Australian Curriculum: Economics & Business


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  • Two documents guide the development of the Australian Curriculum - the Melbourne Declaration on Educational Goals for Young Australians and The Shape of the Australian Curriculum.The Melbourne Declaration defined the broad areas on what should be valued and taught in schools across Australia. It has two clear goals:Goal 1: Australian schooling promotes equity and excellenceGoal 2: All young Australians become successful learners, confident and creative individuals and active and informed citizens.Economics and Business are identified in the Melbourne Declaration as two of the subjects in the essential learning area Humanities and Social Sciences in the Australian Curriculum.
  • The learning areas of the Australian Curriculum will be developed in three phases.Phase 1EnglishMathematicsScience (including physics, chemistry, biology)History The first phase subjects have been published by ACARA.Phase 2GeographyThe ArtsLanguages Phase 3Health and Physical EducationInformation and Communication Technology and Design and TechnologyEconomics, Business, Civics and CitizenshipThe timeline for phase is approx. 18 months behind phase 2, however the phase 3 subjects are at different stages of development. For more details -
  • Participating in consultation processes is an important part of the curriculum development process, both at a national level for ACARA and at a state level. Teachers of Economics and Business in schools are encouraged to engage in a variety of consultation processes to contribute to the CASA WAresponse.
  • The Australian, Curriculum, Assessment and Reporting Authority (ACARA ) has been given the role of developing the Australian Curriculum. ACARA is responsible for: a national curriculum from Foundation to Year 12 in specified learning areasa national assessment program aligned to the national curriculum that measures students’ progressa national data collection and reporting program that supports analysis, evaluation, research and resource allocation and accountability and reporting on schools and broader national achievement.There has been no decision from the WA Minister in relation to the implementation of Phase 2 and Phase 3 subjects.
  • For some learning areas, the Australian Curriculum will be written with the expectation that they will be taught in each year of schooling from Foundation to Year 10. However for Economics and Business the curriculum is being developed for Years 5 to 10. For the senior years three subjects are proposed: Economics, Business and Accounting. The shape paper addresses the curriculum for Foundation to Year 12, clearly stating the rationale, aims and propositions which shape the curriculum for Years 5-12.The Australian Curriculum is being developed in years not Stages.Content descriptions specify what teachers are expected to teach. These are accompanied by elaborations that illustrate the content descriptions.
  • The Australian Curriculum General capabilities define knowledge, skills, behaviours and dispositions that can be developed and applied across the curriculum to help students to become successful learners, confident and creative individuals and active and informed citizens. These are:Literacy – should be developed in all learning areas and involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.Numeracy – should be in all learning areas and involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.ICT – required for all learning areas; includes using ICT to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school.Critical and creative thinking skills – includes problem solving, thinking critically about possibilities and alternatives, developing arguments and using evidence in support of that argument, being innovative and resourceful, generating new ideas and questioning assumptions. Ethical behaviour – involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.Personal and social capability – includes understanding themselves and others, managing their relationships, lives and own learning, working effectively in teams and handling challenging situations in constructive ways. Health and Physical Education is a key contributor to this general capability. Intercultural understanding – includes learning about and engaging with diverse cultures to develop an appreciation of difference and diversity, cultivate mutual respect and create connections with others.
  • There will be three cross-curriculum perspectives addressed in the national curriculum:The Aboriginal and Torres Strait Islander histories and cultures priority will allow all young Australians the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world.Developing a better understanding of the countries and cultures of the Asian region will enhance students’ cultural awareness and enable them to be active and informed participants in regional and global communities. Sustainability will allow young Australians to develop an appreciation of the need for more sustainable patterns of living and build a commitment to taking action to create a more sustainable future. Each of these priorities will be represented in every learning area of the Australian curriculum in ways appropriate to that area.The shape paper explicitly identifies how these perspectives link to Economics and Business and describes learning opportunities related to each. Are the cross-curriculum priorities appropriately described?Are the opportunities appropriate?Could additional opportunities have been identified?
  • The Australian Curriculum: Economics and Business comprises Economics, which is seen as the underpinning discipline, and Business, where the economic concepts apply across a range of business contexts. Where economics is defined as “a study of mankind as they live and move and think in the ordinary business of life‟. Economics explains how people interact within markets, how individuals and groups make decisions with limited resources to meet their unlimited needs and wants, and often reveals why people, businesses and governments behave in certain ways. The study of Business, in tandem, broadly encompasses all activity by the producers and suppliers of goods and services; the enterprising endeavours that our society undertakes to meet our needs and wants. Economics and Business education involves the development of the knowledge, skills, attitudes, beliefs and values that will inform and encourage students to participate in economic and business activities personally, locally, nationally, regionally and globally. The pace of change due to factors such as globalisation, the effects of technology and demographic trends, means that Australia needs a population and labour force with enterprising behaviours (such as showing initiative and being innovative). The knowledge, understandings and skills of Economics and Business education underpins the development of consumer and financial literacy skills in students. The Economics and Business curriculum will incorporate the knowledge, understandings, competencies, responsibilities and enterprise skills that are set out in the National Consumer and Financial Literacy Framework. The Economics and Business curriculum considers the relationships between Australia and the Asia region, both economic and business, and the importance of developing closer regional integration through the development of strong trade and investment relationships, and cross cultural understandings. The Economics and Business curriculum explores the paradigm of economic prosperity and equitable and sustainable futures by evaluating the interrelated nature of economic and ecological sustainability. The Economics and Business curriculum develops students knowledge and understanding about key economic and business concepts such as markets and trade relationships, production and consumption from the perspective of Aboriginal and Torres Strait Islander communities, both through acknowledgement of longstanding traditions of trade and exchange and consideration of the changes that have led to contemporary economic and business practices.
  • Aims Specifically, the Australian Curriculum: Economics and Business will aim to develop the knowledge, understandings and skills to ensure that students: I. develop an understanding of the allocation of resources in determining the creation and distribution of wealth and how this is related to the wellbeing of individuals and the economy II. actively and ethically participate in the economy and understand their roles, rights and responsibilities as consumers, producers, savers, investors, workers and citizens III. develop and apply consumer and financial knowledge, understandings, skills and values to make informed and effective decisions that enable them to make the most of opportunities, meet their goals and secure their financial wellbeing, while also contributing to the prosperity of the Australian economy IV. develop enterprising behaviours and capabilities that can be transferable into life and career opportunities V. develop an understanding of the contemporary and likely future nature of work and business environments, appreciating the role of research and innovation in creating prosperous futures VI. develop a critical perspective of the nature of economics and business decision-making in creating a prosperous, sustainable and equitable Australian economy VII. make sense of the world through investigating and developing an understanding of the Australian economy and its interactions and relationships with the global economy, in particular, the Asia region. Do the aims make clear the intended learning for students in the Australian Curriculum: Economics and Business?
  • For any year, the Australian Curriculum is written so that it should not take up more than 80% of the total teaching time available. The time allocated for teaching the Australian Curriculum: Economics and Business is a decision to be made by state and territory jurisdictions. The remaining 20% of the total teaching time would be dedicated to extracurricular programs such as school sport and elective subjects.
  • The key ideas are underpinned by active, informed and ethical decision-making approaches, developing a world view and consideration of a futures focus. Resource allocation and making choices: The process of using available, limited resources for competing alternative uses that satisfy our society's unlimited needs and wants is the focus of economic and business decision-making. As every need and want cannot be satisfied with available resources, choices must be made as to how the resources are allocated most effectively. The market system, through the forces of demand and supply, allocates resources based on the actions of consumers, producers and government. Consumer and financial literacy:Consumer and financial literacy education develops students‟ knowledge, skills, values and behaviours in making responsible and informed decisions about consumer issues and managing money and assets to improve individual and community financial wellbeing. The making of these decisions is a core skill that affects the individual's and the community's quality of life, sense of security, awareness of future options and the overall economic wellbeing of society. Enterprising behaviours and capabilities: Effective enterprising behaviour relies on the demonstration of a suite of skills and capabilities. Enterprising behaviours, within the context of business, cover a range of skills including adaptability, initiative, creativity, curiosity, communicating, managing, leading and problem-solving and associated behaviours; such as teamwork, planning and organising, using resources effectively, analysing issues and managing identified risks. Work and business environments:The nature of work has changed significantly in the last generation and the nature and type of jobs available to young people is changing faster than ever. To maximise opportunities for healthy, productive and rewarding futures, an understanding of the contemporary and likely future nature of work is needed. Equally, the business environment is rapidly transforming due to internal and external factors. An understanding of the way businesses are structured and operate, how they respond to challenges, and the role of interest groups in this sphere, including the role of governments, along with the effect of legal and regulatory constraints, is necessary for developing students economic and business literacy. The development of the skills, attitudes and knowledge that individuals need to effectively manage their life, learning and work roles in the 21st century is vital.
  • Economics and Business Knowledge and Understanding; where the knowledge and understandings as a whole cover the four key ideas of resource allocation and making choices; consumer and financial literacy; enterprising behaviours and capabilities; and work and business environments. These are not proportional or hierarchical. Economics and Business Skills; where the skills to be applied are divided into five main categories of application, inquiry and research, analysis and synthesis, collaborative decision making and communication, reflection and response.From 5-10, do the 2 organising strands, Economics and Business knowledge and understanding; and Economics and Business skills, provide a useful organisational structure for the development of the Australian Curriculum: Economics and Business?
  • The knowledge and understandings will be drawn from the following: a) The nature of resource allocation, the role of opportunity cost and incentives in economic and business decision-making; the trade-offs involved when making decisions and the immediate and future consequences of these decisions. b) The role of production, distribution and exchange along with trade and globalisation in influencing Australia's living standards. c) Key elements of how economies and businesses operate, the role of consumers, producers and governments in decision-making, the interdependence of, and interactions between, the various sectors of the economy. d) The effect of key economic and business decisions related to sustainable development, social justice and equity in local, national, regional and global contexts.
  • e) Consumer and financial literacy strategies and the importance of making effective, informed consumer and financial decisions. f) The importance and role of enterprising behaviours, along with dynamic entrepreneurship and innovation, in the development and prosperity of an economy. g) Aspects of business management and decision-making, such as business planning, marketing, operations and finance. h) How the changing nature of work affects the interests of employers, employees, unions and work-related groups; the role of government in affecting the world of work; and employment opportunities. i) The way in which technology has transformed the business environment and the different skill sets and capabilities, including teamwork and collaborative effort, required to meet the needs of dynamic work environments in a local, national, regional and global contexts
  • Application This involves, for example, developing and applying economic and business reasoning and interpretation (including forecasting and predicting); developing and applying a range of consumer and financial literacy strategies; and developing and applying a range of enterprising behaviours and capabilities across economic and business contexts. It also includes the application of economic and business operation principles, including cost-benefit analysis, to inform decision-making and solve problems across a range of economic and business scenarios. Inquiry and research This involves, for example, identifying and clarifying contemporary economic and business issues from a variety of sources, including media; selecting and organising economic and business information and preparing analytical reports; planning and conducting investigations in order to research economic or business issues. Analysis and synthesis This involves, for example, interpreting and analysing data from a variety of sources, including the electronic media, reports, and graphs and tables that display data; interpreting and critiquing media messages, including the interests and value systems that underpin them. Collaborative decision-making This involves, for example, developing teamwork skills in order to work in a cooperative and creative way to achieve productive outcomes; making effective and informed decisions, and recognising the effect of these decisions on themselves and others. Students evaluate economic, social and environmental consequences of proposed decisions, innovations, policies and practices in local, national, regional and global contexts. Communication, reflection and response This involves, for example, forming and expressing opinions and taking action on economic and business issues that have a personal, local, national, regional or global effect or interest; communicating the intended and unintended consequences of economic and business decisions, particularly in the context of economic viability, social equity and justice and environmental sustainability.
  • While Economics and Business does not have a formal entry point in the curriculum until Year 5, there are prior informal learning experiences across Foundation to Year 4 that students will bring with them. These experiences will be drawn from students‟ participation in family life, their community, and possibly from activities within other learning areas and will provide a foundation for the formal learning beginning in Year 5. Typically, during Foundation to Year 4, students will have been exposed to simple economic and business based concepts and experiences that fit within the four underpinning key ideas: Resource allocation and making choices: such as identifying resources, the way local resources are used to make goods and services that meet local people’s needs and wants as well as the needs and wants of people in other places; making choices recognising the alternative ways of using resources, such as how they spend their time. Consumer and financial literacy strategies: such as saving and spending and why they would choose to do either, and the effects of their decisions on themselves and others. Enterprising behaviours and capabilities: such as planning for classroom and/or school events, for example a school fair, and anticipating and solving problems that arise. Work and business environments: such as the nature of work, for example why people need to work, paid and unpaid work, the contribution of work to society and working collaboratively with others to achieve a common goal; recognising what a business does, different types of businesses, and how businesses decide what to produce or sell.
  • The formal curriculum for Economics and Business commences. The focus is the underpinning economic and business key ideas in the context of personal, local and state or territory based communities (with some extension to national and regional communities where appropriate) through the introduction of basic economic and business concepts. Is the following description and scope and sequence of Business and Economics in Years 5-6 appropriate?Students can begin to understand and appreciate: the concepts of resource allocation, opportunity cost the difference between needs and wantsthe role and interdependence of consumers, workers and producers in the economy. Students begin to appreciate the way decisions about: how resources are used, influence the wellbeing of themselves, their family and others. They begin to develop: personal consumer and financial strategies and understand the importance of making informed decisions and the effect these decisions have on individuals, others and the environment.Students recognise the importance of developing enterprising behaviours:such as initiative and problem-solving apply these in a variety of personal and community settings. They explore the characteristics of the world of work in a changing business environment, including paid and unpaid work. Students will use the inquiry process to plan investigations about contemporary economic and business issues of personal or local interest and form and communicate conclusions based on evidence.
  • In Years 7-8, the curriculum will build on the knowledge and understanding developed from Years 5-6. Students will be encouraged to apply their knowledge, understandings and skills through participation in activities that encapsulate a range of economics and business contexts. Students develop personal financial literacy skills and understand the importance of being an informed consumer. They learn about the nature of business, business ownership and operation, the legal and regulatory settings, and the nature of work in these environments. Students begin to gain an understanding of markets, how buyers and sellers affect price, competition and the role of government in influencing economic activity and wellbeing and living standards. They understand the role and importance that enterprising behaviours and capabilities play in a market based economy.
  • The senior secondary choices should take into account students’ future options for training, learning and employment and provide specialisation in areas where students have previously experienced success and enjoyment.
  • Here are some questions to guide discussion the draft Shape of the Australian Curriculum: Economics and Business.
  • Your feedback is important to us. After you have reviewed the draft Shape of the Australian Curriculum: Economics and Business please join one of our consultation methods to provide feedback.
  • 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 and by Friday 10 September  Access a printable version of the draft shape paper  Complete the ACARA online survey  Email feedback to ACARA at: