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Year level 9-VET Enterprise Young adults Economics and business Work Studies
This starter pack helps young people decide if starting a business is right for them. Participants will explore pros and cons of starting a small business, different business personalities, budgets, cashflow, planning, support, legal requirements, tax responsibilities and more.
This starter pack helps young people decide if starting a business is right for them.
- Topic 1 considers reasons for starting your own business and the pros and cons of each.
- Topic 2 looks at the different types of business personalities and how these may influence how a business is run.
- Topic 3 considers the difference between budgets and cash flow and the importance of both in a small business.
- Topic 4 explores why planning and support are essential for small business success.
- Topic 5 looks at the skills needed to run your business effectively and how best to address skills gaps.
- Topic 6 considers the many legal requirements of small business ownership.
- Topic 7 looks at the risks of owning a small business and how to plan for risk and unexpected events.
- Topic 8 explores the tax responsibilities of small business owners.
Curriculum alignment
Year 9
Learning area: Economics and Business
Content descriptions
Strand: Knowledge and Understanding
- Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
Strand: Economics and Business Skills
- Sub-strand: Questioning and research
- Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- Sub-strand: Interpretation and analysis
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- Sub-strand: Economic reasoning, decision-making and application
- 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)
- Sub-strand: Communication and reflection
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
Learning area: Work Studies
Content descriptions
Strand: Skills for learning and work
- Sub-strand: Learning to learn
- Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing (ACWSCL005)
- Sub-strand: Entrepreneurial behaviours
- Identify types of entrepreneurial behaviours and their opportunities for application to 21st century work and enterprise (ACWSCL010)
- Explain how the application of entrepreneurial behaviours can address a range of work and community challenges and provide benefits personally and to the community (ACWSCL011)
Strand: Career and life design
- Sub-strand: Career development and management
- Recognise the importance of self-awareness in career and life design (ACWSCL013)
Year 10
Learning area: Economics and Business
Content descriptions
Strand: Knowledge and Understanding
- Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
Strand: Economics and Business Skills
- Sub-strand: Questioning and research
- Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- Sub-strand: Interpretation and analysis
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- Sub-strand: Economic reasoning, decision-making and application
- 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)
- Sub-strand: Communication and reflection
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
Learning area: Work Studies
Content descriptions
Strand: Skills for learning and work
- Sub-strand: Learning to learn
- Assess the value of self-directed and lifelong learning in responding to changes and challenges in circumstances (ACWSCL022)
- Sub-strand: Entrepreneurial behaviours
- Assess the benefits of developing an ‘entrepreneurial mindset’ and its relevance to 21st century work and enterprise (ACWSCL029)
Strand: Career and life design
- Sub-strand: Career development and management
- Apply knowledge of self to career decision-making processes (ACWSCL032)
General capabilities
Typically, by the end of Year 10, students:
- Literacy:
- navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations
- interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
- use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
- ICT
- select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
- Creative and Critical Thinking
- clarify complex information and ideas drawn from a range of sources
- assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
- identify, plan and justify transference of knowledge to new contexts
- Personal and Social Capability
- assess their strengths and challenges and devise personally appropriate strategies to achieve future success
- reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability