Activity Introduction

bbrw-arrow-photoframe-newQuick summary: Students find a problem (social and/or environmental) in their community and develop a solution to this problem. They are asked to consider all the benefits and costs of this solution, and then pitch their solution to potential investors (the shark tank).

BB logo coolest partnerBendigo Bank is passionate about connecting with and enriching communities across Australia. Cool Australia and Bendigo Bank share the common goal of bringing communities together through educational programs that help to build sustainable communities for the future. This lesson supports students to inquire into the big idea of ‘real wealth’. Students develop an understanding of shared values, and build their sustainable and ethical financial knowledge, equipping them with the skills to make sound financial decisions based on social, environmental and economical merit.

Learning goals:

  • Students identify a social and/or environmental problem in their community and understand how solving this problem will improve their community.
  • Students develop project-planning skills.
  • Students use a range of criteria to evaluate their ideas.
  • Students understand how to pitch an idea to an audience.

General capabilities: Critical and Creative Thinking, Ethical Understanding.

Cross-curriculum priority: Sustainability OI.6., OI.8.

Australian Curriculum content description:

Year 9 Economics and Business

  • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
  • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
  • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)

Year 10 Economics and Business

  • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
  • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
  • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)

Syllabus Outcomes: C5.1, C5.4, C5.5, C5.6, C5.8.

Topic: Consumption

Unit of lessons: Bendigo Bank Real Wealth

Time required: 2 x 60 mins.

Level of teacher scaffolding: Low – Oversee lesson and facilitate shark tank.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Real Wealth Cheat Sheet, Glossary – Secondary.

Digital technology opportunities: Digital sharing capabilities.

Homework and extension opportunities: Includes opportunities for extension.

Keywords: community, environment, social, economic, problem, solution, Bendigo Bank.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

bbrw-people-photoframe-newTeacher preparation

Overarching learning goal: Students will identify a social and/or environmental problem in their community and understand how solving this problem will improve their community. They will develop project-planning skills by creating a solution to the problem they identified and they will use a range of criteria to evaluate their ideas. Finally, students will understand how to pitch an idea to an audience.

Teacher content information: Investing funds responsibly doesn’t necessarily just mean handing over your money to your financial adviser or investment manager and saying ‘be ethical’. A good way of thinking about how and where to invest your money is to use the following three points: NOW, LATER and SOMEONE ELSE.

  • NOW - Investing in now means buying the things you want and need right now. It’s what most of us with an income do on a daily basis.
  • LATER - Investing in later means putting a bit aside for another day, saving some money.
  • SOMEONE ELSE - Investing in s
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Student Worksheet

Thought starter: What is community investment?

A project for NOW, LATER and SOMEONE ELSE

Working in groups, your task in this lesson is to plan and create a project for your community that solves a social or environmental problem (or both) by planning for NOW, LATER and SOMEONE ELSE.

  • NOW - Must have immediate benefits or results.
  • LATER - Must have benefits or results later, after a time period of your choice.
  • SOMEONE ELSE - Must be of benefit to someone else.

You may choose for your project to meet all the criteria in one go, such as setting up a café in your suburb or town which trains street kids in hospitality skills and whose profits go to a local charity. The NOW will be providing training for street kids. The LATER will be the money for your chosen charity. The SOMEONE ELSE will be the charity and the street kids.

Alternatively your design could be in three separate parts, such as a personal money box with three compartments, one for NOW, one for LATER, one for SOMEONE

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