Student Name: Minh Phuong Nguyen

Student ID: 19187336

Student Declaration: I am aware that this work may be de-identified and reproduced in part orin full as an example for future students and for
course accreditation.

UNIT OUTLINE
Subject: BUSINESS STUDIES Course: Preliminary Number of Weeks: 6 WEEKS
Unit title: NATURE OF BUSINESS

Key Concepts/ Big Ideas The importance of this learning

Students learn to:
examine contemporary business issues to:
 discuss the global expansion of one Australian business
 discuss the expansion into Australia of one global
business
 explain how changes in external influences have
contributed to the growth of the tertiary, quaternary and
quinary industries in Australia
 identify problems that arise for stakeholders when
companies go into liquidation
investigate aspects of business using hypothetical situations and
actual business case studies to:
 distinguish between the different types of businesses
 identify actual businesses at different stages in the
business life cycle
 outline possible business strategies appropriate for
different stages in the business life cycle
 Develop students’ general competencies essential for the acquisition of
effective, higher order thinking skills necessary for further education, work and
everyday life.
 Key competencies such as:
o collecting, analysing and organising information and communicating
ideas and information;
o solving problems;
o planning and organising activities and working with others and in
teams;
o using mathematical ideas and techniques;
o using technology
 Develop students’ knowledge and understanding of:
o The nature, role and structure of business
o Internal and external influences on business
o Management strategies and their effectiveness
o investigate, synthesise and evaluate contemporary business issues and
hypothetical and actual business situations
Unit context within Scope and Sequence/Purpose
The focus of this topic is the role and nature of business in a
changing business environment.
Literacy Focus Numeracy Focus
 read and comprehend
texts, reports, business
plans and management,
organisational
arguments, debates
 coherently
communicate
sophisticated language
in business context,
debates, discussions,
classroom contribution
 usage of correct
vocabularies
 meaningful inquiries
 ability to produce
outline business plans,
reports…
 demonstrate
argumentative and
persuasive reasoning
Syllabus Outcomes
P1 discusses the nature of business, its role in society and types of business
structure
P2 explains the internal and external influences on businesses
P6 analyses the responsibilities of business to internal and external stakeholders
P7 plans and conducts investigations into contemporary business issues
P8 evaluates information for actual and hypothetical business situations
ICT Focus Differentiation
 Interpreting  Basic skills in  Assign each student a number: have student
statistics, data navigating through contribute group in accordance with their assigned
 Constructing tables websites number
and graphs  Ability to seek o Can have students swap on task such as
 Using scaled reliable digital mind-mapping, brainstorming
timelines inclusive of sources of  Targeting different senses: differentiate class with
negative and information for video clips, audio podcasts, role play for less
positive integers, relevant inquiries engaged student, attention deficit/ hyperactivity
calendar dates, clock  Have informed  For English as an additional dialect (EALD) students:
times (seconds, perspectives remove unnecessary materials, vocabularies; allow
minutes, hours) irrespective of bias, time for students to digest content; have definitions
 Calculating general interior motives and for glossaries, multiple meaning and acronyms;
flow of income agenda/propaganda teacher’s proper and clear pronunciation/ speech
(basic operations of  Being aware of pacing; associate visual aides
elementary certain intellectual  Grouping students based on learning capabilities,
arithmetic without properties, interests, learning styles  allow for transference of
calculators) copyrights, knowledge between students, assistive support
 Test patterns and plagiarism between native speakers and EALD students,
variables to  Usage of ICT encourage group work and common thinking
approximate demonstrating learnt  Linking math/literacy to personal interests: how
predictions content, illustrating many wins or losses or the ratio did a student
content creatively managed in a certain game such as Fortnite
via multimodal
elements
 Context: The school is comprehensive and coeducational, mix of students from varying background and learning needs, has full access to ICT resources
within classrooms and specialised computer rooms.

Each week consists of around 3 Business studies class, each fortnight totals up to 7 hours, running for approximately 6 weeks.

Week/ Syllabus Content Teaching and Learning Strategies including assessment for learning.
Sequence
Role of business
 the nature of a business
 producing goods and
services
 profit,
employment,
incomes, choice,
innovation,
Week 1
entrepreneurship
and risk, wealth
and quality of life
 Learning the concept of goods and services: What could be
considered goods and services? Give examples, what students
use in their everyday life.
 Creative testing week 1: get to know what students know,
scouting prior knowledge and interest
 Facilitate the discussion of students’ prior knowledge of both
local domestic businesses and known global brand  integrate
students’ knowledge on their understanding of neighbouring
businesses, the business’ status, the produced goods and
services
 List Australia’s top businesses/employers and their main
areas of operation
 Link students’ background/ cultural knowledge with class
content
 Ease the language barrier by focusing on recognisable
information with visual aids/ linking with basic concepts
 Mind-mapping the various foundation of a business with
scaffolded questions:
 What core factors keep a business
going/running/sustaining?
 What do businesses do to make their presence known? And
to who specifically?
 Favourite business (if any and why?); any inspiring
Resources
Note: teachers should insert their own
specific resources as appropriate to the
teaching and learning strategy
 “The Economist” magazine
 “Bizinet” magazine (introduction to
SMEs)
 Online sources:
https://www.businessinsider.com.au/a
ustralias-top-companies-for-2017-2018-
3;
https://www.cnbc.com/2018/03/21/lin
kedin-top-companies-to-work-for-in-
australia.html
 Mind-map using MindMeister in Google
Docs (Appendix)
 Mind-map work sheet
 Surveys, Q&As using Google Forms
(appendix)
 Financial reports of companies (NAB
annual financial report
https://capital.nab.com.au/docs/NAB-
2017-annual-financial-report.pdf;
 businesses or aspired employment areas https://corporate.mcdonalds.com/cont
 get students to list out known information to start ent/dam/gwscorp/investor-relations-
building on the foundational knowledge content/annual-
 what is organisational goal, how does the business goal reports/McDonald%27s%202017%20An
align with consumer interests nual%20Report.pdf
 linking role of business with general concepts
 Quick scenario-type class activity: calculate the net losses/profit
of a company given numbers ranging from incomes, sales,
costs…etc and interpret the result in business context  what Resources 1 & 2
does that number represent for the business
 Group discussion and reporting back: are schools and
educational institutes a form of business? How so?  using
proximity of environment to link relativity to students’ personal
lives and indicate the level of influence
 Define in students’ own word on corporate businesses
 keeping terms simple, allowing students to speak their mind using
conglomerate of words
Types of business  Leading question: what it means to classify something  give  “The Economist” magazine
 classification of business
key headings/criteria for classification  “Bizinet” magazine (introduction to
 Research based on the criteria of certain businesses to present/ SMEs)
 size – small- contribute to class board  Financial reports of companies (NAB
medium  Listing examples of small, medium and large enterprises annual financial report
 Apply: classify businesses accordance with https://capital.nab.com.au/docs/NAB-
enterprises  Business’ size 2017-annual-financial-report.pdf;
Week 2 (SMEs),  Local, national, global presence https://corporate.mcdonalds.com/cont
ent/dam/gwscorp/investor-relations-
large
 Industry/service
content/annual-
 student activity: contribute 1-2 businesses under each
reports/McDonald%27s%202017%20An
 local, national, global classification sub-heading or criteria (either group or individual)
nual%20Report.pdf
 Australia’s market sectors: emphasis on rapid development of
 industry – primary,  Starter search site for SMEs:
information and ICT jobs
https://www.smartcompany.com.au/lis
secondary,  Focus quaternary: online education, telecommunication, ts/
closer to the 21st century generation
 tertiary,  Start looking up business reports and interpreting the  PowerPoint presentation; Google Slides
quaternary, information to classify business  Prepared task cards
 What goods and services are produced and how that
quinary informs of the category the business belongs to?
 Quick overview and calculation of the financial status of
company Resources 1 & 2
 Difference between privately owned businesses and
government-owned
 Identify and interpret successful businesses both on paper
and in practice
 Divide into groups: discuss common/ similar businesses or types
of businesses in different industry or discuss according to task
card  prepare 1-2 slides Powerpoint presentation showcasing
similarities and differences based on the classification criteria
Types of business (Continued)  Concept: legal structure detailing various aspect of law  Government policies:
concerning businesses https://www.business.gov.au/planning/
 classification of business
 Sole trader: self-owned, self-regulated  what are some new-businesses/legal-essentials-for-
(Cont.) advantages and disadvantages of solo business business;
 legal structure –  Partnership: 2 or more parties, shared ownership  pros https://www.aph.gov.au/About_Parliam
and cons? ent/Parliamentary_Departments/Parlia
sole trader,  Examine government policies and its effects on different/ certain mentary_Library/pubs/rp/rp9900/2000R
industry sector  comment and discuss: the overall control P03;
partnership, https://www.austrade.gov.au/Internatio
Week 3 exerted by national policies, the necessity of the policies
private company, nal/Invest/Guide-to-investing/Running-
 Critical/ high order thinking: develop inquiry and questioning 
a-business/Understanding-Australian-
public company, input on current policy: does it reflect reality
business-regulation
 Research online: different industries, business structure, legal
government  Various laws:
structure
https://www.austrade.gov.au/Internatio
enterprise  Comprehend and interpret various legal procedures companies nal/Invest/Guide-to-investing/Running-
must comply  get students thinking of the legal process for
 factors influencing choice a-business/Understanding-Australian-
establishing a brand-new company and the concept of breaking business-regulation/Australian-business-
of legal structure into a market and-environment-laws
  size, ownership,  Continued group activity: add onto presentation the common  Business structure template:
themes in terms of legal structure of the chosen businesses  http://vilanovaformulateam.com/busine
finance
infer conclusive statement based on prior research and inform a ss-structure-template/business-
decision of the most ideal business partner structure-template-business-structures-
chart-onwebioinnovateco-printable/
 Resource 1
Influences in the business  External influences: list and discuss each of the roles, specific  “Kellogg’s K-Values” case:
environment examples such as geographical location and aptitude certain https://businesscasestudies.co.uk/kellog
regional based companies gs/stakeholder-
 external influences –  Integrate cross-curricular subject engagement/introduction.html
economic, financial,  Integrate other key learning areas  Coles Plastic bag case video:
 Integrate prior knowledge and research (News/visual resource)
geographic, social, legal, http://www.abc.net.au/news/2018-08-
 Integrate understanding of tradies and businesses (utilising
political, institutional, job experience) 30/coles-deadline-for-free-reusable-
plastic-bags-expires/10181800
 Australia’s Geographical location in context of Australia’s
technological, competitive
engagement with Asia’s economy  Plastic bag ban: (Audio resource)
situation, markets  link relations of EALD learners’ home country and the http://www.abc.net.au/btn/story/s4704
similarities/differences in terms of business with Australia’s such as 469.htm
Week 4 -  internal influences –  General news source (student friendly
how Australia has a train network and the Southeast Asia regions do
week 5 products, location, not have very accessible public transport or the frequency of business and ease of access):
cards in both regions http://www.abc.net.au/btn/
resources, management 
 Internal influences: factors geared more on the company’s Toys r’ Us Case:
and business culture proactive aspect, how companies shape the https://www.collectivecampus.com.au/b
industry/economy/consumer choice/culture log/10-companies-that-were-too-slow-
 stakeholders to-respond-to-change
 focus on company policy, approach, practices, work culture,
management  Asia-Pacific Economic Cooperation
 Activity focus: select one of previous chosen business or different (APEC):
business and distinguish between its internal and external https://dfat.gov.au/trade/organisations/
influences apec/Pages/asia-pacific-economic-
 Critical and high order thinking – inquiry: what could be the cooperation-apec.aspx
effects of failing to upkeep with the various influences? Provided  Stakeholders sheet (appendix)
case studies of both failing businesses and quick resolution  External, internal influence sheet
 The nature of competition, industry competitors (Appendix)
 Perfect vs imperfect competition  Statistics:
 Competitive advantage/disadvantage https://www.statista.com/chart/7893/c
 Compare and contrast statistics, probability between ustomer-satisfaction-video-streaming-
competitors services/;
https://www.comparitech.com/blog/vpn
 Vast development of technology and the implementation of
-privacy/netflix-statistics-facts-
technology in organisations  its effect on the business’
figures/#gref
productivity
 Briefly mention Corporate social responsibility (CSR): integrate
students’ prior knowledge to articulate how CSR plays a role in
each aspect Resources 1 & 2
 Stakeholders: what are stakeholders? Are students, stakeholders
and of what?
 inquiry: what stakeholders’ relation are the students in, are
they in a stakeholders’ relation and how influential are different
stakeholders
 The crossing dynamic relationship between the factors
 Discuss impact of business decisions on stakeholders 
relate to impacts on students personally (Coles and
Woolworths’ plastic bag case)
 Promote students to get in touch with news
 Getting students to write: Which factor, internal, external or
stakeholders is most prominent? Provide reasoning in short-
response to hand in at end of class
 Role-play: have 3 groups represent each individual influential
party and enact a given case-study
 Tying together: how do these factors fit into the overall scheme
of the groups’ presentation  have some groups present the
ideas using the slides as scaffolds to highlight key areas of
influence
 Business growth and decline  Using ICT, (eg. Microsoft excel) to construct and illustrate the  Concept map: Cmap cloud (Appendix);
business life cycle graph getting started link:
 stages of the business life
 Annotate each stage of life cycle: what businesses look like https://cmapcloud.ihmc.us/
cycle during said stage  Toys r’ Us Case:
 establishment  Annotate duration of each stage and the economic https://www.collectivecampus.com.au/b
performance over time  interpret timeline in log/10-companies-that-were-too-slow-
 growth understandable verbal terms (instead of numbers, what do to-respond-to-change
the numbers represent eg. 390 days equate to roughly a  Business life cycle of Apple:
 maturity year and one month) https://www.theapplecasestudy.com/up
 post-maturity  Concept of stage-specific factors and challenges for businesses dates/category/product%20life%20cycle
through life cycle s
 responding to  Activity: have 4 groups establish the various challenges and
challenges at each ranking the difficult based on informed research using ICT
 Interpret the business cycle indicators for economic
stage of the business
activities  review possible predictive forecast for business
Week 5 -
life cycle implementation
week 6 Resources 1 & 2 & 3
 Understanding possible solutions:
 factors that can contribute
 Case-study/ video of rapid growth or adapting to maturity/
to business decline post-maturity
 voluntary and involuntary  Written activity: recall to one of the past chosen business,
determine the appropriated life cycle status, consider the
cessation – liquidation challenges and evaluate possible strategies to resolve issues
 Concept map (Cmap): linking the key issues of each stages with
one another and with various factors included in previous lessons
 Scaffold basic starting points and headings: external,
internal, stakeholder influences; business classification: size,
business structure, legal structure… etc
 Critical and creative thinking: articulate scenarios or situations
leading to a massive business decline or organisation failure
 using contemporary news stories, media as supportive
evidence
  Scaffolded case study of business failure: written task elaborating
the various factors contributed to the overall collapse, linking
with all learnt terminology and content, helps categorise each
component with individual create concept map
 Key concept and definition: cessation (voluntary and involuntary);
liquidation
 Facilitate debate: argue the pros and cons of “liquidation”

Assessment Details Outcomes

Informal Formative Assessments:
 analysis of student writing, contribution and input
 observations of verbal interactions and/or interviews with students
 analysis of students understanding of key concepts through various
activities
 students’ engagement with content
 students’ cooperativeness with other peers and class activities
 classroom learning activities such as cloze exercises
 more formalised and rehearsed oral activities, including participation in
panel
 discussions or describing an item related to curriculum content.
 Creative artefacts and students’ produced work
 Speed and accuracy in basic arithmetic operations
The intended outcomes consist of:
 Introduction to the business studies course, assist students in understanding
contemporary business practices in changing society
 Students are able to produce quality short-responses both in written form and
verbal communication
 Coherently express ideas and thinking for inquiries
 Active participation and engagement with class content/ activities
 Use appropriated terminology associated with curricular unit
 Grasp content and understand the cause-and-effects of economic factors
 Related with personal lives, personal experiences displaying learnt application of
knowledge
 Content will have educational, personal and professional relevance to students
 Exercise students’ general capabilities such as literacy, numeracy and ICT skills
 Provide students with various perspective, assist in developing students’
personal views
 Guide students to informed decision making, “filtering” persuasive bias, political
agendas… etc
 Ease the gap between reality and textbook
Evaluation of the Learning and Teaching

 Self-reflections on what when well and what could be improve in class
 Consider if differentiation was specific enough to cater to students’ need
 Obtain frequent feedback on teaching practices, focusing feedback on
task rather than learner
 Provided clear, simple, objective and elaborated feedback to tasks
 Getting constant insight into students’ learning progress
 Anticipate students’ struggle area
 Allow time for students to digest content (or language for EALD learners)
 Informal surveys, giving students choice in what they would like to
discuss
 Continuous improvement of teaching practices and cater more closely with
students’ learning capabilities
 Give beneficial feedback to students to promote academic growth and
motivation
 Clear and honest communication between teachers and pupils
 Positive pedagogy for inclusive classroom, promoting healthy mental wellbeing
and fortitude
 More up-to-date teaching and content appropriated with the developing world
Rationale – addressing learning needs of senior students
The senior unit Nature of Business for Business studies was designed to incorporate the use of Information and Communication Technologies
(ICT) alongside discussion-based activities. The main focus the unit outline addresses is to differentiate towards students with varying learning
needs such as EALD learners, disengaged or minor attention deficit students through the utilisation of differing tasks targeting the different
senses and general capabilities. Choosing the resources that does not take away the bulk of the content can be quite difficult; however, the
majority of the selected resources were picked due to their open-endedness and assists the teacher in leading up with prodding questions or
inquiries to spark group-based discussions (Bauer, 2018). Furthermore, the platform for sharing content such as Google Docs and Google
Forms are open forums allowing for real-time interaction between the teachers with the students’ responses. The real-time aspect allows the
teacher to constantly keep track of everyone’s input and class contribution, which serves as a very useful tool in differentiating to certain
students that are more disengaged than others. The consistent participation will also encourage students to have more attention to what is on
screen as opposed to traditional oral instruction or textbooks (Tsai, et al., 2018).

Websites with legal information are more of a scaffold for the individual task wherein the student would try to find the connection between
application laws with possible business procedures. Cases are picked dependent on the relevancy to the students’ experience and relativity in
times. For instance, with the Toys R’ Us case, although the students’ generation may not have grown-up with physical toys, they have
experience with the digital devices such as smart phones. As such, they could easily identify the advantageous entertainment that digital
devices provide which toys lack. Most cases are online or via ICT, and it is specifically so due to various researches inferring towards the
improvement of student engagement via ICT usage. Falcao, et al., (2018) notes how ICT foster better computational thinking, Hatlevik, et al.,
(2018) promotes a healthy increase in confidence and self-efficacy. It is especially true with how the newer generation have much closer
proximity to technology, therefore the ability to use ICT effectively ties in with the students’ overall abilities.

The unit outlines activities that highlights students’ prior knowledge and experiences into the learning. Since business is a very practical unit
and it influences stage 6 learners directly, it is most likely all students will have something from their personal lives to contribute and build
upon.

The integration of the general capabilities such as literacy and numeracy skills are basic skills and competencies. The core focus of the unit is
still utilising certain analytical statistics and data to make an informed decision on particular subject. For instance, from interpreting the
financial report, students should understand how well a business is performing based on informed data. Whether it is correct or not is
dependant on the teacher to facilitate the inquiry and discussion to guide students through the process of identifying say a net-loss in the
previous year for a massive net-profit in the current year. Although it is stage 6, the idea of getting students to write is still very crucial in the
learning process. Whether is it for a short-response written task or writing on the board or virtual forum, it is important students have the
habit of getting their ideas out on paper. Generally, the ideas will serve as a basic for further class discussions or activities.

Additionally, the convenience of having the majority of class content presented through Cloud technology is having the ability to share it with
anyone from anywhere. This could potentially mean more peer-teaching involvement and collaboration, students can access the materials at
any time, parents or guardians could see what is being taught, and transference of materials between machines for improvisation and editing.

The preparation within the unit outline is designed to have more materials than the possible allocated time could complete. However, it
contains key concepts the teachers should teach within given time limit whether they were able to complete all the materials. This is to ensure
students would always have something to practice on during class and incentivised high-achieving students to attain more understanding on
the course. General competence such as getting students to write, getting into reliable and updated news, being aware of current economic
situation are core skills of an active and informed citizen.
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Appendix
Original Professional resources
Resource 1: Scaffolded instructions
Although the unit outline will focus heavily on student-oriented activities, having proper scaffold instructions could lead to greater learning through deep
knowledge and inquiries.

 Questioning students how and why a topic could have such an impact on another subject? The leading question prods students to have great
understanding of the cause topic to answer for the implications for the impacted subject.
 Focusing on linking new information with students’ prior knowledge: very important in bridging the gap of understanding and easing the digestion of
foreign information.
 Clear and concise directions, with a time limit: enforces students to have complete task within reasonable time frame and measures their ability to
properly follow instructions.

Most important resource that encompasses all other resources as this is focused primarily on the teacher having prepared scaffolded instructions in
accordance to teaching topics. The unit outline also has emphasis on being heavy on theories and concepts, as such having well-prepared scaffold
instructions can really ease the teaching as well as the learning for students. For specific students such as EALD learners:

 Create a list of cognates and false cognates

 Teaching the crucial vocabularies and glossary words
 Allowing environment for nurturing English-learning, can help by pairing students with native speakers (refer Vygotsky’s zone of proximal development)

Resource 2: Quick Maths (exit cards)

Quick maths basically is having students be quick in executing basic arithmetic operations. Generally, in business studies, the numbers are not too
complicated it is more so what the number is associated with that confuses most students. Such as net-loss associated with a very large negative number.

Quick maths puts emphasis on the students’ ability to just calculate numbers and purely the numbers using subtraction, addition, multiplication and
dividing averages without the use of calculators. This is a neat resource to tie in with exit cards for students that wants to leave the class a few minutes
earlier than the others. Generally, can be used at the end of the lesson but can be used as a support to ease the daunting complicated vocabularies next to
large messy numbers. The main issue would be having students to first transcribe the numbers into more digestible equations for computing.
Having the focus on purely numbers: if the net-loss is -1000 while the cost states 500, this means the overall result would be -1500 due to both
connotations refer to negative integers.

Since it is stage 6, students are required to transcribe the content and calculate the numbers at a high pace thus requiring students to have quite intense
focus. Can be considered the last lap of a race for students wishing to move on to their next class, also helps reinforces their understanding of business
reports, the way it is structured and what which numbers mean.

Resource 3: ICT-based game

Kahoot quiz activity (consists of numeracy and literacy skills related questions instated within business content)

Following some minutes have students go on their devices and navigate the browser to Kahoot https://kahoot.it/

Approximate time only, given time for any possible online quiz system issues.

Additionally, can have students download the Kahoot app.

Have students enter the game PIN: [will be generated each time]

Assist students to log-on and access the game/quiz

Acts as replacement for assessing students of knowledge since the quiz has a scoring mechanic. Much less formal and stressful placed on students to
answer multiple choice questions in a 10-20 seconds time frame. Highest scores are usually given a reward which incentivised future quizzes and creates a
class “scoreboard”. Similarly with how primary students are awarded with stickers, Kahoot is more veiled form of the stickers system, as it promotes
students to bring their smart devices in classroom for use.
MindMeister for Google Docs
Surveys / Q&As in Google Forms
Mind-map worksheet
Concept Map – Cmap:
Stakeholders, external and internal influencees sheet/chart
Kahoot preview