Consumer Lit

8/13/2019 Consumer Lit

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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 [email protected]

,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.module8


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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


http://www.fairtrading.nsw.gov.au/http://www.moneymanager.com.au/http://www.fairtrading.nsw.gov.au/http://www.moneymanager.com.au/


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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




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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




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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.




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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




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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&




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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+




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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




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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.




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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




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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(.




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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%




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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




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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*


http://www.moneystuff.net.au/http://www.fairtrading.gov.au/http://www.moneystuff.net.au/http://www.fairtrading.gov.au/


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How effectie do you thin& the websites are in iew of their audience and purpose?

Resource 12:




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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.




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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:




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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*[email protected]@"

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/

Consumer Lit

Documents

Transcript of Consumer Lit