Developing Resources Activity 4 Consuming decisions (60 minutes) Students work through an interactive activity, which follows three financial dilemma scenarios. Students utilise a variety of strategies to assist in resolving each financial dilemma. Digital resource: Solutions to Consuming Questions (filter by 9-10) Learning log Assessment: Diagnostic Students demonstrate knowledge of consumerism by deriving a definition for the term and a mind map to represent their thoughts and ideas about themselves as teenage consumers. Activity 5 Consuming culture – Alternatives (60 minutes) Students explore alternatives to a culture of consuming and ways to reduce our consumer footprint. They research and investigate alternatives to over-consumption and participate in a class debate or team challenge. Article: ‘The Year of less: Why one woman stopped buying stuff’ Debate structure resource Website: Learning log Living smaller/reducing consumption: Ecological footprint: Activity 6 Online shopping – What Australians are (60 minutes) Students read and discuss the findings of an Australian Government report about and the development of the digital economy. They evaluate the increasing role of internet usage and its influence and impact on spending more money and time online. Australian Government report Learning log Activity 7 Online shopping – aware (60 minutes) Digital resource: Savvy Solutions to Consuming Questions MoneySmart Rookie for Educators
Unit planner Assessment rubric This rubric aligns with Year 9 Australian Curriculum: English, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student’s name: Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can analyse and explain written statements. Interpret, analyse and evaluate how different perspectives of event, situation, individuals or groups are constructed to serve specific purposes in texts Activity 2 The student provides a discerning analysis and explanation of each statement about consumerism with reference to the deliberate choice and use of language for effect and purpose, for example: ‘way of life’, ‘shapes our identity’, ‘never-ending’, ‘confusion’. The student provides an analysis and explanation of each statement with some reference to the choice and use of language for effect and purpose. The student attempts an explanation of each statement with a vague reference to the language. The student can evaluate the findings of a report (media text). See ACELY1742 above. Activity 6 The student effectively evaluates relevant information in the Australian Government report to consider and record their thoughts about the impact of increased online shopping on businesses and individuals. The student supports identified points with examples. The student evaluates information in the report to consider and record their thoughts about the impact of increased online shopping on businesses and individuals. The student partially explains information in the report and records some thoughts.
Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can explore how websites use language and technology as persuasive devices. Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts Activity 7 Worksheet 2 The student explores two websites (suggest an Australian and an overseas site) and addresses all categories on the worksheet in detail. The student identifies and explains the full range of persuasive techniques and strategies (language/ text features and technology) used by both websites to present information and ideas that encourage online buying. The student explores two websites and addresses all/most categories on the worksheet. The student identifies and explains a range of persuasive techniques and strategies used by both websites. The student explores two websites and addresses some categories on the worksheet. The student describes some persuasive techniques and strategies used by the websites. The student can develop and deliver a multimodal presentation. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for and playful purposes Summative assessment Activity 8 The student: demonstrates a highly developed understanding of the impacts and influences of consumerism on teenagers in modern society by including a range of examples and delivers an effective and engaging multimodal presentation by using a variety of texts that entertain and hold the interest of the audience The student: demonstrates a satisfactory understanding of the impacts and influences of consumerism on teenagers in modern society by including some examples and delivers a multimodal presentation by using different texts that provide some entertainment The student: demonstrates a limited understanding of the impacts of consumerism on teenagers plans and delivers a presentation creates a personal narrative composition chooses few language features and text structures appropriate for the narrative purpose.