This article outlines a range of initiatives aimed at promoting education for sustainable development (ESD), identifies opportunities for incorporating sustainability perspectives into Victorian business education courses based on UNESCO’s approach to ESD, and includes overviews of two new publications to assist teachers to integrate ESD into the curriculum.

In Area of Study 1 of VCE Accounting Unit 2, students are required to record and report accounting data and information.

This task is based on Area of Study 1 in VCE Accounting Unit 4 and focuses on sales and purchase returns of stock, product and period costs, and stock writedown. The task could be used as a class activity or as an assessment task for Outcome 1 in Unit 4.

Welcome to Issue 3 of Compak for 2010. There is a lot happening this Term in the lead up to the Unit 3 exam.

This activity focuses on accounting principles and qualitative characteristics and provides a strategy for introducing or revising these concepts. The activity was designed as an orientation activity for students new to VCE Accounting, but could also be used for revision for a Unit 1 exam or the Unit 3 exam. Solutions are provided.

These revision exercises cover basic Accounting Unit 1 accounting theory, including information and skills needed to set up a small business, recording and reporting accounting data and information, and financial decision-making in small business. A question book, answer book and solutions are provided.

The following VCE Accounting Unit 1 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book.

The following suggested week-by-week Accounting Unit 2 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 2 and suggestions for assessment. Please note that at least two assessment tasks should be ICT based in Unit 2.

These revision exercises cover basic theory for Accounting Unit 3, including the twofold effect of transactions, correction of errors, the General Journal, and preparation of accounting reports. Also included is an answer book and suggested solutions.

The following VCE Accounting Unit 3 practice exam consists of two questions, each worth 45 marks. An answer book and suggested solutions follow the question book. (Files amended 11/5/10)

The following suggested week-by-week Accounting Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and suggestions for assessment. Note that at least 30 marks must be allocated to ICT-based assessment.

In Area of Study 3 students evaluate the financial and non-financial information of a service business to make informed decisions for the business, including decisions about investment and superannuation. The following activity could be used after students have covered the theory relating to investment and superannuation. The activity allows students to apply their theoretical knowledge to simulated business situations that involve solving problems and making financial decisions in the context of investment and superannuation.

The following tasks can be used as Unit 3 assessment tasks or revision activities. Together they cover the recording and reporting of stock, completion of ledger accounts, balance day adjustments and the financial reports. Question 1 is based on Area of Study 1/Outcome 1 and Question 2 is based on Area of Study 2/Outcome 2. The questions have been formatted similarly to a formal exam and students should aim to spend approximately
1 minute per mark.

Refer to the accompanying tasks that focus on Areas of Study 1 and 2 in Unit 3. Please note: solutions have been amended.

Welcome to the new school year and to the first online issue of Compak Accounting. Compak has the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 1 and suggestions for assessment.

This activity covers accounting principles and the qualitative characteristics of accounting information, the accounting equation and key terms, and is designed for use at the start of Units 1 or 2. Alternatively, it can be used in Unit 3 as a revision exercise prior to the June examination or first assessment task, or just as a fun activity.

Outcome 1 of Unit 1 requires students to demonstrate knowledge and skills relating to setting up a small business. The following research assignment requires students to search online for information relating to establishing a small business. It could be used as an assessment task for Outcome 1. 

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. Note that 30% of Unit 3 school-assessed coursework must include the use of ICT.

This ICT (spreadsheet) task is designed as an assessment task for Outcome 1 of Unit 3. The student (Excel) file contains a number of worksheets, including an initial balance sheet and set of source documents. This is followed by a series of tasks covering journals, the General Ledger, a Trial Balance and a Profit and Loss Statement, as well as a set of key theory questions. A solutions file is also provided.

Self-Paced Modules for QuickBooks was developed to assist students develop their computer accounting skills and knowledge. It can be used by teachers for Outcome 2 in Unit 2, that is, for the recording and reporting of financial data using an accounting software package.

The topic of cash vs profit is a difficult one for students of VCE Accounting. To better prepare Year 12 Accounting students, Judith Blazejewski reinforces this concept with her Year 11 students using a carefully constructed step-by-step approach and a role-play activity.

One difficulty teachers face in covering liquidity and profitability measures of performance is enabling Units 2 and 4 students to understand the connection between the figures in ratios and their actual meaning. This article outlines a teaching strategy that will assist in developing this understanding. Student worksheet is included.

Balance Day adjustments is a topic that some Accounting Units 3 and 4 students find difficult. The topic is tested in the November examination and in school-assessed coursework.

The following Accounting Unit 3 practice exam consists of two questions, each worth 45 marks. An answer book and solutions are provided as part of this document.

This article examines the mistakes and weaknesses demonstrated by students in the 2008 November examination.

This article focuses on the mistakes and weaknesses demonstrated by students in the 2008 November examination.

This article focuses on the mistakes and weaknesses demonstrated by students in the 2008 November examination.

Supplement to Compak, Issue 4, October 2009

Supplement to Compak, Issue 4, October 2009

Supplement to Compak, Issue 4, October 2009

In past examinations students have had difficulty with the recording and reporting of accrued and prepaid revenue adjustments and other balance day adjustments. The following task focuses on recording and reporting revenue and revenue-related transactions. Students are reminded that balance day adjustments from Unit 3 are examinable in the November examination.

Supplement to Compak, Issue 4, October 2009

The following VCE Accounting Unit 4 practice exam consists of two questions, each worth 45 marks. An answer book follows the questions, and solutions are provided in a separate Compak supplement (ACC409_4B).

Please note that the questions and solutions have no official status and teachers should refer to the Victorian Curriculum and Assessment Authority website http://www.vcaa.vic.edu.au for further information.

Teachers are advised to preview all practice exam material before distributing it to students.
 

The following answers are suggested solutions only as teachers may have used different approaches to teaching topics in Accounting Units 3 and 4. Teachers may also wish to allocate marks in a different manner.

The following Accounting Unit 3 practice exam consists of two questions, each worth 45 marks. An answer book and solutions are provided.

This article identifies the common errors made and weaknesses demonstrated by students in the 2008 Accounting Unit 3 examination.

The following case study for Unit 1 can be used as a revision exercise for area of study 1 or as an exam question.

Students may be required ti use information contained in an accounting scenario to answer questions that relate to an accounting principle or a qualitative characteristic.

Students often have difficult in writing responses to theory-based questions in assessment tasks and exams that clearly answer the question asked.

This test for Outcome 1 in VCE Business Management Unit 2 has been designed to be completed over a double lesson of approximately 100 minutes. Students are to complete the test in this answer book. Suggested answers are included.

This assessment task for Outcome 1 in VCE Business Management Unit 4 is the first of two tasks designed by the author for this outcome. Assessment task A focuses on factors involved in managing human resources and the key phases of the employment cycle. Suggested answers are provided. The second task (task B), which focuses on employee relations, will be published in Compak Issue 5 (July).

Welcome to the third online edition of Compak. We hope that you are enjoying the new online format and have used the resources in the previous two editions. Your feedback is always welcome.

The following practice exam covers Areas of Study 1 and 2 in VCE Business Management Unit 1. As Area of Study 3 (‘Day-to-day operations’) contains optional topic areas, teachers may modify the exam to cater for the optional areas they have covered.

The following suggested week-by-week Unit 2 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides time allocations for the areas of study in Unit 2 based on those outlined in the study design.

In Area of Study 1 of BusMan Unit 3, students are required to analyse business information and data about large-scale organisations. This activity requires students to answer questions about large companies in Australia, based on information published in BRW magazine. The activity, which is presented in worksheet format, could be used for revision in preparation for the Units 3 and 4 examination. Answers are provided.

A crossword is a fun way to engage students in learning. Crosswords are a useful tool for revising terms and checking students’ understanding of key terms. This activity can be used to revise parts of Areas of Study 1 and 2 in Business Management Unit 3.

This assessment task for Outcome 2 in Business Management Unit 3 is the second of two tasks designed by the author for this outcome. The first task (task A) was published in Issue 2 of Compak). Suggested answers are also provided.

The following suggested week-by-week Unit 4 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides recommended time allocations for the areas of study in Unit 4 based on those outlined in the study design.

The following activities focus on the Unit 1, Area of Study 2 topic of entrepreneurship and innovation as a source of business opportunity. The following activities are designed to be used after the relevant key knowledge has been covered.

This unit of work focuses on developing a business concept, conducting a feasibility study, and preparing a business plan. It has been designed to address Area of Study 2 in Unit 1, and to be completed over approximately two to three weeks.

The following activities are designed as short sets of tasks to be completed following coverage of the relevant key knowledge in Area of Study 2 in Unit 3. Students are required to complete the tasks in each email activity using the resources listed. The activities can be provided progressively and emailed to students or posted on the school intranet.

This assessment task for Outcome 2 in Unit 3 represents one of two tasks for this outcome. The second task (Task B) will be published in Issue 3 of Compak on 12 April. The key knowledge that Task A covers is provided in the ‘Task details’ section.

Welcome back to the teaching year, to the first online issue of Compak Business Management and to our first year of the revised VCE Business Management Study Design for 2010.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides time allocations for the areas of study in Unit 1 based on those outlined in the study design.

The following case study activities focus on aspects of Area of Study 1 in Unit 1 of the revised VCE Business Management Study Design (2010–2014). The activities are designed to be used following coverage of the relevant key knowledge, which is listed at the beginning of each activity.

This test could be used as an assessment task for Area of Study 1 in Unit 1. The test comprises two sections: Section A, which consists of short-answer questions, and Section B, which is a case study. Both sections are designed to be completed in approximately 50 minutes. Teachers could use either section for a 50-minute lesson or, alternatively, both sections as a test in a double lesson of approximately 100 minutes. Suggested answers are provided.

The following suggested week-by-week Unit 3 course outline and timeline for 2010 is based on the revised VCE Business Management Study Design (2010–2014). It provides recommended time allocations for the areas of study in Unit 3 and is based on the suggested time allocations outlined in the study design.

Richard Armitage’s popular email activities for Units 3 and 4 have been updated to include the following set for Unit 3. These activities are designed as short sets of tasks to be completed following coverage of the relevant key knowledge. Students are required to complete the tasks in each email activity using the resources listed. The activities can be provided progressively and emailed to students or posted on the school intranet.

This assessment task for Outcome 1 in Unit 3 has been designed as a closed-book test to be completed in a single lesson. It has a mark allocation of 20 marks. Suggested answers are provided.

The following fictional case study and accompanying questions cover a range of areas of study in both Units 3 and 4. It would therefore be an ideal revision activity for students in preparation for the end-of-year Business Management examination.

Marketing isn’t simply about advertising and selling, but about identifying and satisfying consumer needs and wants and persuading potential customers to purchase a particular product.

This article provides an overview of the changes to the VCE Business Management Study Design to be implemented in 2010 and a sample Outcome 1 assessment task for Unit 4.

This student resource provides a comprehensive study of the global
car-manufacturing industry. It can be used as a study of how forces from the macro environment impact on a particular industry sector (Unit 4, area of study 2) and as a study of change management (Unit 4, area of study 2), focusing on the impact of globalisation on Mitsubishi Motors Australia Limited (MMAL).
 

While many of our VCE Business Management teachers are very experienced, with an increasing number gaining additional knowledge and understanding by becoming examination assessors, it is imperative that we do not overlook the new teachers to the subject. If you are an experienced VCE Business Management teacher and if you have not already done so, please mentor one of our new teachers. Also, if you haven't already joined, sign up for the VCTA Business Management members-only discussion group service. It is a great way to keep in touch while also supporting fellow teachers. The service has two components: Comchat is for experienced teachers, while Mentor is for teachers in their first year or so of teaching.

Supplement to Compak, Issue 4, October 2009

This resource is to be used in conjunction with the article ‘2009 Business Management Units 3 and 4 examination: advice for teachers’ by Gillian Somers (BM409_1A), which is also published in this edition of Compak. Refer to the article by Gillian Somers prior to distributing this article to your students.

‘By analysing past behaviour we are often able to predict future behaviour’.

Listed below are the examination questions for the past four years. They are categorised according to the specific units and areas of study that they relate to and the key knowledge that they are based on.

Supplement to Compak, Issue 4, October 2009

The following Business Management Units 3 and 4 practice exam consists of four questions, in the form of a question-and-answer book. All questions are compulsory. The total marks available are 60.

Each question is introduced with stimulus material. The number of lines provided after each question and the number of marks allocated to it indicate the appropriate length of a student response.

This article provides an overview of the underlying reasons for the continuing strength of the Australian residential property market, the implications for Australians, and how changes in this key asset class may affect the setting of the federal government’s aggregate demand and supply policies.

This article discusses the issue of population growth in terms of its impact on living standards. As ‘living standards’ is emphasised in the study design, it is important that students consider some of the influences on living standards in Australia.

As you would expect, the economic climate is always changing; this makes the teaching and learning of economics a challenging and rewarding experience. The regular publication of articles in the new-look Compak will hopefully be of great benefit to all teachers who need to keep up-to-date with what is happening in the real world.

The following VCE Economics Unit 1 practice exam consists of 20 multiple-choice questions (Section A) and five written-response questions (Sections B and C).

The following suggested week-by-week Economics Unit 2 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 2 and suggestions for assessment.

In Economics Unit 3, Area of Study 2, students are required to develop an understanding of aggregate demand and aggregate supply factors that may have affected the rate of inflation over the past four years. This article discusses factors that are currently influencing inflation in Australia. It updates information on this topic in current Economics textbooks.

The following suggested week-by-week Economics Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and recommendations for assessment.

This article outlines a sample assessment approach using the new assessment option, ‘a folio of annotated media commentaries using print or electronic materials’ (from the list of assessment tasks in the VCE Economics Study Design, 2010–2014, pages 16 and 21).

This assessment task is a test comprising multiple-choice and written-response questions. Answers are provided for the multiple-choice questions. Students are to complete the test in this answer book.

Welcome to another exciting year in the evolution and provision of Compak in general and the Economics section specifically! Compak retains the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 1 and suggestions for assessment.

Water pricing and management is a contemporary topic for VCE Economics students and can be undertaken as a case study of a market (Unit 1, Area of Study 1) or as an economic issue study (Unit 1, Area of Study 2).

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and recommendations for assessment.

In Unit 3, area of study 1, of the revised VCE Economics Study Design (2010–2014) students examine the nature of asymmetric information (see page 23) and why it is a source of market failure. This article discusses situations where asymmetric information commonly arises and actions that firms and consumers may take to reduce the incidence of this type of market failure.

This test has been prepared as a part-outcome assessment task for Outcome 2 in Unit 4. In completing this assessment task you should demonstrate an understanding of the relevant key knowledge and key skills for Outcome 2 in Unit 4.

In Economics Unit 4 students examine the ways in which macroeconomic policies operate to address economic problems and evaluate the effectiveness of these policies in achieving the Australian Government’s economic objectives.

One of the most challenging aspects of revising for the VCE Economics Units 3 and 4 examination is trying to predict what might appear on the exam. At times the subject seems to be so broad that it is difficult to imagine which way the examiners might turn. On the other hand, trying to get through every little issue that comes to our notice during the year can be daunting—economics is in the newspapers every day! It is for this reason that we all end up playing the same game: ‘Guess-What-the-Examiner-is-Thinking’. Bryan Wood provides some approaches to revision to scaffold student’s thinking as they revise for the examination.

The following practice exam for VCE Economics Units 3 and 4 consists of two sections: Section A—Multiple-choice questions and Section B—Written responses. Suggested answers to this practice exam follow the question-and-answer book.

Additional space is provided at the end of the question-and-answer book.

Please note that the questions and suggested answers have no official status.

Teachers are advised to preview all practice exam material before distributing it to students.
 

In Area of Study 1 of VCE Legal Studies Unit 2 students can examine the distinction between criminal liability and civil liability (such as the tort of negligence) and the way in which individual rights are protected through case studies.

This assessment task for Outcome 1 in VCE Legal Studies Unit 4 consists of four structured questions. Students are to complete the task in this answer book. An assessment criteria sheet based on the key knowledge and key skills for Outcome 1 is provided.

This test is one of two assessment tasks for Outcome 2 of VCE Legal Studies Unit 4. Task A focuses on criminal procedures. Students are to complete the task in this answer book. An assessment criteria sheet is provided.

This test is the second of two assessment tasks for Outcome 2 of VCE Legal Studies Unit 4. Task B focuses on civil procedures and the adversary system of trial.

We do hope you enjoy Compak Issue 3 – your contribution and feedback is always welcome. Amongst other things, this issue includes a Unit 1 practice exam with suggested answers.

This update contains information relevant to VCE Legal Studies Units 1–4. The material was current at the time of preparation but may have changed by the date of publication.

The following VCE Legal Studies Unit 1 practice exam consists of three compulsory sections that cover both areas of study in Unit 1 Legal Studies.

The following suggested week-by-week Legal Studies Unit 2 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 2 and suggestions for assessment. This timeline is intended as a guide for developing a VCE Legal Studies Unit 2 course.

In Area of Study 1 of Legal Studies Unit 3, students are required to examine the role played by a formal law reform body in assessing the need for change in the law. The Victorian Law Reform Commission report on the law governing assistance animals provides a very good example of how the Commission conducts an inquiry. It is easy to follow and, because it involves animals, should capture the interest of students.

The following task relates to Area of Study 2 in Legal Studies Unit 3, and focuses on the protection of democratic and human rights. To complete the task students use a graphic organiser to compare democratic and human rights protection in Australia with the approach used in Canada, namely the Canadian Charter of Rights and Freedoms. The graphic organiser can be modified to examine rights protection in a different country, as specified in the VCE Legal Studies Study Design.

The following activities provide an introduction to Area of Study 3 (‘Role of the courts’) in Legal Studies Unit 3. They focus on the role played by the courts in law-making.

The following suggested week-by-week Legal Studies Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and suggestions for assessment. This timeline is intended as a guide for developing a VCE Legal Studies Unit 4 course.

The following activity is based on the film 12 Angry Men (1957/1997). This activity is designed to stimulate class discussion about jury deliberations. It can be used as an introduction to Area of Study 2 in Unit 1, which examines the role of the jury system in criminal cases.

The following activity focuses on recently introduced ‘stop and search’ powers. This activity looks at the reasons why the laws were introduced and traces the progress of the amendments through the legislative process. This activity could be used in Unit 1, Area of Study 1, or in Unit 3, Area of Study 1.

The following sample assessment tasks are designed to assess the outcomes for Unit 3. Outcome 1 is assessed using two folio exercises. Outcome 2 is assessed by a set of structured questions. For Outcome 3 students are asked to prepare an essay that discusses the role of courts in law-making.

Welcome to the first online issue of Compak Legal Studies. Compak retains the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

This update contains information relevant to Legal Studies. The material was current at the time of preparation but may have changed by the date of publication.

The following suggested week-by-week Unit 1 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 1. This timeline is intended as a guide for developing a VCE Legal Studies Unit 1 course.

The following activities provide an introduction to Area of Study 1 (‘Criminal law’) in Unit 1. They focus on the differences between legal and non-legal rules and why we need laws. The activities are designed to help students understand that laws are a key way that citizens’ rights and responsibilities are defined and protected.

The following worksheet provides an introduction to the structure of the Australian parliamentary system. This can be used in Area of Study 1 in Unit 1 or as an introductory activity in Unit 3. The worksheet provides students with a succinct overview of the Australian parliamentary system. A suggested answer sheet is also provided.

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and suggestions for assessment. This timeline is intended as a guide for developing a VCE Legal Studies Unit 3 course.

In VCE Legal Studies students need to be aware of recent changes and proposed changes to the operation of the legal system. In Unit 4, area of study 2, students examine recent changes in the operation of the legal system to enhance the effective operation of the legal system.

This update contains information relevant to Legal Studies. The material was current at the time of preparation but may have changed by the date of publication.

The following role-play activity focuses on the benefits of mediation as a method of dispute resolution. This activity could be used in Unit 2 (area of study 2) or Unit 4 (area of study 1) when comparing alternative methods of dispute resolution with litigation to resolve civil disputes.

The current issue of jumps racing is an excellent topic for area of study 3 in Unit 2. This issue allows students to explore the influence of individuals and groups on a possible future change in the law.

The following revision guide provides an excellent summary of key topics, cross-referenced to key elements of the VCE Legal Studies Study Design and to past examination questions.

The following Units 3 and 4 Legal Studies practice exam and suggested answers are based on the author's interpretation of the VCE Legal Studies Study Design.

The following suggested week-by-week Industry and Enterprise Unit 4 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 4 and recommendations for assessment as well as a resource list.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides a suggested approach to teaching Element 2 (Criteria 2.1–2.5) of this unit, based on the performance criteria for this element. This article is part of a series on Elements 1–4 of this unit of competence.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides a suggested approach to teaching Element 3 (Criteria 3.1–3.5) of this unit, based on the performance criteria for this element. This article is part of a series on Elements 1–4 of this unit of competence.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides a suggested approach to teaching Element 4 (Criteria 4.1–4.5) of this unit, based on the performance criteria for this element.

Welcome to the first online issue of Compak Pathways comprising Industry & Enterprise and VET in Business. Compak has the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

The following suggested week-by-week Unit 3 course outline and timeline for 2010 provides recommended time allocations for the areas of study in Unit 3 and recommendations for assessment as well as a resource list.

The concept of teamwork is introduced in Industry and Enterprise in area of study 3 of Unit 1 and in area of study 1 of Unit 3 where it is linked to the development of an enterprise culture. The following activities encourage students to think about their own teamwork skills and how they can improve them.

This article has been written for teachers/trainers who are teaching the VCE VET Business program for the first time in 2010. The article provides an introduction to the program, information about the structure of the program and resources, and advice on show to ‘unpack’ a unit of competence.

VCE VET Business includes a new unit of competence at Units 3 and 4 level, commencing in 2010. Sally Laycock, Senior Educator at NMIT, provides an overview of this unit and a suggested teaching approach to teaching Element 1 of this unit based on the performance criteria for this element.

Country Road is a large Australian retailer and fashion brand that produces and sells clothing, footwear, accessories and homeware.

The following advice for VCE Industry and Enterprise students is based on comments made in the 2008 and 2007 Assessment Reports for Industry and Enterprise.

The following Industry and Enterprise Studies Units 3 and 4 practice exam consists of two sections: A and B. All questions in Section A (which is worth 40 marks) must be answered. Students must answer one question only in Section B, which is worth 10 marks. Suggested answers follow the practice exam. The practice exam is presented as a question-and-answer book.

In this assignment students investigate what it means to be an ethical consumer and producer, the ethical implications of decisions made by consumers and producers on society—at local, national and international levels—and the importance of values in economic decision-making.

This article examines the implications of Australia’s growing population for Australia’s economy, society and environment.

The following research project provides students with the opportunity to investigate the growing economic problem of food waste, the environmental impact of food waste, and recognise the opportunity cost associated with expenditure on food that is not used. Students will consider ways their family can reduce their carbon footprint by reducing food waste, while saving money for other uses at the same time. This project could be used as part of a study of the relationship between economic growth, ecological sustainability and the standard of living, which is a focus of the Economics domain in the Victorian Essential Learning Standards at Level 6.

The Economics domain of the Victorian Essential Learning Standards aims to help students better understand how businesses and markets operate and the importance of entrepreneurship and enterprise in developing a successful economy. At Level 6 of the Economics domain, students develop an understanding of enterprise attributes and skills, and the impact of enterprise and enterprise on the economy. The following case study traces the development of a new home-based gourmet biscuit business, and the planning and decision-making involved in establishing the business.

At Level 5 of the Civics and Citizenship domain of the Victorian Essential Learning Standards, students learn about the purpose of laws and consider the process of making and changing them. Road rules and driving laws provide a concrete illustration of the purpose and enforcement of laws, and the need for change in the law when circumstances change, such as anti-hoon laws and laws governing mobile phone use while driving.

This student resource focuses on the Victorian Government’s policy response to the issue of scarcity of water in the state. The activities require students to predict the economic consequences of the government’s proposed polices and assess their impact on themselves and others. They will use economic reasoning, including cost–benefit analysis, to research and propose solutions to the problem of water shortage and evaluate hypotheses, which are aspects of the Level 6 Humanities–Economics standards.

‘Visible thinking’ is an approach to integrating the development of students’ thinking with content learning across disciplines. This article outlines the approach and how to implement it in the classroom. Visible thinking links to the ‘Reasoning, processing and inquiry’ and ‘Creativity’ dimensions of the Thinking Processes domain of the Victorian Essential Learning Standards (VELS), and can be applied across all VELS domains.

This book provides a very good introduction to the world of commerce for Years 9 and 10 students. It has a friendly, accessible format that encourages inquiry learning and provides the opportunity for students to engage their personal interests with local, national and global issues.

Welcome to the first online issue of Compak Essential Learning for years 7 to 10. Compak has the same great quality to which you are accustomed and we are delighted to provide the added benefits an online environment brings to the format, structure and delivery of VCTA’s much valued publication.

At Level 6 of the Humanities–Economics domain of the Victorian Essential Learning Standards, students extend their financial literacy skills by developing an understanding of the role of savings and investment. The following classroom resource requires students to evaluate their family’s finances to help them manage their money more effectively. Students are also required to create a family budget and then modify it in order to achieve their financial goals.

At Level 6 of the Humanities–Economics domain of the Victorian Essential Learning Standards, students are required to analyse vocational pathways and education and training requirements, and identify career pathway options. The following student resource is designed to assist students achieve these elements of the Level 6 Economics standards.

The following student resource focuses on young people’s rights and legal responsibilities. The resource could be used to address selected elements of the standards in one or more domains of the Victorian Essential Learning Standards (VELS), including Civics and Citizenship Levels 5 and 6, and, with some changes, Interpersonal Development at Levels 5 or 6.

The following student resource, which is based on Level 6 of the Civics and Citizenship domain of VELS, provides students with the opportunity to examine the role of the Australian Government in helping developing countries through its overseas aid program.

The following student resource is based on Level 6 of the Humanities–Economics domain of VELS. It focuses on the relationship between population growth and the economy, including the use of resources, ecological sustainability, economic growth, and the role of government in managing the economy.

This article outlines six techniques that can be used when writing tests or exams based on the Humanities–Economics or Civics and Citizenship domain in the Victorian Essential Learning Standards (VELS) at Level 5 or 6.

Self-assessment and peer feedback assist students to reflect on and assess their progress, thinking and learning in a unit of work or subject. Students are better learners when they are conscious of themselves as learners and have strategies to improve their learning. Strategies for self-monitoring and self-assessment must be taught.

This test is based on Level 5 of the Economics domain (‘Economic knowledge and understanding’ dimension) in the Victorian Essential Learning Standards.

This test is based on Level 5 of the Civics and Citizenship domain (‘Civic knowledge and understanding’ dimension) in the Victorian Essential Learning Standards.