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AUSTRALIAN CURRICULUMECONOMICS AND BUSINESSDraft shape paper - Consultation                         10 September 2012
LEARNING AREASThe Melbourne Declaration identifieseight learning areas including:Humanities and social sciences:which incl...
CURRICULUM DEVELOPMENT PHASES  Phase 1        Phase 2        Phase 3   2012 - 2015    2013 - 2016     2014 - ?      Englis...
CONSULTATION PROCESSION TIMELINE                                                                March 2013 –              ...
Australian curriculum Syllabus Development        March 2013 – June 2013    Implementation Begin 2014 … Full Implementatio...
DEVELOPMENT OF THE AUSTRALIANCURRICULUMThe Australian Curriculum developed by ACARA:   is being written for F-10 and Year...
GENERAL CAPABILITIESCritical and creative                                      Information and       thinking             ...
CROSS-CURRICULUM PRIORITIES  Aboriginal and Torres Strait Islander histories  and cultures  Asia and Australia’s engagemen...
PURPOSE OF THE DRAFT SHAPE PAPERThe draft Shape of the Australian Curriculum, Economicsand Business:   provides broad dir...
GUIDING PRINCIPLES UNDERPINNING THEECONOMICS AND BUSINESS CURRICULUM   Economics is the underpinning discipline and in   ...
AIMS … ECONOMICS & BUSINESS CURRICULUM   Economics and Business aims address: I.   Resource allocation and distribution II...
CURRICULUM ORGANISATION   A formal curriculum for Economics and Business    will be written for Years 5 – 8.   The curri...
KEY IDEASFour overarching and interconnected key ideas areincluded based on the economics and businessconcepts for:   Res...
THE NATURE OF ECONOMICS & BUSINESS Provides opportunities to connect with and build on related content in History, Geograp...
CURRICULUM STRUCTUREThe Economics and Business curriculum is organisedinto two interrelated strands for 5-10:   Economics...
ECONOMICS AND BUSINESS KNOWLEDGEAND UNDERSTANDINGWill be drawn from: The nature of resource allocation The role of produ...
ECONOMICS AND BUSINESS KNOWLEDGEAND UNDERSTANDING Consumer and financial literacy strategies The importance of the role ...
ECONOMICS AND BUSINESS SKILLS The set of skills required to be active and informed participants in the economy are describ...
SCOPE AND SEQUENCE OF CURRICULUM A description of learning prior to Year 5 is  included. The 4 underpinning key ideas bu...
EARLY YEARS TO YEAR 4The informal learning experiences related to student’s participation infamily life, their community, ...
YEARS 5-6 (10-12 YEARS OF AGE)Students will use the inquiry process to plan investigations aboutcontemporary economic and ...
YEARS 7-8 (12-14 YEARS OF AGE)Students use the inquiry process to plan economic andbusiness investigations on contemporary...
YEARS 7-8 (12-14 YEARS OF AGE)Work and business environments the nature of business, business ownership and operation, t...
YEARS 9-10 (14-16 YEARS OF AGE)The curriculum for Years 9 and 10 will provide students with aricher and more applied conte...
YEARS 9-10 (14-16 YEARS OF AGE)The topics will be based on an inquiry approach model.Students will:   investigate an even...
TOPICS FOR YEARS 9-10 (14-16 YEARS OF AGE) Topics, while taking account of local and national perspectives, should also ha...
STRUCTURE OF THE SENIOR CURRICULUM  It is proposed the senior secondary Economics and  Business curriculum will include de...
ECONOMICS SENIOR COURSE   The Economics course should provide students with a study    of microeconomics (a focus on the ...
BUSINESS SENIOR COURSE   The Business course should provide students with a study    that considers the various dimension...
ACCOUNTING SENIOR COURSE   The Accounting course should enable students to undertake    the recording, reporting and anal...
KEY QUESTIONS FOR EVALUATING THEDRAFT SHAPE OF THE AUSTRALIANCURRICULUM: ECONOMICS AND BUSINESS    Is there evidence of   ...
ACARA ONLINE SURVEY         ACARA online survey
CONSULTATION ON THE DRAFTSHAPE OF THE AUSTRALIAN CURRICULUM:ECONOMICS AND BUSINESS    Provide feedback to Peter Carey (Bu...
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Australian Curriculum: Economics & Business

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Australian Curriculum: Economics & Business

  1. 1. AUSTRALIAN CURRICULUMECONOMICS AND BUSINESSDraft shape paper - Consultation 10 September 2012
  2. 2. LEARNING AREASThe Melbourne Declaration identifieseight learning areas including:Humanities and social sciences:which includes history, geographyeconomics, business and civics andcitizenship
  3. 3. CURRICULUM DEVELOPMENT PHASES Phase 1 Phase 2 Phase 3 2012 - 2015 2013 - 2016 2014 - ? English Health and Geography Physical Education Mathematics Languages Technologies Science The Arts Economics, Business, Civics History and Citizenship
  4. 4. CONSULTATION PROCESSION TIMELINE March 2013 – 10 September June 2013 2012 Curriculum 6 August – 12 CEOWA development Consultation process followed October 2012 Process by consultation ACARA National on the curriculum consultation period and final 6 August 2012 12 September publication. Draft Shape of 2012 Australian Curriculum: CSA Consultation Economics and Business Session for ACARA available 14 September SCSA Consultation Process
  5. 5. Australian curriculum Syllabus Development March 2013 – June 2013 Implementation Begin 2014 … Full Implementation ?
  6. 6. DEVELOPMENT OF THE AUSTRALIANCURRICULUMThe Australian Curriculum developed by ACARA: is being written for F-10 and Years 11-12 is described in Years not Stages has content descriptions not outcomes
  7. 7. GENERAL CAPABILITIESCritical and creative Information and thinking Ethical behaviour communication technology (ICT) capability Literacy Intercultural Personal and social understanding capability Numeracy
  8. 8. CROSS-CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
  9. 9. PURPOSE OF THE DRAFT SHAPE PAPERThe draft Shape of the Australian Curriculum, Economicsand Business: provides broad direction on the purpose, structure and organisation of the Economics and Business curriculum will guide the writing of the Australian Curriculum: Economics and Business from Years 5 to 12
  10. 10. GUIDING PRINCIPLES UNDERPINNING THEECONOMICS AND BUSINESS CURRICULUM Economics is the underpinning discipline and in Business, the economic concepts range across a range of concepts Distinctions can be made between Economics and Business Economics and Business are interrelated and an integrated approach should be adopted
  11. 11. AIMS … ECONOMICS & BUSINESS CURRICULUM Economics and Business aims address: I. Resource allocation and distribution II. Roles, rights and responsibilities of ethically participating in the economy III. Developing and applying consumer and financial knowledge understanding, skills and values IV. Enterprising behaviours and capabilities V. The contemporary and future nature of work and business VI. The nature of economics and business decision- making in creating a prosperous, sustainable and equitable economy VII. The interactions of the Australian economy with the global economy, particularly Asia.
  12. 12. CURRICULUM ORGANISATION A formal curriculum for Economics and Business will be written for Years 5 – 8. The curriculum for Years 9 and 10 will build on Years 5 – 8 and be available for schools to use appropriate to their needs.
  13. 13. KEY IDEASFour overarching and interconnected key ideas areincluded based on the economics and businessconcepts for: Resource allocation and making choices Consumer and financial literacy Enterprising behaviours and capabilities Work and business environments
  14. 14. THE NATURE OF ECONOMICS & BUSINESS Provides opportunities to connect with and build on related content in History, Geography and Civics and Citizenship. Links to a range of student experiences outside the formal curriculum:  SRC initiatives  Service learning  Volunteer work  Enterprise / project based learning programs  Work experience, industry partnerships, vocational education and training in schools
  15. 15. CURRICULUM STRUCTUREThe Economics and Business curriculum is organisedinto two interrelated strands for 5-10: Economics and Business knowledge and understanding Economics and Business skillsThese 2 strands are consistent with other Humanities andSocial Science curriculum developed by ACARA.
  16. 16. ECONOMICS AND BUSINESS KNOWLEDGEAND UNDERSTANDINGWill be drawn from: The nature of resource allocation The role of production, distribution and exchange Key elements of how economics and businesses operate The effect of key economic and business on sustainable development, social justice and equity
  17. 17. ECONOMICS AND BUSINESS KNOWLEDGEAND UNDERSTANDING Consumer and financial literacy strategies The importance of the role of enterprising behaviours Aspects of business management and decision- making How the changing nature of work affects stake holders The way in which technology has transformed the business environment
  18. 18. ECONOMICS AND BUSINESS SKILLS The set of skills required to be active and informed participants in the economy are described as:  Application  Inquiry and research  Analysis and synthesis  Collaborative decision making  Communication, reflection and response
  19. 19. SCOPE AND SEQUENCE OF CURRICULUM A description of learning prior to Year 5 is included. The 4 underpinning key ideas build in complexity and with skills development embedded in the knowledge and understanding in the two content strands. The Year 9-10 curriculum will build upon the formal curriculum developed for Years 5-8.
  20. 20. EARLY YEARS TO YEAR 4The informal learning experiences related to student’s participation infamily life, their community, and from activities within other learningareas related to the four key ideas e.g. Resource allocation – goods and services locally, meeting needs and wants, using resources Consumer and financial literacy - saving and spending decisions Enterprising behaviours and capabilities – participating in planning class or school events Work and business environments – the nature of paid and unpaid work, contribution of work to society, working collaboratively with others.
  21. 21. YEARS 5-6 (10-12 YEARS OF AGE)Students will use the inquiry process to plan investigations aboutcontemporary economic and business issues of personal or localinterest and form and communicate conclusions based on evidence.Through knowledge and understanding about: Resource allocation and making choices - allocation and use, opportunity cost, needs and wants, role of consumers, workers and producers in the economy and influence on wellbeing of self, others and the community Consumer and financial literacy - making informed decisions Enterprising behaviours and capabilities - the application of initiative and problem solving in various settings Work and business environments - characteristics of work in a changing business environment.
  22. 22. YEARS 7-8 (12-14 YEARS OF AGE)Students use the inquiry process to plan economic andbusiness investigations on contemporary issues at local,national, regional and global level. They analyse andinterpret economic and business data, form and expressopinions, and communicate conclusions based onevidence. About:Consumer and Financial literacy develop personal financial literacy skills and understand the importance of being an informed consumer
  23. 23. YEARS 7-8 (12-14 YEARS OF AGE)Work and business environments the nature of business, business ownership and operation, the legal and regulatory settings, and the nature of work in these environmentsResource allocation and making choices markets, how buyers and sellers affect price, competition and the role of government in influencing economic activity and wellbeing and living standardsEnterprising behaviours and capabilities the role and importance that enterprising behaviours and capabilities play in a market based economy.
  24. 24. YEARS 9-10 (14-16 YEARS OF AGE)The curriculum for Years 9 and 10 will provide students with aricher and more applied context. Each year’s course will comprise a number of topics to be studied across the year. These topics bring together the four key ideas of the Economics and Business curriculum in an integrated manner while studying a contemporary issue or event. The topics will be developed so that schools have the flexibility to study them in the sequence that best meets the learning needs of their students.
  25. 25. YEARS 9-10 (14-16 YEARS OF AGE)The topics will be based on an inquiry approach model.Students will: investigate an event or issue of interest related to economics and business, to develop their knowledge and skills in analysis, synthesis and evaluation of economic and business information and data use relevant economic and business concepts and relationships develop their skills of economic and business reasoning the costs and benefits related to the issue or event, including cost benefit analysis
  26. 26. TOPICS FOR YEARS 9-10 (14-16 YEARS OF AGE) Topics, while taking account of local and national perspectives, should also have a regional and global relevance e.g.  Topics could focus on events, issues or areas such as the sports industry; managing mobile phones, apps and games; moving out of home: understanding budgeting, renting and buying a house; managing natural resources; or an enterprise activity.
  27. 27. STRUCTURE OF THE SENIOR CURRICULUM It is proposed the senior secondary Economics and Business curriculum will include development of curriculum for three subjects:  Economics  Business  Accounting Additional elective opportunities that are currently offered by states and territories in the senior secondary years will continue to be available within the secondary curriculum. The focus of the courses proposed for the Economics and Business senior secondary curriculum will be subject to the development of a shape paper that will provide the scope and detail for the curriculum in the senior years.
  28. 28. ECONOMICS SENIOR COURSE The Economics course should provide students with a study of microeconomics (a focus on the actions of individuals and industries) and macroeconomics (a focus on a much broader analysis of the economic activity of a country within the global economy) using contemporary economic events and issues, across local, national, regional and global contexts.
  29. 29. BUSINESS SENIOR COURSE The Business course should provide students with a study that considers the various dimensions of business that affect daily life. These areas could include operations systems, human resources, theories of management, basic financial operations, business plans and marketing.
  30. 30. ACCOUNTING SENIOR COURSE The Accounting course should enable students to undertake the recording, reporting and analysing of the financial transactions of a business; the making of informed decisions, based on financial data, concerning the future operations of the business; and the reporting of financial information to stakeholders.
  31. 31. KEY QUESTIONS FOR EVALUATING THEDRAFT SHAPE OF THE AUSTRALIANCURRICULUM: ECONOMICS AND BUSINESS Is there evidence of Do the 4 key ideas Are the 2 strands adequate quality and provide the suitable curriculum rigour in the foundational structure organisers for all curriculum? and clear direction for a students; economics 21st century curriculum? and business learning? Does the scope and Can the content be Does the senior sequence provide a covered within the curriculum cater for logical progression structure and the current future options for from Years 5-8 and time allocated to these students and provide support learning in subjects in the current specialisation? Years 9-10 ? WA syllabuses?
  32. 32. ACARA ONLINE SURVEY ACARA online survey
  33. 33. CONSULTATION ON THE DRAFTSHAPE OF THE AUSTRALIAN CURRICULUM:ECONOMICS AND BUSINESS  Provide feedback to Peter Carey (Business) and Keith Gilbert (Economics) via email to carey.peter@ceo.wa.edu.au and gilbert.keith@ceo.wa.edu.au by Friday 10 September  Access a printable version of the draft shape paper  Complete the ACARA online survey  Email feedback to ACARA at: economicsandbusiness@acara.edu.au

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