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

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ACTIVITY 2 - Find Me a Job Learning Objectives • Students distinguish between paid and unpaid work. • Students consider their preferred job and why the job appeals to them. Lesson Duration » 60 minutes Introduction - PMI Working in small groups, students apply the thinking operation Plus, Minus, Interesting (PMI) to the question: "What would happen if tomorrow everyone stopped paid work for a year?" PMI encourages students to consider the good points (P=Plus), the bad points (M=Minus) and the interesting points (I=Interesting). The interesting points are those which are neither good nor bad but are worth noting or the questions that are raised or need to be answered. Probe students to consider Q: “Who would still be working?” A: “Unpaid workers.” This activity promotes the importance of unpaid/volunteer work. Pluses Minuses Interesting • There would be no school • Task - T Chart • I wouldn’t be able to buy anything from a shop There would be no TV shows 30 CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au • What would happen if my family wanted to go in the car or tried to use public transport? In small groups, use a T Chart and answer: "What is work and what is unpaid work?" Students compare responses on their T Chart. Similar statements are highlighted and unnecessary statements are discarded. Sort responses onto a class display. After discussion, each group prepares a final definition for work and unpaid work. These are compared with dictionary definitions. Task - What Job is for Me? Preparation » prepare a fishbone chart (see modelled example) Ask students: “Which two jobs would you like to have in the future and why?” Students may consider: • is it the nature of the work? outside/inside, working with computers, involves travel, working with • animals, working with machinery • prestige - will my family and friends be impressed? • helping people • the salary • peer pressure and family pressure. If students are unable to select two appealing jobs, they can read the employment advertisements of the newspaper or visit a job vacancy website like www.seek.com.au Students can also look in their local newspaper and identify the types of jobs available in their local community. How do these jobs compare with another area in the state?
Fishbone Chart Model a fishbone chart to explore options to the question: “Which job would I most like?” For modelling purposes, use a decision likely to affect students in the near future. The following chart models a response to the question: Which secondary school should I attend? School A School B P-12 College within walking distance has a large number of facilities sister attends the school overcrowded classes no canteen Which secondary school should I attend? attractive school uniform large computer lab provides a range of sporting activities Vocational Education Program bus travel is required needs refurbishment Students then create their own fishbone chart listing the important issues to consider for each job. • • • JOB A - Baker I could open my own bakery I like cooking at home I would need to get up early Conclusion Which job should I choose? In small groups students: • share their fishbones • ask each other questions about the jobs being discussed • explain which job is their preferred option. JOB B - Nurse CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au • • I like helping people Nurses are needed all over the world • Shift work is tiring Observe the considerations made by the students when selecting their preferred job and how they justify their decision. Early Finisher/Extension Tasks Job Advertisements Students prepare a job advertisement. This can be presented as an advertisement in a newspaper, on radio, on the internet or a data presentation. Advertisements should include the name of the position, the employer's needs, personal qualities required as well as the job location and contact details. 31
Page 1 and 2: A teaching & learning resource •
Page 3 and 4: A teaching & learning resource •
Page 5 and 6: Introduction to Consumer Stuff for
Page 7 and 8: Victorian Essential Learning Standa
Page 9 and 10: National Consumer and Financial Lit
Page 11 and 12: VELS Humanities - Economics The key
Page 13 and 14: Conclusion Play “The Goods ‘n S
Page 15 and 16: Group Person (list 3 NEEDS and 3 WA
Page 17 and 18: Take Home Activity I am a Consumer
Page 19 and 20: Introduction Create a KWL chart on
Page 21 and 22: Consumer Match-up Cards Q Do consum
Page 23 and 24: CAMP CHAOS! Anna couldn’t believe
Page 25 and 26: Consumer Power - Advice Line 1. Lee
Page 27 and 28: Fish Shop 1. Read the following let
Page 29 and 30: Role-play Scenarios A salesperson i
Page 31 and 32: Scams Task Distribute the Scams act
Page 33 and 34: Take Home Activity An Informed Cons
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Page 37: Which Industry? Computer or IT Indu
Page 41 and 42: Take Home Activity Let's Work YOUR
Page 43 and 44: Bartering worked fine for a while..
Page 45 and 46: Design your own money. You are work
Page 47 and 48: ACTIVITY 2 - Different Ways to Buy
Page 49 and 50: The "How to Pay" Role-play NAME . .
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Page 53 and 54: ACTIVITY 4 - Budgeting Learning Obj
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Page 57 and 58: OPPORTUNITY COST Shoppers make lots
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Page 80 and 81: Take Home Activity Consuming Planet
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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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Learning Objectives • Students de
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Task - The tower Students work in s
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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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Unit VELS Humanities - Economics Gu
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Sorting out • Locate special lang
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• In pairs role-play strategies u
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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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