer and employees? questions and/or complete
45-50
- What happens if there is no award for a specific category of workers? sentences T/S
- What is the Minimum Wage? Student:Participate in the review
by taking part in the debate
Aim: Students consolidate their learning and validate their ideas. Resources:Power point Slides
Transition: students complete their task, place their items laptops, notebooks, get their bags onto their desks. Teacher
55-60
maintains control of transition by allowing 1 row of students at the time to leave the classroom.

Contingency Plan (Plan B):

The lesson requires access to computers and web. This means that the Laptops/Computer
Rooms/Library MUST be booked in advance. If, due to an unforeseeable event none of these
facilities are available on the day, the lesson can be swapped with the next lesson on
Common Law Contracts.

26
 5 Minute Flash Questions Date ___/___/_________
Student Name________________
GO TO YOUR SEAT IN SILENCE AND MAKE SURE:
- YOUR MOBILE PHONE IS IN YOUR BAG;
- YOUR BAG IS ON THE FLOOR;
- YOUR HAT/CAP IS REMOVED.
5 MINUTE FLASH QUESTIONS

1. Does an enterprise agreement need to be written to be valid?

____________________________________________________

2. What are the most important skills in a

negotiator?___________________________________________________
_

DIFFERENTIATED 5 MINUTE FLASH QUESTIONS Date ___/___/_________

Student Name________________

GO TO YOUR SEAT IN SILENCE AND MAKE SURE:

- YOUR MOBILE PHONE IS IN YOUR BAG;
- YOUR BAG IS ON THE FLOOR;
- YOUR HAT/CAP IS REMOVED.
5 MINUTE FLASH QUESTIONS

1. Which of the following is an Enterprise Agreement

a. Employment contract between 1 employer and 1 worker;

b. Employment contract between 1 employer and 1 Union
c. Employment contract between many employers and 1 worker

2. How do workers negotiate better employment contracts?

a. By not going to work.
b. By organising together in a Union.
c. By getting a second job.

27
POWER POINT PRESENTATION

28
29
MAIN ACTIVITY SCAFFOLD

30
31
 DISCUSSION

This Assignment contains a series of 3 consecutive Lesson Plans as part of a unit of

work in Commerce Stage 5 (year 10) together with the necessary resources to be
used in the lessons.

1. THE CONTEXT
1.1 Assumptions
The Lesson Plans contained in this assignment are addressed to a high school
located in a low socio-economic area and –more specifically- to a class with a high
diversity in the student population with a wide spectrum of students ranging from
EALD students (recently relocated students with a refugee background) to the
academic high achievers.

1.2 Syllabus
The Stage 5 Commerce 2003 Syllabus contains a significant cognitive load as it
focuses on new areas of learning that students haven’t covered previously. In
planning the 3 lessons, the writer has used both teacher-centered and student-
centered strategies in an attempt to achieve a balance between modern pedagogy
and syllabus time restraints.

1.3 Backward mapping

Backward mapping strategyassisted with the unpacking of the content knowledge in
the syllabus and the focus the lessons on the main ideas (McTighe J & Wiggins G
2005). The main activities are aimed at enriching the students’ learning experiences
yet at the same time move towards the desired outcomes.

1.4 Compliance with Professional Teaching Standards (PTS)

All lesson plans show knowledge of the content (PTS 1.1.1)and of the pedagogies
associated with delivering the content (PTS 1.1.2) in compliance with the curriculum
requirements (PTS 1.1.3). Compliance with the remainder of Professional Teaching
Standards is addressed in a dedicated section of this discussion.

1.5 Assessment

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Each of the lessons contains 3 separate stages which can be used by the teacher to
conduct a formative assessment.
a) The 5 Minute Flash Questions provides the teacher with an overview of the
information students retained from the previous class(es), giving an
opportunity to identify whether a concept needs to be re-explained or a
previous teaching strategy should be reconsidered.
b) The main activity allows the teacher to carry out a second formative
assessment and observe students apply different concepts explained in the
teacher centered presentation and probe students’ understanding.
c) Finally, a further opportunity to conduct a formative assessment is through
the review of the concepts explored in the lesson. Each of the above-
mentioned assessments represents an opportunity for teachers (and
students) to provide and receive feedback and turn the learning into a shared
and collaborative experience.

2. GENERAL CAPABILITIES (F-10 Australian Curriculum)

2.1 Literacy (PTS 2.1.6)

Each of the three lessons in this unit provides students with the opportunity to train
their text comprehension skills through listening, reading and enacting. The teacher
prompts the students using multiple delivery modes including:
- Power Point Presentations (lessons 1,2,3)
- Scaffolds (lessons 1,2,3)
- You Tube video (lesson 2)
- Role play (Lesson 2)
- Web search (Lesson 3)
Students compose texts through speaking (debates, questioning time, roleplays)
writing (scaffolded short answers) and creating a complex item (build your own
contract). (PTS 3.1.4)

2.2 Numeracy
Due to the text based nature of this 3 lessons in the core unit (Employment
Contracts) the opportunity for students to exercise their numeracy is limited. Lesson
3 provides an opportunity for students to test their numeracy skills as it requires

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students to calculate salaries based on number of hours in an award. Lesson 1
requires students to use logic and consequential reasoning to assemble a contract.

2.3 ICT (PTS 1.1.4)

The Main activities require students to carry out investigations using ICT (Award
Hunting exercise in Lesson 3). The capacity of the students to attend to an ICT
investigation will depend on the availability of a computer lab or a computer room in
the library.

2.4 Critical and Creative Thinking

In accordance with the syllabus outcomes and rationale, through the main activities,
the 3 lessons promote a process of learning by inquiry in which students research
and assess commercial and legal information (5.7) as well as evaluate options for
solving issues (5.5).

2.5 Personal and Social Capability

Students’ self-awareness, social awareness and self-management are catered in
the lessons through group works, role-plays and debate activities. As students take
part in respectful, safe and positive relationships, the lesson encourages them to
define and accept individual and collective roles and responsibilities. (PTS 2.1.2)

2.6 Intercultural Understanding

Students are given an opportunity to engage in intercultural experience through
debates and class discussion during which the teacher will prompt students to
include perspectives from their respective different cultural backgrounds.(PTS 2.1.6)

3. DIFFERENTIATION (teaching strategies applied within the lesson)

3.1 Different modes of delivery

In order to reach all students in the classroom I have employed different modes of
delivery including you tube video (lesson 2), Internet search (Lessons 3), Power
Point Presentations Lessons (1,2,3). This will provide a wide spectrum of different
stimuli (PTS 2.1.4). Given the significant EALD presence in the class, each lesson
contains a series of opportunities for the teacher to deconstruct language by
teaching subject specific vocabulary. This objective is reached through specific

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differentiated explanatory scaffold, re-brush on grammar (other scaffolded exercise),
visual cues (eg. COPY or Take a Snapshot) contained in the presentation and
metalanguage explained in the teacher’s presentation.(PTS 2.1.1)
Similarly, the Lesson Plans allow students to test and express their knowledge in
ways that can benefit from their respective strengths. The main activities are
respectively:
o a word-puzzle exercise (Build your own contract- Lesson 1) aimed at
facilitating those students who have a developed logic-mathematical
approach;
o a role-play (Negotiate your Enterprise Agreement- Lesson 2) for those
students who have a predisposition to public speaking and advocating
their positions;
o a guided web-search (Award Hunting – Lesson 3) aimed at those who
favour individual and autonomous research activities and are more
technologically savvy.

3.3 “Academically-safe” environment

Each lesson contains an early review aimed at minimise the distraction of the
transition and directing students to re-focus on the new learning environment. This
“flash” review also aims at demystifying the common perception that students must
get it right the first time (Wray Lewis 1997). In this sense, most activities are based
on game-like exercises to facilitate socialisation and acceptance and reiterate the
message that the class should be a safe place with respect to making attempts and
getting it wrong (Wray Lewis 1997). (PTS 2.1.5).

3.4 Reading to learn cycle applied (PTS 2.1.3).

A reading to learn cycle is in the blue print of each of the lessons in this assignment
(Rose Martin J 2012). Presentations are aimed at involving students in reading and
represent a guided stage of joint construction.

3.5 Negotiating Control

The structure of each lesson allows the control to be held by the teacher in the first
part of the lesson and gradually released to students who gain full control during
group work and activities. Reciprocal teaching through group work and role-plays
also enhances the differentiation as it brings discussions and debates which also tap

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on students’ prior knowledge and allow students to search for existing schemas and
reaching the students’ respective zones of proximal development (Vigotsky 1963
and Bruner 1990) (PTS 3.1.1).

3.6 Blooms Taxonomy

Each lesson and each scaffold (Resource #1 and #3) contain a common
denominator, a matrix which gradually increases the learning activities from low to
higher order thinking. Students are assisted by tools (writing frames and skeletal
outliners) in shifting from memorising factual knowledge to generating abstract
concepts. (PTS 3.1.5)

Word Count (w/out Headings) 1096

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