Post on 04-Jun-2018
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Stage 4 English TeachingProgram
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 ofconsumers. Howeer! it is first and foremost an "nglish unit where students cane#plore the concept of being a consumer through a ariety of te#ts. The unitencourages student reflection and ownership of ideas through their owninestigation and composition of $real% te#ts. The aim is for students to broadenand deepen their own understanding of the topic! themseles and the world ofconsumerism.The actiities in this unit are aimed at $"mpowering young children to ma&einformed consumer decisions% through their own inestigation of their role asconsumers.
The unit will proide opportunities for students to reflect on their ownconsumption! as well as help them to $deelop an understanding of financial andethical conse'uences of satisfying their needs and wants%.This unit embraces the &ey concepts (from list of concepts in Financial LiteracyTeaching )rogram* of+ liability! power and alue as it relates to Consumer andFinancial Literacy.Within the unit a range of actiities has been offered. ,election can be based onthe needs of students! access to -CT! e#pertise of the teacher! nature and locationof the school.
Years 7-10 English Syllabusoutcomes
A student: 1. esponds to and composes te#ts for understanding! interpretation! criticalanalysis and pleasure 2./ses a range of processes for responding to and composing te#ts 3. esponds to and composes te#ts in different technologies 4./ses and describes language forms and features! and structures of te#tsappropriate to different purposes! audiences and conte#ts
7.Thin&scritically and interpretiely about information! ideas and argumentsto respond to and compose te#ts . 0emonstrates understanding that te#ts e#press iews of their broadeningworld and their relationships within it
Assessment-n groups students select an aspect of Consumer and Financial Literacy coered inthe course and produce a resource for educating other young people about thisaspect of Consumer and Financial Literacy. The students could compose+ awebsite! pamphlet! short film! series of billboards! series of posters! 1ingle or song!
Teaching program developed for Consumer and Financial Literacy, a project of the English Unit,
Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y the&ustralian 'overnment (uality Teaching )rogram *&'(T)+
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,yllabus
content
Learning content and actiities 5uality teaching
Students learn to+6 0efine themseles as consumers ,ignificance
7!8 9nalyse websites for meaning and understanding 0eep understanding
:!; Compose a letter of complaint Knowledgeintegration
7!< "ducate peers on a releant topic ,ocial support
7!
8!;!6 Conduct a surey and analyse results Connectedness
:!; 9rticulate their ideas on the rights of consumers Higher order thin&ing
:!8 )resent their ideas in a chosen medium. ,tudent selfregulation
8!;!
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$ee" 1: $hat is consumerism%
,yllabuscontent
5ualityTeaching
Learning and teaching actiities "idence oflearning
7!8
:!. Consumer ights can be used as abasis for research 'uestions seewww.commfoundation@financialliteracyresource.moduleEor
,tudents researchcase studies andpresent to class.
,tudents composean informationreport e#plaininghow to identifyand deal withscams.
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
http://www.commfoundation/financialliteracyresource.module8http://www.commfoundation/financialliteracyresource.module88/13/2019 Consumer Lit
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7!;!
7!8!
7!;!6
Knowledge
0eepunderstanding
refer to website www.fairtrading.nsw.go.au
Dption+ Dbsere:+ ole play+ arious consumer scenarios.,tudents write! then role play! the endings of scenarios!e#perimenting with different outcomes! e.g. if a consumerbehaes in this way! then this could be the outcome. ,eeesource for ideas and 'uestions to guide role plays.
"#planation+ ,tudents compose an e#planation te#t demonstratingtheir understanding of what consumer right and responsibilitiesare. (/se ,cams+ case studies. (,ee esource < B guided researchand esource 78 list of sources*
,tudents engage with a number of case studies on scams. Theyinestigate how they are created and how to identify one B classdiscussion and summary or research.
ote+ 9 scam that really interested the students was the shrin&ingportion si2es of products. ,ee www.moneymanager.com.au orgoogle for other products.
Dption+ ,tudents write an information report for a student
maga2ine on scams+ how to identify them! how and where toreport them! what to do when caught out by one. (,eeesource E B scaffold*information from internet actiityGesource e#planation scaffold*
$ee" 3: &inding information to ta"e action
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
http://www.fairtrading.nsw.gov.au/http://www.moneymanager.com.au/http://www.fairtrading.nsw.gov.au/http://www.moneymanager.com.au/8/13/2019 Consumer Lit
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,yllabuscontent
5ualityTeaching
Learning and teaching actiities "idence oflearning
7!8!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 EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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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
price taste colour si2e brand
'uality appearance practicality need desire
other other other
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, 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 ,pendingDer the course of a wee& write down all the money you spend and the items youpurchased.
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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Total of all days+
9 'uic& analysis7. Was there a day or time slot when you did not purchase anything?:. How many of the items were essential items?
0ay =orning@item
9mt Lunch@item 9mt 9fterschool@item
9mt
=onday
Tuesday
Wednesday
Thursday
Friday
,aturday
,unday
Total Total Total
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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8. 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 LiteracyTe#t and )resentation
utline of Tas":You will be as&ed to compose a teaching tool aimed at other teenagers. You willneed to select one aspect that you hae learnt about being a consumer and wor&
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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out an effectie 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&eto compose a combination of the following3 pamphlet! website! power point! seriesof t#t messages! 1ingle@song! billboard! maga2ine ad! etc.
Years 7-10 English SyllabusoutcomesA student: 1. esponds to and composes te#ts for understanding! interpretation! criticalanalysis 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#tsappropriate to different purposes! audiences and conte#ts
7.Thin&s critically and interpretiely about information! ideas and argumentsto respond to and compose te#ts
. 0emonstrates understanding that te#ts e#press iews of their broadeningworld and their relationships within it
'riteria for assessment:
roup Wor&- Contributes to the group process in the construction of the te#t and the
presentation.- Wor&s collaboratiely 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 effectie control of language! including correct spelling!
grammar and punctuation-
)resentation- /ses oice effectiely with appropriate olume! pace and modulation- /ses body effectiely with appropriate stance! gesture and eye contact- 0emonstrates insightful understanding of topic- "ngages the audience in learning about the topic
ar"ing 'riteriaConsumer and Financial Literacy
e"t and Presentation
ame+ Class+
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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Teacher+
Tet
=9K- /-0"L-",Criteria =ar&
,elects thoughtfully releant points
9nalyses insightfully ways to teach ideas
"#plains concisely their understanding of the chosen topic
Wor&s collaboratiely with all members of the group to produce the te#t.
Writes succinct! wellGorganised points demonstrating s&ilful control of language
6G7
,elects releant points.
9nalyses! with some insight! releant ways to teach information.
"#plains effectiely their understanding of the chosen topic
Wor&s collaboratiely with members of the group to produce the te#t.
Writes wellGorganised points demonstrating effectie control of language
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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 topic8
/ses oice satisfactorily with arying olume! pace and modulation
/ses body satisfactorily with some appropriate stance! gesture and eyecontact
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 eyecontact
0emonstrates minimal understanding of topic
Little engagement with the audience in learning about the topic
7
/ses oice with no understanding of olume! pace and modulation
/ses body with no understanding of appropriate stance! gesture and eyecontact
0emonstrates minimal understanding of topic
o engagement of the audience in learning about the topic
TDT9L =9K+ @ 7
CD=="T+
Resource 4:
'ase Stud(: Ad*ertising 'ampaign
Ad*ertising'ampaign$hat%List what is in thecampaign. What
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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do you see? Whatdo you hear?
-o)%How is it used topersuade you?-dentfy thestructure! featuresand techni'uesthat hae been.Language
1ingle@music
Aisual colourFilmstereotypes
$h(%Why has it beencreated in thisway? Who are theaudience and whatis the purpose ofthe campaign?
Resource +:
#ser*ation Scenarios
-dentify your rights and responsibilities in each of these scenarios.
7. You buy a shirt in a shop but when you get it home! you realise thatthe fabric is coming apart at the seams. You ta&e it bac& to the shopbut the owner refuses to gie you any help.
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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G
:. You buy a laptop at an electronics store. 9s you ta&e it out of the carat home! it drops and then will not start properly. You ta&e it bac& tothe shop howeer! they refuse to replace it for you.
8. You enter into a contract on a mobile phone. The phone lands in thepool with you at a mate%s place. The phone proider refuses to replaceit but re'uests that you continue to pay out the contract.
Resource 5:E6P!AAT8 S'A&&!9
Dne to threesentencesidentifying whatconsumer rightsandresponsibilities
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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are.
0etailede#planation ofconsumer rightsandresponsibilities.
ights@responsibilities
#ights$res%onsibilities
ights@responsibilities
Conclusion+statement of mainrights andresponsibilities ofconsumers.
eferences (theboo&s and websites youused*. 9uthor! Year! Title!/L
Resource 7:
!earning a#out scams and ho) to a*oid them
This research tas" )ill allo) (ou to identif( a scam and ho) to a*oidthem. &ollo) the )e#sites and instructions closel(.
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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))).scam)atch.go*.au
'lic" on ;-o) scams )or"ay but two of them are scratched.How do you go about see&ing redress?
ou place a to( on la( #( at ato( store #ut )hen (ou get ithome/ it has #een damaged.The store manager refuses toreplace it. $hat redress can
(ou see"%
You buy a set of mags for your car butthey &eep falling off as soon as youstart driing. The supplier refuses tobeliee that the product was faulty attime of purchase. What redress do youhae?
ou enter a competitionthrough a soft drin" compan(
#ut the results are ne*erpu#lished and no priBes are
e*er gi*en. $hat a*enues can(ou follo) to see" redress%
You send away money to buy a crosstrainer but you neer hear bac& fromthe company. How can you get yourmoney bac&?
A salesman "eeps coming to(our door e*er( )ee" tr(ing toforce (ou to trial his product.-e ignores (our attempts to
refuse. -o) can (ou get him tostop%
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !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 namePOYour addressP
Customer ,erices =anagerOCompany namePOCompany 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@hae not performed ase#pected@was faulty. ODutline the problem in detail.P
This product is therefore not of satisfactory 'uality@fit for the purposedescribed.
To resole the problem! - re'uest that you Ostate the action that youre'uire e.g. refund! repair.P "nclosed is a copy@copies of thereceipt@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 resole thismatter - will refer it to the Dffice of Fair Trading for their interention.
)lease contact me at the aboe address or by telephone OgienumbersP.
Yours sincerely
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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O,ignaturePO)rint your namePO0ateP,ource+ ,W 0epartment of Fair Trading
Resource 11:
'ritical E*aluation: )e#sites that assist
Website features www.moneystuff.net.au www.fairtrading.go.au
9udience
)urpose
0escribe the naigation tools(icons! headings! etc*
0escribe the layout ofinformation
(paragraphs! dot points*
/se of isual techni'ues(colour! images! icons*
How easy is it to understand?(leel of language! 1argon!
statistics*
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
http://www.moneystuff.net.au/http://www.fairtrading.gov.au/http://www.moneystuff.net.au/http://www.fairtrading.gov.au/8/13/2019 Consumer Lit
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How effectie do you thin& the websites are in iew of their audience and purpose?
Resource 12:
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, Curriculum K-1 !irectorate, "#$ !epartment of Education and Training, supported %y
the &ustralian 'overnment (uality Teaching )rogram *&'(T)+
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pinion Piece Scaffold
-ntroductory paragraph G attract and engage the attention of the audience G indicate the topic and your iew on it.
0eelop ideas. Youcould use+
- personalanecdotes
- e#pert status- reference to
current eents- comparisons to
illustrate yourideas.
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, 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 andhumour to suit your language style and topic.
Resource 13:
Teaching program developed for Consumer and Financial Literacy, a project of the EnglishUnit, 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
))).scam)atch.go*.au
))).commerce.)a.go*.auD...DscamnetDcontentD...Dfulllist.html0pro*ides a full list of internet scams
-orror stories
http:Dautoda(tonight.(ahoo.comDarticleD4C+7CDconsumerDhaird(ehorrorstories1" 0comes )ith graphic )arning
forums.)hirlpool.net.auDformrepliesarchi*e.cfmD4@11.html7@"
A 'urrent Affair )e#site also has archi*es of consumer horrorstoriesDscams
Ethical consumerism
))).ethical.org.au
))).ethicalconsumerism.com.au
))).choice.com.au
))).smh.com.auDne)sDgoodli*ingD 0good article on ethicalproducts
Ethical chocolate
))).donttradeli*es.com.au
))).)orld*ision.com.au ))).stir.org.au 0reall( good teen site
http://www.moneystuff.net.au/http://www.fairtrading.nsw.gov.au/http://www.moneymanager.com.au/http://www.changetheworldfortenbucks.com/http://www.dollarsandsense.com.au/http://www.scamwatch.gov.au/http://www.commerce.wa.gov.au/.../scamnet/content/.../full_list.htmlhttp://www.ethical.org.au/http://www.ethicalconsumerism.com.au/http://www.choice.com.au/http://www.smh.com.au/news/good-living/http://www.donttradelives.com.au/http://www.worldvision.com.au/http://www.stir.org.au/http://www.moneystuff.net.au/http://www.fairtrading.nsw.gov.au/http://www.moneymanager.com.au/http://www.changetheworldfortenbucks.com/http://www.dollarsandsense.com.au/http://www.scamwatch.gov.au/http://www.commerce.wa.gov.au/.../scamnet/content/.../full_list.htmlhttp://www.ethical.org.au/http://www.ethicalconsumerism.com.au/http://www.choice.com.au/http://www.smh.com.au/news/good-living/http://www.donttradelives.com.au/http://www.worldvision.com.au/http://www.stir.org.au/