Anda di halaman 1dari 30

Rationale

Personal Finance is a core unit within the commerce syllabus which aims to enable students to
develop the knowledge, understanding and skills to research and develop solutions to financial
situations. By completing this unit students will achieve financial independence and develop the
ability to make informed and responsible decisions regarding the use and management of money.
Students will therefore be able to apply the knowledge and skills learnt to make effective decisions as
individuals and as part of the community.

The unit of work in this paper has been designed to meet the requirements of a selective private
school in Western Sydney. The school culture is focused on developing successful academic
achievers who will competently participate within the community. The year 9 students studying this
unit are of various backgrounds and abilities. The unit offers practical application, visual content as
well as written and verbal content for the varying learners within the classroom. Video presentations
have also been carefully selected with closed-caption subtitles to cater for the varying learning styles
which may be present within the classroom. The subtitles also offer students who may have hearing
impairments the ability to participate and understand the concepts being shown. The students within
this classroom are mid to high performing students, thus activities have a combination of lower to
higher order range thinking in accordance with the needs of all learners.

Cooperative group-based learning has been incorporated into the unit enabling students to take
ownership of their learning and develop effective social and emotional skills vital to participation
within the community. Li and Lam (2013) have indicated that students display an increased
motivation when provided opportunities to work with their peers. This strategy will enable them to
satisfy unit outcomes and develop important life skills. Explicit instructions have also been
implemented to provide students with a clear direction for active learning which assists them in
meeting the required learning outcomes (Patrick, Kaplan & Ryan, 2011). Additionally, the students in
the classroom are of mixed ability which emphasises the need for strengths-based practices.

Hence the Universal Design for Learning (UDL) was applied to differentiate teaching and learning
activities where students were provided multiple means of expression, representation and engagement
within the unit (Johnson-Harris & Mundschenk, 2014). Furthermore, Learning By Design is an
additional pedagogical approach embedded within the unit of work developed (Healy, 2008). Students
have been empowered to experience new concepts whilst building upon their prior knowledge. The
personal finance unit also allows students to creatively apply new concepts and skills to real world
situations as they conceptualise and analyse their learning throughout the course of their study (Healy,
2008).

The Australian Professional Standards for Teachers (APST) have been considered in the formation of
the personal finance unit in this paper to ensure that quality teaching and learning is conducted as per
the NSW Quality Teaching model. This unit enables students to develop a deep knowledge and
understanding of content and skills and engage in higher order thinking to meet unit outcomes. This is
a result of a quality learning environment with high expectations , explicit quality criteria and
significance which draws upon clear connections to contexts outside of the classroom.
UNIT OUTLINE
Subject: Personal Finance Course: Commerce Number of Weeks: 6
Unit title: Core 1.2 Personal
Finance
Key concepts/Big Ideas The importance of this learning
 Earning an income Commerce is an engaging unit of work which provides students with the knowledge,
 Spending and saving an income understanding and skills to make sound decisions on consumer, financial, business, legal and
 Borrowing money employment issues. It enables students to develop an understanding of commercial and legal
 Managing finances processes as they enhance their financial literacy empowering them to participate in the financial
 Investing money system in an informed way.

Commerce caters for the needs of diverse learners and a range of learning styles. It presents a unit
of work significant to activities performed in daily life and allows students to develop the ability to
research information, evaluate options, engage in critical thinking, problem solving and decision-
making processes. Throughout the commerce course students will evaluate a range of consumer,
financial, business, legal and employment strategies where they will develop attitudes and values
promoting ethical behaviour.

Personal Finance is a core unit within the commerce syllabus which aims to enable students to
develop the knowledge, understanding and skills to research and develop solutions to financial
situations. By completing this unit students will achieve financial independence and develop the
ability to make informed and responsible decisions regarding the use and management of money.
Students will therefore be able to apply the knowledge and skills learnt to make effective decisions
as individuals and as part of the community.

Unit context within scope and sequence/Purpose Syllabus outcomes


Personal Finance is the second core unit within the 5.1 applies consumer, financial, business, legal and employment concepts and terminology in a
commerce syllabus with a workload of 20 indicative variety of contexts
hours. The unit developed in this paper will have a
scope and sequence of 6 weeks to ensure the 20 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial,
indicative hours are met and students are provided business, legal and employment contexts
with an effective learning experience.
5.3 examines the role of law in society
5.4 analyses key factors affecting commercial and legal decisions

5.5 evaluates options for solving commercial and legal problems and issues

5.6 monitors and modifies the implementation of plans designed to solve commercial and legal
problems and issues

5.7 researches and assesses commercial and legal information using a variety of sources

5.8 explains commercial and legal information using a variety of forms

5.9 works independently and collaboratively to meet individual and collective goals within
specified timelines.

Literacy Focus Numeracy Focus ICT Focus Differentiation


In the development of Students will develop numeracy Students will develop ICT  Students were provided multiple means of accessing
independent research skills specific to organising and skills through research tasks, materials to increase engagement such as Youtube
work and exploration of maintaining personal investigating case studies presentations, case studies, online research etc.
commercial, financial finances and record-keeping. and completing various  Students were presented information in multiple
and legal case studies Students will also apply computer tasks. formats to meet the learning needs of all learners
students will numeracy skills in making  Students were enabled multiple means of expression
communicate their ideas calculations related to their to engage with content in numerous formats such as
in oral, graphic and personal finances group work and presentations.
written forms using a
variety of subject-
specific terminology
Week/sequence Syllabus content and intended Teaching and learning strategies Resources
learning
Week 1 Earning an income  Define what is an income YouTube
• types of income  Identify the different types of income
− from work, investments, business  Group students into pairs and instruct them to discuss Job Search Websites: Seek
ventures and social welfare programs what an income is, the different types of income and & Indeed
how an income can be earnt
 Youtube presentations: Cardboard Posters &
Gross Pay vs Net Pay – What’s the difference Coloured Pens
https://www.youtube.com/watch?v=2eHbkUQVisU
Income Worksheet (See
Gross to Net Income appendix 1)
https://www.youtube.com/watch?v=cvSM7yQ7r4w

 Examine job advertisements in order to complete a Online Websites


wage/salary analysis. Discuss the varying
amounts/types of payments awarded to successful
candidates Commerce Textbook
 In groups, students to create a poster/collage containing
the following content: what is an income, the types of
income, ways of earning an income as well as things Find a word (See appendix
students associate with an income. 2)
 Using ICT and other sources, create a table with the
following types of income and their meanings:
- Salary
- Wages
- Superannuation
- Overtime
- Commission
- Dividend
- Social welfare payments
- Fee
- Profit
- Royalties
- Rent
 Mathematical calculations – Students to calculate
income rates based on the following:

- Weekly wage rate (can include over time, double


time, time and a half etc)
- Commission at varying percentage rates
- Weekly, monthly and yearly salaries.

 Research the income distribution within Australia for


2018 and analyse the impacts of such a distribution.

 Investigation into the types of income based on the


following snapshot of this family’s income
scenario:

The Jones family consists of Dean and Mary who own a café.
Their children Doug, a university student, has a casual job at a
sports store, Brad works at the local supermarket, and Kevin
(15) still goes to school and cuts grass occasionally in their
neighbourhood on the weekends. Grandfather George (70) lives
nearby and receives pension/health care payments.

Form groups of five to look at each of these family members.


Each group member will focus on one person in the family.
Students are required to identify the sources of income for each
family member and come up with a group description of the
major income sources for the Jones family.

 Identify fixed and variable expenditure


 Use examples to explain the difference between fixed
and variable expenditure
 Discuss the types of expenditure and differentiate
between needs and wants
Spending and saving  Using ICT and other sources, crate a table outlining 5 YouTube
Income fixed & 5 variable expenses
 Group students into pairs to discuss factors which Online Websites
• Expenditure impact spending habits
 YouTube presentations: Commerce Textbook
• Spending patterns and factors which
influence the need for saving Smart spending means smart saving Find a word (see appendix 2)
 income, age, location wealth https://www.youtube.com/watch?v=txRCJFhauAQ

Spending & Saving


https://www.youtube.com/watch?v=PGf17WXs62U

 Discuss the reasons for saving


 Case study review on the importance of budgeting:
https://www.moneysmart.gov.au/managing-your-
money/budgeting/how-to-do-a-budget/case-study-
budgeting
 Research Australian spending habits:
https://www.moneysmart.gov.au/managing-your-
money/budgeting/spending/australian-spending-habits
 Create a poster encouraging young people to budget
wisely and keep track of their expenses. Poster must be
visually attractive and include reasons for saving
money.
 Scenario activity:

Jerry’s parents provide him with $100 per week to live on.
From this he needs to cover his expenses which include lunch
($20), mobile phone bill ($20), clothing ($20), iTunes ($5), and
tutoring ($20). He wants to buy the latest video game which
cost $90.

Prepare a list of Jerry’s expenditure and potential for savings


and outline how Jerry could finance the purchase of the game.
 Investigate the relationship between responsible
spending and saving patterns at various life stages
 Discuss student spending and saving habits, creating a
mind map of the different ways students spend and save
their money and reasons for saving.

Assessment Task:

Quiz – students’ knowledge will be tested via a series of


multiple choice and short answer questions. The quiz will
include questions on:

 What is an income
 How to earn an income
 Define the different types of income
 Spending and saving an income
Week 2 Borrowing money  Discuss the reasons for and against borrowing money Guest Speaker
and create a table outlining and describing these
• Reasons for borrowing reasons. Online Websites
• Getting a loan:
- Types of loans, lending institutions,  Evaluate the borrowing options for making a substantial
ability to repay, credit rating purchase Commerce Textbook

 Identify specific situations in which individuals should


or should not borrow money Find a word (see appendix 2)

 Compare the advantages and disadvantages of different


types of loans and lenders

 Discuss the four main steps important to individuals


when taking a loan

 Define what is credit and why it is used.

 Discuss what is meant by the term interest

 Identify the main differences between the following


types of loans:

- A secured loan and unsecured loan


- A personal loan and mortgage loan
- A credit loan and bank overdraft

 Scenario activity:

Kramer is interested in buying a tv. He can purchase the


tv for $800 if he pays cash. If he decides to buy it on
credit he will have to pay a deposit of $100 and $80 per
month for 12 months. Calculate the total cost of the tv
and amount of interest paid using credit.
 Identify factors which determine a person’s ability to
repay a loan
 Define what is meant by the term guarantor
 Discuss the circumstances in which a lender has the
right to repossess goods which have been bought on
credit
 Identify factors affecting an individual’s credit rating
 Invite a guest speaker from a local financial institution
(e.g. a bank) to speak to the students on the concept of
borrowing money.
 Using ICT and other sources create a mind map
outlining the factors affecting an individual’s credit
rating
 Discuss how a person establishes their credit rating
 Research task: students are required to access the
website of ANZ bank and outline their services.
Students should also identify the types of loans they
offer comparing features and terms Students must also
download a credit application form and fill in the form
to apply for a credit card.
 Article review – How banks’ tougher new lending rules
are squeezing borrowers:
https://www.dailytelegraph.com.au/moneysaverhq/how-
banks-tougher-new-lending-rules-are-squeezing-
borrowers/news-
story/de7802368622b7dd2b1c4c742d6ac2dd
 Case study review: use the money section of the Daily
Telegraph and Sydney Morning Herald to examine
credit related/money borrowing stories and discuss
findings.
Week 3 Managing finances  Define what is reasonable financial management Youtube
 Identify the features of reasonable financial
Features of responsible financial management
management:  Using ICT and other sources create a table outlining the Online Websites
key features of responsible financial management and
- budgeting provide a definition of each feature
- saving  Discuss the benefits of budgeting and why it is Commerce Textbook
- monitoring and important
record-keeping  Youtube presentations:
- avoiding
Overcommitments Budgeting
https://www.youtube.com/watch?v=6Ib-bdko5cE

5 successful steps to budgeting


https://www.youtube.com/watch?v=VmTvIBHEQvg

 Brainstorm successful steps to budgeting and outline


what is involved during these stages:
- Calculate your total income
- Record your expenses
- Total your expenses
- Compare your total income with your total
expenditure
- Assess your financial position

 Budgeting scenario:

Elaine earns $150 per week working at calzone part time. She
also receives $50 weekly tutoring the neighbour’s daughter
Elise. She has to pay her mother $30 to help pay the bills.
Elaine also spends $10 per day on food and travel. She is saving
up to buy a new car. Draw up her weekly budget.
 Creating a budget spreadsheet: students are required to
create a hypothetical spreadsheet of a budget for an
overseas holiday. Students need to consider the costs
involved for the trip (e.g. travel, food, accommodation
etc). as well as how they can budget for the holiday. In
doing so students need to think about their total income,
total expenses and how they can save enough money for
the trip.
 Discuss consequences of poor budgeting and how
people can learn to manage their finances responsibly
 Budget Busters activity:
https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-
12/SA_Lesson9.pdf

Insurance  Discuss what is insurance and what is its purpose


 Identify different types of insurance policies and
discuss their importance:
- health
- car
- home
- life
- travel
- income protection

 Create a presentation outlining 5 different companies


and their insurance offers. Compare and contrast the
features and details of each company/offering.
Week 4 Managing finances  Identify the consequences of poor financial Online Websites
management
Consequences of poor financial  Discuss why people may find it difficult to manage Commerce Textbook
management: their finances
- financial  Using ICT and other sources create a table to define the Financial Planning mind
following terms: mortgage, mortgagee, mortgagor, map (See appendix 3)
- legal garnishee
 Discuss the traps of spending on a credit card Guest Speaker
- social  Divide students into groups and role play a financial
scenario where repossession of goods occurs. Discus Kahoot
why the goods were repossessed and how finances
could have been managed responsibly
 Discuss the factors which may contribute to financial
mismanagement in particular communities
 Design a cartoon or comic story explaining/displaying
the consequences of poor financial management
 Brainstorm the financial, legal and social consequences
of financial management and create a collage
explaining these consequences
 Explore options which are available to people who
cannot repay their loans
 Define the terms debtor, creditor and default notice
 Discuss what it means for a person to be bankrupt and
examine the role of credit bureaus
 Discuss the role of debt collectors
 Explore the role of financial counsellors
Sources of financial advice:  Research Task: students are required to conduct
- the financial research and report on the scope of the financial
services industry: services industry. In doing so, students must outline the
the range of range of organisations and services offered.
organisations and  Discuss the sources of financial advice, comparing and
the services offered contrasting the services offered by various financial
organisations
 Research organisations which can provide people with
financial advice and evaluate the effectiveness of each
financial organisation and outline which organisation
you would feel comfortable using
 Using ICT and other sources, create a table outlining
the different financial services available and explain
how they can assist someone with their financial
management.
 Discuss why consumers should always seek financial
advice before making decisions on how to spend their
money
 Invite a guest speaker to discuss how to manage
finances responsibly, the consequences of poor
financial management & sources of financial advice
 Kahoot activity – Managing finances recap:
https://play.kahoot.it/#/k/862234cf-6be0-4fea-bf65-
351a383564a2

Week 5 The responsibilities of lenders and  Discuss the responsibilities of lenders and advisers Online Websites
financial advisers and their legal when providing relevant information and advice for
obligations individuals and community groups Commerce Textbook
 Create a mind map of the responsibilities of lenders and
The laws that regulate and monitor advisers including their legal obligations. Students are Kahoot
the financial services industry required to conduct some research to complete this task.
 Discuss why consumers need to be aware of the
responsibilities and legal obligations of financial
advisers and lenders
 Investigate the key changes in consumer laws that
protect individuals
 Discuss the role of the Australian Securities and
Investments Commission (ASIC).
 Access the ASIC website, evaluating their role and
review related financial scenarios
 Explore The Financial Services Reform Act 2001 and
outline changes which have been made to the act
 Examine the purpose of the National Consumer
Protection Act 2009
 Research the laws that regulate and monitor the
financial service industry. Create a poster which
outlines their purpose and application to the financial
services industry.
 Kahoot activity: https://play.kahoot.it/#/k/3c7fb2cb-
7cb5-49a2-bbc0-9e9e739c5dd3

Assessment: Presentation task. Students are required to develop


a multimodal presentation in groups of 5. The presentation must
include the role play of various financial scenarios including:

- Responsible financial management


- Consequences of poor financial management
- Sources of financial advice
The application of laws which regulate and monitor the
financial services industry.
Week 6 Investing money  Discuss what is investment Online Websites
 Analyse the reasons for investing
Reasons for investing:  Describe the relationship between saving and Guest Speakers
- major purchase, investment
extra income,  Evaluate the benefits for young people to start saving
retirement and investing as soon as possible Commerce Textbook
 Discuss the relationship between the level of risk and
Overview of investment options: rate of return on an investment Investing mind map (see
appendix 3)
- shares, property,  Research investment advertisements via the internet and
superannuation, evaluate the level of risk and rate of return on these
managed funds investments
 Describe the various types of investment options and
what determines whether they are safe investments
 Evaluate the average return for each form of investment
 Discuss the things investors should consider before
making an investment decision
 Brainstorm why certain investments fail
 Invite a panel of well-known investors to discuss the
topic of investing money with the students
 Stock market research:
https://www.marketmatters.com.au/reports/
https://www.asx.com.au/
https://www.commsec.com.au/

 Create a portfolio of shares using a database and modify


the portfolio using changes in share price

Assessment: Digital notebook. Students are required to develop


notebook of what they have learnt throughout the unit. The
notebook must include:
- Mind maps
- Tables
- Photos linked to course content with appropriate
captions
- Personal reflection and evaluation of their learning
throughout the unit

Assessment of learning details Outcomes


Assessment Task 1: Quiz – students’ knowledge will be 5.1 applies consumer, financial, business, legal and employment concepts and terminology
tested via a series of multiple choice and short answer in a variety of contexts
questions. The quiz will include questions on:
 What is an income 5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial,
 How to earn an income business, legal and employment contexts
 Define the different types of income
 Spending and saving an income 5.3 examines the role of law in society

5.4 analyses key factors affecting commercial and legal decisions


Assessment Task 2: Students are required to develop a
multimodal presentation in groups of 5. The presentation 5.5 evaluates options for solving commercial and legal problems and issues
must include the role play of various financial scenarios
including: 5.6 monitors and modifies the implementation of plans designed to solve commercial and
legal problems and issues
- Responsible financial management
- Consequences of poor financial management 5.7 researches and assesses commercial and legal information using a variety of sources
- Sources of financial advice
- The application of laws which regulate and 5.8 explains commercial and legal information using a variety of forms
monitor the financial services industry.
5.9 works independently and collaboratively to meet individual and collective goals within
specified timelines.
Assessment Task 3: Digital notebook. Students are
required to develop notebook of what they have learnt
throughout the unit. The notebook must include:
- Mind maps
- Tables
- Photos linked to course content with appropriate
captions
- Personal reflection and evaluation of their
learning throughout the unit

Evaluation of the learning and teaching Indicators of Learning


 How effective and appropriate are the  Observation
curriculum overviews and plans for the unit?  Successful completion of classroom activities
 Effective questioning to gauge student knowledge
 How effective and appropriate are the teaching  Formative assessment
and learning experiences?  Participation in classroom discussion
 How effective and appropriate is the assessment  Measurement of student outcomes
strategy in this unit?  Feedback
 How effective and appropriate were the
resources used throughout the unit?
 How did planning, programming and teaching
contribute to student achievement of outcomes?
 Differentiation: Were the needs of all students
catered for?
 Was adequate time allocated for the unit?
 How did students respond to the resources
selected for this unit?
 Were the general capabilities (i.e. Literacy,
Numeracy & ICT) effectively and appropriately
incorporated in the unit?
Appendix 1: Income Worksheet
What is an income? What are the different types of income?

Activity 1: Calculating Gross & Net Monthly Income

David is an architect who earns a salary of 250,000 per year. Calculate his Monthly gross pay (to the
nearest dollar):

If David is required to pay 15% of his monthly pay in tax, calculate his Net income for the month (to
the nearest dollar):

Activity 2:

John works 35-hours during the week at a rate of $30 per hour. He also works 3 hours on Saturday at
time-and-a-half, and 1.5 hours on Sunday at double time. What is John’s Gross Income?

If John is required to pay $250 in miscellaneous deductions, what is his total Net income for the
week?

Activity 3:

Michael works in a clothing store and receives 20% commission on all sales he makes per day.
Calculate Michael’s weekly income if he made the following sales this week:

Monday - $650 , Tuesday - $800 , Wednesday - $900 , Thursday - $1000, Friday - $500

Kalyn is a rugby league player earns a salary of $650,000 per year. Calculate how much Kalyn earns
on a monthly and weekly basis.
Appendix 2: Find a word activities

Earning an income
X P G I P Y M I W T T K D R C
S D R E B Y T D I A S H W L O
E U M O E C B L D J R X V P M
R L P J F F I I A Q X P I Z M
A D M E D I V O U Y L O Q T I
F F J S R I T A D W O W Y I S
L O F U D A E G A W M R L F S
E T E E D L N I N C O M E S I
W W N S J K K N F X T B Q A O
X D R I I R A U U N W L V L N
E M I T R E V O E A D Q C A I
L R O R P X O M B S T X Q R T
A C E H P N Y W O I U I A Y G
V N X Y U A T V L U H R O O R
T I U Z P N Q M F G P M Q N X

COMMISSION
DIVIDEND
FEE
INCOME
OVERTIME
PAYMENT
PROFIT
RENT
ROYALTY
SALARY
SUPERANNUATION
WAGE
WELFARE
Spending & Saving an Income

M P T T U M S D P K H T B A N
Y A R N W H W R P F I E U W O
Y R S E S N E P X E S K D Q T
S F E M S N B E Y L R U G F P
E B K N T P R U U X G T E I K
H Y D I E O O P Y S W R T X X
T Y Y A K L M N P I U N I E V
O H I T X I B E S T N L N D O
L L B R S T N A I I I G G P Y
C Q A E N D N D I G B D O O F
X E K T I A N W R R I L A U J
I Y T N K E L P A F A Y E F J
U Q G E P A M P C S A V I N G
T B F X E L E C T R I C I T Y
Z N E D Y W S J Y B B Y R S O

BUDGETING
BUYING
CAR
CLOTHES
ELECTRICITY
ENTERTAINMENT
EXPENDITURE
EXPENSES
FIXED
FOOD
IMPULSE
PLAN
RENT
RESPONSIBLE
SAVING
SPENDING
VARIABLE
Borrowing Money

G U U N O I T R R Y R B F X S

U Z N C O T S E R E T N I E W

A Y Y S M I G R P K E O I R O

R V T U E U T O L G I C N A L

A E Y I Q C S C A E N I A T F

N C T E R S U G A E Y E O I H

T N Z X E U T R G F G A L N S

O E J S M R C R E E S I P G A

R I S O O J E E C D K I M E C

L N N M B M E T S R A I T P R

W E V S E C U R E D E V P A O

Y V B O R R O W I N G D Y K S

L N Q S T S O C B Z D P I F P

I O E O V E G O F U F M G T P

I C V J E L K E F X K I X W S

BORROWING CASHFLOW CONVENIENCE


COSTS CREDIT EMERGENCIES
GUARANTOR INTEREST LOAN
MONEY MORTGAGE RATING
REPAY REPOSSESS SATISFACTION
SECURED SECURITY UNSECURED
Appendix 3: Snapshot sample of Resources
1. Set objectives
2. Measure where you are now
3. Prepare analysis and projectors
4. Agree action to be taken
5. Implement the planning
6. Monitor and review the plan over time
Explanation: As discussed in managing finances, it is important for consumers ( such as
Investors) to receive sound financial advice and have access to better information. This is a
result of greater transparency (i.e. honesty, respect, communication) from financial
institutions which enables Investors to make better financial decisions. Hence, Investors will
have an increased confidence to make responsible decisions, establishing high quality
standards within the financial services industry.
References
ASX (2018). Australian Securities Exchange. Retrieved from https://www.asx.com.au/

Australian Securities and Investments Commission. (2017). Case study budgeting. Retrieved
from https://www.moneysmart.gov.au/managing-your-money/budgeting/how-to-do-a-
budget/case-study-budgeting

Australian Securities and Investments Commission (2018). Australian Spending Habits.


Retrieved from https://www.moneysmart.gov.au/managing-your-
money/budgeting/spending/australian-spending-habits

Chapman,S & Freak, M. (2013). Sample work program: new programs in commerce.
Retrieved from http://www.jaconline.com.au/commerce/home/downloads/ncc-work-
prog.doc

Chapman,S & Freak, M. (2013). Personal Finance. In John Wiley & Sons (3rd Edition.). New
Concepts in Commerce (pp.40-73). Queensland, Australia

CommSec (2018). CommSec. Retrieved from https://www.commsec.com.au/homepage.html

Door Monster (2017, April 24). Spending and saving. [Video file]. Retrieved from
https://www.youtube.com/watch?v=PGf17WXs62U

Efficient, Robust Capital Markets [Image] (n.d.). Retrieved September 12, 2018, from
https://www.accountingfoundation.org/jsp/Foundation/Page/FAFSectionPage&cid=135
1027541272

Emg162. (2017). Personal Finance: A public quiz for schools. Retrieved from
https://play.kahoot.it/#/k/3c7fb2cb-7cb5-49a2-bbc0-9e9e739c5dd3

Federal Student Aid. (2014, May 28). Budgeting. [Video file]. Retrieved from
https://www.youtube.com/watch?v=6Ib-bdko5cE

Financial Planning [Image] (n.d.). Retrieved September 12, 2018, from


https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rj
a&uact=8&ved=2ahUKEwixwbqK9LPdAhVMFYgKHUDxB3YQjRx6BAgBEAU&ur
l=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F94294185918526569%2F&psig=
AOvVaw03MV71A-ok5h-ZTH6Mt4sI&ust=1536787964679532

Geldien, A. (2014, February 19). Gross to net income. [Video file]. Retrieved from
https://www.youtube.com/watch?v=cvSM7yQ7r4w

Gusto (2017, October 18). Gross Pay vs. Net Pay: What's the Difference? [Video file].
Retrieved from https://www.youtube.com/watch?v=2eHbkUQVisU

Healy, A. H. (2008). Expanding student capacities: Learning by design pedagogy.


In Multiliteracies and diversity in education: New pedagogies for expanding
landscapes (pp. 2-29). Oxford University Press.
Intelliclients. (2013, August 23). Personal Finance 101 - 5 Steps to Successful Budgeting,
[Video file]. Retrieved from https://www.youtube.com/watch?v=VmTvIBHEQvg

Johnson-Harris, K. M. & Mundschenk, N. A. (2014). Working effectively with students with


BD in a general education classroom: The case for Universal Design for Learning.
Issues and Ideas, 87(4), 168-174. doi: 10.1080/00098655.2014.897927

Keane, A. (2017). How banks’ tougher new lending rules are squeezing borrowers. Retrieved
from https://www.dailytelegraph.com.au/moneysaverhq/how-banks-tougher-new-
lending-rules-are-squeezing-borrowers/news-
story/de7802368622b7dd2b1c4c742d6ac2dd

Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong
Kong Institute of Education, 1-33. Retrieved from
https://www.eduhk.hk/aclass/Theories/cooperativelearningcoursewriting_LBH%2024J
une.pdf

Market Matters (2018). Market Matters Report. Retrieved from


https://www.marketmatters.com.au/reports/

MissPett (2015). Personal Finance. Retrieved from https://play.kahoot.it/#/k/862234cf-6be0-


4fea-bf65-351a383564a2

NSW Department of Education. (2005). Years 7-10 Commerce, Core 1.2 Personal Finance.
Retrieved from https://www.hsiensw.com/uploads/4/7/7/1/47718841/comcore1_2.doc

NSW Education Standards Authority (2003). Commerce Years 7-10 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/7b38e426-002d-4577-a642-
3e572a519c39/commerce_710_syllabus.pdf?MOD=AJPERES&CVID=

Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational
environments: Convergence between mastery goal structure and classroom social
climate. Journal of Educational Psychology, 103(2), 367. doi: 10.1037/a0023311

Practical Money Skills. (2018). Budget Busters:Who’s Breaking the Bank? Retrieved from
https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-12/SA_Lesson9.pdf

Royal Bank America (2013, April 23). Smart spending means smart saving. [Vide file].
Retrieved from https://www.youtube.com/watch?v=txRCJFhauAQ