Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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National Consumer and Financial Literacy Framework KU 2 Understand there are different forms of income. For example, understand that wages/salaries, government payments, and interest on savings are all forms of income. KU 3 Understand that money can be borrowed. For example, a credit card, a personal loan and a mortgage are ways of borrowing money. KU 4 Understand that savings can earn interest. For example, know that they can earn interest by putting money in a savings account. Competence Students: C 1 Classify and compare goods and services. For example, classify and compare goods and services by reviewing product labelling, and health and safety warnings. C 2 Prepare simple plans and examine financial records. For example, prepare a simple budget for a fundraising activity, and identify GST on receipts and sales dockets. C 3 Accurately complete simple financial forms. For example, complete forms such as bank deposit slips, registrations for a sport, leisure or recreational activity. Enterprise Students: E 1 Use initiative and explore opportunities that can or may contribute to income. For example, develop a simple plan for a class fundraising event or enterprise, and design basic criteria to evaluate success. E 2 Initiate support for school fundraiser from community groups and businesses. For example, initiate support such as sponsorship, inkind support and promotional materials. Responsibility Students: R 1 Value savings. For example, store and build wealth to meet current and future needs. R 2 Care about the impact of their consumer and financial decisions on themselves, others, community and the environment. For example, identify how responsible attitudes to issues such as recycling and water conservation can benefit the family, the community and the environment. R 3 Explore the values associated with participating in an enterprise. For example, consider issues related to trust and obligation when purchasing and supplying goods and services.
VELS Humanities - Economics The key elements of the Economics knowledge and understanding standard addressed by this unit are: • Unit 1 I am a Consumer "Students describe the difference between needs and wants and their own roles as consumers of goods and services". Refer to the Level 4 Humanities - Economics Domain Learning Focus statement on page vii to provide a context for the standards. Consumer and Financial Literacy Framework This unit addresses the following outcome: See page viii for more information. C1 ACTIVITY 1 – Am I a Consumer? Learning Objectives • Students identify themselves as consumers. • Students differentiate between goods and services. Lesson Duration » 50 minutes Teacher Notes Consumers are users of goods and services. Each one of us is a consumer. Students may incorrectly assume that 'to consume' means to eat. It is important for students to broaden their understanding of 'consuming' to include any goods or services they use in their lives. Consumers frequently consume electrical goods, transport services, clothing, educational services, food and drink. Introduction Ask the students to use the 3 step definition strategy to define words such as consumer, goods and services. Word consumer I am a Consumer Preparation » butcher's paper What I think it means someone who is a customer Alternatively, ask the students: “What do you think a consumer is?” Students write down what they think a consumer is. What the dictionary says it means 1. a person who purchases goods and services . . . “Stand up if you think you are a consumer.” Ask students to justify their answer by writing down briefly why they think they are or are not a consumer. “Put one hand on your head if you think I (the teacher) am a consumer.” Ask students to justify their answer. Key Terms • consumers • goods • services How it might be used in this context someone who goes to shops and . . . CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au 1
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Page 5 and 6: Introduction to Consumer Stuff for
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Ask the students: • “Why are th
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CUT Information Cards for Buyers an
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Skeleton Island - Water, Fishing Ro
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Resources Activity Sheet There are
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Pre-task Discussion Sam's Soccer Ba
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Sam’s Soccer Ball Factory Look at
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Type of Brand Name Neologisms Forei
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Help on the Web www.sustainability.
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Take Home Activity Consuming Planet
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VELS Managing Personal Learning The
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Wacky went out to visit the On his
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Task - Using the DVD clip The Scree
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Your Network of Support YOU CONSUME
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Learning Objectives • Students ca
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Task - Individual or group goals S
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Task - Six Thinking Hats The class
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Task - Hands Each student places th
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Unit VELS Humanities - Economics Th
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Finding Out Ongoing Assessment and
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Going Further Ongoing Assessment an
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Take Home Activity How Can We Make
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Sorting out • Locate special lang
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Take Home Activity Is Advertising C
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CONSUMER AFFAIRS VICTORIA NEED CONS
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Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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