Technology in Education: Year 9 Commerce Curriculum

This report focuses on the ways by which the utilization of ICT in the Year 9 Commerce educational curriculum may help in involving the utility of the ICT services in them. It discusses the unit overview, syllabus outcomes, teaching strategies, and available resources.

Running head: TECHNOLOGY IN EDUCATION
TECHNOLOGY IN EDUCATION
Name of the Student
Name of the University
Author Note

1TECHNOLOGY IN EDUCATION
Table of Contents
Part 1..........................................................................................................................................2
One term unit of work scope and sequence...........................................................................2
Unit Overview....................................................................................................................3
Syllabus Outcomes.............................................................................................................3
Sequence of Learning.........................................................................................................5
Content Area......................................................................................................................6
Teaching Strategies............................................................................................................7
Resources...........................................................................................................................8
Incorporate ICT into the teaching of the unit.........................................................................8
Assessment schedule..............................................................................................................8
Evaluation strategies............................................................................................................10
Part 3........................................................................................................................................10
Justification of the affordances of digital artefacts presentation to engage parents/carers
and community.....................................................................................................................10
References................................................................................................................................12

2TECHNOLOGY IN EDUCATION
Part 1
One term unit of work scope and sequence
Information and Communication Technology or ICT input happens to be the part of
the daily life. However, it has been found in the recent times that the educational zone has
also started to become influenced by the utilization of the ICT techniques. It is still not
understood by every educational organization about the influence of the ICT influences and
how it can facilitate the education system as a whole (Brubacher, 2017). This is another issue
that leads to non-involvement of the people within the educational institutes that do not
acknowledge the utilization of the ICT in education. The following report would therefore
focus on the ways by which the utilization in the Year 9 Commerce educational curriculum
may help in involving the utility of the ICT services in them. This would be facilitated by the
realization of the Unit Overview, the Syllabus Outcomes, the Sequence of Learning, the
Content area, the Teaching Strategies and the available resources (Stone, 2015).
The unit of scope for the work has been enabled on the basis of the things that the
students would learn about the subject to what the students learn to with the help of the
subject. The scope is also enabled with the help of the integrated learning experiences of all
the instructions and assessments required for the learning done. The needs that the evidences
of the learning would most likely be having are also described within the establishment of the
unit of work (Gupta, Goul & Dinter, 2015).
The establishment plan for the Unit of Work for Commerce in year 9 establishes the
idea that the students learn about the basic requirements of the young people and how the
implementation plan requirements and aspirations of the young people needs to be met
(Means, 2017). The overview of the unit of work also establishes how the students need to
learn to identify all the basic needs that the young people would require and also the ways by
which the plans of the requirements of the young people need to be met (Stone, 2015). The

3TECHNOLOGY IN EDUCATION
integrated learning experiences off the unit of work for the Commerce Year 9 curriculum sets
the teachers to explicitly help the students in the identification and differences between needs
and wants, also assist them to identify the ways by which the needs are met. In addition, the
student also learn the utility of the Information Technology implementations through the
learning procedures and the evidences of the learning is presented with the help of the
identification of the ‘needs’ and ‘wants’ by exploring their own ways in specific cases.
Unit Overview
The unit of Year 9 Commerce includes the understanding for which a particular
student achieves the ability of clearing out the confusions or issues in a particular
organization that the student might work in future. The particular focus is provided in this
year to the consumers and the entrepreneurs and understanding how the people in the
particular country has involvement of the consumer and make the student understand the
roles and responsibilities that the particular person plays while they are the customers for any
particular organization (Norton & Cherastidtham, 2016). This is why the students would have
a better perception about the customers as they have been also a customer at some point of
time.
The unit then prepares a student to function as an entrepreneur and the key functions
that are mostly taught to the student involves the key functions of service the business by
running it and by also being introduced to the setting and working of the accounting
structures, mostly the financial accounting found in the organizations (Glatthorn, Jailall &
Jailall, 2016). The students are also taught about the personal management of the finances
including various budgeting functions like budgeting, borrowing, negotiations and insurance
of the financial system. This is another set of units that is taught to the students about the
utility of the promotions and selling that ensures that the business is communicating with the
customers and the market and also increasing the target markets.

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Syllabus Outcomes
The curriculum has been developed for the student to help them develop several
understandings about the business and the following would be the effect of the outcomes of
the learning that are developed by the involvement of the commerce studies in year 9
(Holmes & McLean, 2018). This has been developed by the knowledge and the
understanding of the consumers in the financial grounds. In the year of the studies, the
students also taught the utility of the financial, legal, business and matters of employment.
Since the subject has been divided into several stages, the outcomes of each stage
contemporary to the studies also become different. This the phase where in the first stage, the
student understands the several stages of the learning. The learning outcomes in both the
stages would be described in the form as below:
Learning Objectives Stage 1 Outcomes Stage 2 Outcomes
1. Understanding of the
customers, business,
financial, legal and the
matters of the employments.
a. Use of appropriate
terminologies in the contexts
of the learning.
b. Understanding developed
about the responsibilities of
the rights that every
individual has in the
contexts of consumer,
financial, business and legal
aspects (Johnson et al.,
2016).
c. Identifying the role of law
in the business contexts.
Application of all the
learning outcomes in the
contexts of the business,
legal and the employment
aspects along with the
existential analysis of the
rights and the
responsibilities of the
individual in all the said
contexts. The examination
of the learning gathered
from the law in business
contexts
2. Developing the skills to
make effective decisions for
solving problems related to
the customers, business,
financial, legal and the
a. Identifying the key
functions behind the
decisions made in
commercial and legal
The analyses of the learning
outcomes have all been
achieved during the analyses
of the legal and commercial
contexts for the customers,

5TECHNOLOGY IN EDUCATION
matters of the employments. aspects.
b. The identification of the
problem solving for the
range of the plans designed
for the solving of the
problems when it comes to
legal matters in business
(Best & Kahn, 2016).
c. Planning to take initiative
for the decision-making
initiative for solving the
commercial and the legal
issues.
business, financial, legal and
the matters of the
employments (Newman,
2018).
Establishing the effective
research skills and
communication skills.
a. Organization of the legal
and commercial aspects of
the generated information
with the help of a variety of
the resources (Nwosisi et al.,
2016).
b. Effective communication
of the gathered information
for communicating the
variety of sources generating
the information.
Collective and effective
research methods developed
for the sharing of the legal
information and commercial
information developed for
the analyses and the
establishment of the
communication of the
gathered information.
Skills of working in teams
and even individually.
a. The understanding of the
skills required to work both
individually and
independently for meeting
the goals of the business
within specified timelines
(Carney, 2017).
The learning gathered on
how to work in a business
organization as an individual
team or even an individual
(Caesar et al., 2016).

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Sequence of Learning
The learning sequences are described as follows:
 Factors influencing consumers
 Obtaining the finance management skills
 Legal issues affecting the everyday life
 Factors influencing the employment areas
 Factors influencing the operations of the business
 Need for the protection of the consumers
 Responsibility as a consumer in behaviour
 Systems of the rules and laws
 Learning about the individual responsibilities according to the law
 Legal rights of the individual
 Right and responsibilities of the employers and the employees
 Safety in the workplace
 Conditions of employment
 Wage statuses
 Working hours
 Leave entitlements
 Factors influencing the selection of a better service
 Informed decision-making system for planned activities
 Variety of the financial service
 Support to the business personnel
 Strategies to access information for meeting the particular needs
 Strategies regarding the management of organization information
 Research about the presentation of individuals and groups

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Content Area
The content that the year 9 commerce depends upon for the serving of the education
to the student comes in the form of two core areas that the students need to follow. These
consist of the core subject divided into two parts. The two different unit consists of the
Consumer Choice and Personal Finances in the 1st part and the study of Law and Society and
Employment Issues in the second (Nicholls & Hair, 2016).
The sequence of the study is selected to be as the following as the options provided to
the student to be chosen by the student so that they might have a better insight at those
subjects for the studying of the order and pattern developed for the study:
1. Investing
2. Promoting and Selling
3. E-commerce
4. Global Links
5. Towards Independence
6. Political Involvement
7. Travel
8. Law in Action
9. Our Economy
10. Community Participation
11. Running a Business
12. School-developed Option
Teaching Strategies
The teaching strategies developing for the study is the integral part of the planning
developed behind the process of teaching and learning. This is developed by the standards of

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the reference framework that indicates the utilization of the assessment of the teacher
presented to the performances of the students which is in perfect synchronization to the tasks
that are taught by the teachers for the syllabus. The planning of the program relies on the
assessment of the professional judgement of the teacher and the ways by which the
acquisition of the relevant data is to be found according to the student’s performances
(Pittenger, Parsons & Moss, 2019). These are the places where the assessment is completed
for determining the initial knowledge of the student about the subject. A range of assessment
is then set as the understanding developed for the initial learning developed and as the student
begin learning further. This the time where the involvement of the student to the subject can
be established better (Means, 2017). The utilization of ICT in the management of information
to understand the utility of the business and understanding the customers in a much better
way is what is incorporated in the teaching strategies for the students as well.
Resources
The most important resources required for this subject, that is the commerce in year 9
is dependent on the visual, oral and written resources along with the multimedia presentation
displayed with the help of the application and thinking skills of the student while using
technological resources during the study like computers, routers serves and other
technological resources. The software to teach the student a better management of the
business information would also be counted as the researches. This would include the
accounting software system, the ERP systems and other important ICT software systems like
the CRM software and other customer information generating systems (Deming, 2018).
Incorporate ICT into the teaching of the unit
Assessment schedule
Task Name Duration Start Finish
Learning Stage 1 180 days Mon 11-02- Fri 18-10-19

9TECHNOLOGY IN EDUCATION
19
Factors influencing consumers 100 days Mon 11-02-
19 Fri 28-06-19
Obtaining the finance management skills 70 days Mon 15-07-
19 Fri 18-10-19
Legal issues affecting the everyday life 30 days Wed 05-06-
19
Tue 16-07-
19
Factors influencing the employment areas 40 days Wed 05-06-
19
Tue 30-07-
19
Factors influencing the operations of the business 10 days Wed 05-06-
19
Tue 18-06-
19
Need for the protection of the consumers 9 days Wed 05-06-
19
Mon 17-06-
19
Responsibility as a consumer in behaviour 1 day Wed 05-06-
19
Wed 05-06-
19
Systems of the rules and laws 1 day Fri 28-06-
19 Fri 28-06-19
Learning Stage 2 133 days Mon 21-10-
19
Wed 22-04-
20
Learning about the individual responsibilities
according to the law 13 days Mon 21-10-
19
Wed 06-11-
19
Legal rights of the individual 20 days Mon 21-10-
19 Fri 15-11-19
Right and responsibilities of the employers and the
employees 70 days Mon 21-10-
19 Fri 24-01-20
Safety in the workplace 15 days Mon 21-10-
19 Fri 08-11-19
Conditions of employment 15 days Mon 21-10-
19 Fri 08-11-19
Wage statuses 10 days Mon 21-10-
19 Fri 01-11-19
Working hours 1 day Mon 21-10- Mon 21-10-

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19 19
Learning Stage 3 133 days Mon 21-10-
19
Wed 22-04-
20
Leave entitlements 20 days Mon 21-10-
19 Fri 15-11-19
Factors influencing the selection of a better service 20 days Fri 10-01-
20
Thu 06-02-
20
Informed decision-making system for planned
activities 20 days Thu 12-12-
19
Wed 08-01-
20
Variety of the financial service 10 days Thu 09-04-
20
Wed 22-04-
20
Support to the business personnel 10 days Mon 21-10-
19 Fri 01-11-19
Strategies to access information for meeting the
particular needs 20 days Thu 06-02-
20
Wed 04-03-
20
Strategies regarding the management of
organization information 20 days Tue 14-01-
20
Mon 10-02-
20
Research about the presentation of individuals
and groups 20 days Wed 13-11-
19
Tue 10-12-
19
Table 1: Schedule for the Commerce Year 9 with ICT involvement for business
information management
(Source: Created by Author)
Evaluation strategies
The evaluation strategies would be set up depending on the assessment evaluation that
the teachers would set up for the student based on their initial learnings first. Then the
assessment would be dependent on the basis of the learning in the gradual basis. This would
further be evaluated with the help of regular assessment detail tests of every individual
student and with the evaluation technique completed digitally (Fraser, 2018).

11TECHNOLOGY IN EDUCATION
Part 3
Justification of the affordances of digital artefacts presentation to engage
parents/carers and community
The ICT incorporation that is required for the teaching of the student regarding the
engagement of the people within the organization also involves the incorporation of the
teachers and the student for the learning gathered through the communities as well. This is
justified with the use of the presentations and the software systems that the institutes will put
forward for the identification of the ICT incorporation in the organizations. This is another
support that the institutes will require form the student, the parents, the carers and even the
community under which the students belong (Ng, 2016).
The use of the presentation would be affordable, but the software systems like CRM,
ERP and others would require timeframe for the initial download. However, for the
continuation of the study it would require a moderate investment to keep on the use of the
software systems for the benefit of the students. It is thus required that the parents, the carers
and the other people those would be taking care of their wards, which are the students, would
require to keep on with their regular incorporations and also understand the situations.
For this, it would be feasible if the entire scenario can be made aware to the parents,
the carers and the community with the help of these digital artefacts, like presentation of the
entire curriculum so that they would understand the contributions the institutes require from
them. In addition, this would help in making the parents, the carers and the community
understand the current business scenario and the ways their own ward would be benefitted
with the understanding of all the latest development being already taught to them. They
would be sure that after the course is due completion, the students would be ready for the
industry to handle the business as a team and even as an individual contributor. This is why,
the use of the digital artefacts and others should be provided to be explained to the parents,

12TECHNOLOGY IN EDUCATION
the carers and the community of the students so that they understand the entire scenario
behind the ICT incorporation in the Commerce Year 9 education curriculum.

13TECHNOLOGY IN EDUCATION
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