Commerce Years 7 10 Syllabus 2019

NSW Syllabus
for the Australian

Curriculum
Commerce
Years 7–10
Syllabus
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NCS-637
D2019/18970
Contents
Introduction............................................................................................................................................ 4
Commerce Key...................................................................................................................................... 7
Rationale............................................................................................................................................. 10
The Place of the Commerce Years 7–10 Syllabus in the K–12 Curriculum.........................................11
Aim...................................................................................................................................................... 12
Objectives............................................................................................................................................ 13
Outcomes............................................................................................................................................ 14
Stage Statements................................................................................................................................ 16
Content................................................................................................................................................ 17
Content for Years 7–10........................................................................................................................ 24
Years 7–10 Life Skills Outcomes and Content.....................................................................................50
Years 7–10 Life Skills Outcomes......................................................................................................... 51
Years 7–10 Life Skills Content............................................................................................................. 57
Assessment......................................................................................................................................... 84
Glossary.............................................................................................................................................. 87
Introduction
The K–10 curriculum

The NSW Education Standards Authority (NESA) syllabuses are developed with respect to
some overarching views about education. These include the NESA K–10 Curriculum
Framework and Statement of Equity Principles and the Melbourne Declaration on Educational
Goals for Young Australians (December 2008).
NESA syllabuses include agreed Australian Curriculum content and content that clarifies the
scope, breadth and depth of learning. The Australian Curriculum achievement standards
underpin the syllabus outcomes and the Stage statements for Stage 4 and Stage 5.
In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the
syllabus takes into account the diverse needs of all students. It identifies essential knowledge,
understanding, skills, values and attitudes. It outlines clear standards of what students are
expected to know and be able to do in Years 7–10. It provides structures and processes by
which teachers can provide continuity of study for all students.
The framework also provides a set of broad learning outcomes that summarise the knowledge,
understanding, skills, values and attitudes essential for all students in all learning areas to
succeed in and beyond their schooling.
The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the
Melbourne Declaration on Educational Goals for Young Australians (December 2008), which
sets the direction for Australian schooling for the next ten years. There are two broad goals:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become successful learners, confident and creative
individuals, and active and informed citizens.
The way in which learning in the Commerce Years 7–10 Syllabus contributes to the curriculum,
and to students’ achievement of the broad learning outcomes, is outlined in the syllabus
rationale.
Commerce Years 7–10 Syllabus (2019) 4

Diversity of learners
NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate
teaching approaches that support student diversity, including students with disability, gifted and
talented students, and students learning English as an additional language or dialect (EAL/D).
Students may have more than one learning need.
Students with disability

All students are entitled to participate in and progress through the curriculum. Under the
Disability Standards for Education 2005, schools are required to provide additional support or
adjustments to teaching, learning and assessment activities for some students with disability.
Adjustments are measures or actions taken in relation to teaching, learning and assessment
that enable a student with disability to access syllabus outcomes and content and demonstrate
achievement of outcomes.
Students with disability can access outcomes and content from Years 7–10 syllabuses in a
range of ways. Students may engage with:
 syllabus outcomes and content from their age-appropriate Stage with adjustments to
teaching, learning and/or assessment activities; or
 selected syllabus outcomes and content from their age-appropriate Stage, relevant to their
learning needs; or
 syllabus outcomes from an earlier Stage, using age-appropriate content; or
 selected Years 7–10 Life Skills outcomes and content from one or more syllabuses for
students in Stages 4 and 5.
Decisions regarding curriculum options, including adjustments, should be made in the context of
collaborative curriculum planning with the student, parent/carer and other significant individuals
to ensure that syllabus outcomes and content reflect the learning needs and priorities of
individual students.
Further information can be found in support materials for:

 HSIE
 Special Education
 Life Skills.
Gifted and talented students

Gifted and talented students have specific learning needs that may require adjustments to the
pace, level and content of the curriculum. Differentiated educational opportunities assist in
meeting the needs of gifted and talented students.
Generally, gifted and talented students demonstrate the following characteristics:

 the capacity to learn at faster rates
 the capacity to find and solve problems
 the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness and talent. Gifted and talented students may
also have learning disabilities and/or English as an additional language or dialect. These needs
should be addressed when planning appropriate teaching, learning and assessment activities.

Curriculum strategies for gifted and talented students may include:
 differentiation: modifying the pace, level and content of teaching, learning and assessment
activities
 acceleration: promoting a student to a level of study beyond their age group
 curriculum compacting: assessing a student’s current level of learning and addressing
aspects of the curriculum that have not yet been mastered.
School decisions about appropriate strategies are generally collaborative and involve teachers,
parents/carers and students, with reference to documents and advice available from NESA and
the education sectors.
Gifted and talented students may also benefit from individual planning to determine the
curriculum options, as well as teaching, learning and assessment strategies, most suited to their
needs and abilities.
Students learning English as an additional language or dialect

(EAL/D)
Many students in Australian schools are learning English as an additional language or dialect
(EAL/D). EAL/D students are those whose first language is a language or dialect other than
Standard Australian English and who require additional support to assist them to develop
English language proficiency.
EAL/D students come from diverse backgrounds and may include:

 overseas and Australian-born students whose first language is a language other than
English, including creoles and related varieties
 Aboriginal and Torres Strait Islander students whose first language is Aboriginal English,
including Kriol and related varieties.
EAL/D students enter Australian schools at different ages and stages of schooling and at
different stages of English language learning. They have diverse talents and capabilities and a
range of prior learning experiences and levels of literacy in their first language and in Standard
Australian English. EAL/D students represent a significant and growing percentage of learners
in NSW schools. For some, school is the only place they use Standard Australian English.
EAL/D students are simultaneously learning a new language and the knowledge, understanding
and skills of a syllabus through that new language. They require additional time and support,
along with informed teaching that explicitly addresses their language needs, and assessments
that take into account their developing language proficiency.
The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource
provide information about the English language development phases of EAL/D students. These
materials and other resources can be used to support the specific needs of EAL/D students and
to assist students to access syllabus outcomes and content.

Commerce Key
The following codes and icons are used in the Commerce Years 7–10 Syllabus.
Outcome coding
Syllabus outcomes are coded in a consistent way. The code identifies the subject, Stage,
outcome number and the way content is organised.
Stage 4, Stage 5 and Life Skills are represented by the following codes:
Stage Code
Stage 4 4
Stage 5 5
Life Skills LS
In the Commerce syllabus, outcome codes indicate subject, Stage and outcome number. For
example:
Outcome code Interpretation
COM5-1 Commerce, Stage 5 – Outcome number 1
COMLS-3 Commerce, Life Skills – Outcome number 3

Coding of Australian Curriculum content
The syllabus includes Australian Curriculum content for Economics and Business, and Civics
and Citizenship, with Australian Curriculum codes in brackets at the end of each content
description, for example:
 investigate Australia as a trading nation and its place within the rising economies of Asia
and broader global economy (ACHEK038)
 describe the roles and responsibilities of the three levels of government, including the
division of powers (ACHCK048)
Where a number of content descriptions are jointly represented, all description codes are
included, eg (ACHCK077, ACHCK092).

Learning across the curriculum icons
Learning across the curriculum content, including the cross-curriculum priorities, general
capabilities and other areas identified as important learning for all students, is incorporated and
identified by icons in the syllabus.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General capabilities
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability
Other learning across the curriculum areas
Civics and citizenship
Difference and diversity
Work and enterprise

Rationale
Commerce provides the knowledge, understanding, skills and values that form the foundation
on which young people make sound decisions about consumer, financial, economic, business,
legal, political and employment issues. It develops in students an understanding of commercial
and legal processes and competencies for personal consumer and financial management.
Through the study of Commerce students develop consumer and financial literacy which
enables them to participate in the financial system in an informed way.
Central to the course is the development of an understanding of the relationships between

consumers, businesses and governments in the overall economy. Through their investigation of
these relationships, students have the opportunity to apply problem-solving strategies which
incorporate the skills of analysis and evaluation. In the study of Commerce, students develop
critical thinking, reflective learning and the opportunity to participate in the community.
Developing skills of research, evaluation and collaborative decision-making through the study of
Commerce enables students to contribute to our democratic and pluralistic society as well as
develop the skills to become self-directed lifelong learners.
Commerce provides for a range of learning experiences. It emphasises the potential and use of
information and communications technology. Students develop greater competence in problem-
solving and decision-making by evaluating a range of consumer, financial, economic, business,
legal, political and employment strategies. In examining these, students have the opportunity to
develop values and attitudes that promote ethical behaviour and social responsibility and a
commitment to contribute to a more just and equitable society.

The Place of the Commerce Years 7–10
Syllabus in the K–12 Curriculum

Aim
The aim of the Commerce Years 7–10 Syllabus is to enable young people to develop the
knowledge, understanding and skills to research and develop solutions to consumer, financial,
economic, business, legal, political and employment issues in order to make informed and
responsible decisions as individuals and as part of the community.

Objectives
Knowledge and understanding

Students develop knowledge and understanding of:
 consumer, financial, economic, business, legal, political and employment matters.
Skills
Students develop skills in:
 decision-making and problem-solving in relation to consumer, financial, economic,
business, legal, political and employment issues
 effective research and communication
 working independently and collaboratively.
Values and attitudes

Students value and appreciate:
 ethical and socially responsible behaviour in relation to personal decision-making, business
practices, employment and legal issues
 fundamental rights, rules and laws that promote fairness, justice and equity in society
through informed, responsible and active citizenship.

Outcomes
Table of objectives and outcomes – continuum of

learning

Objective
 consumer, financial, economic, business, legal, political and employment matters
Stage 4 outcomes Stage 5 outcomes

A student: A student:
COM4-1 COM5-1
uses appropriate terminology in consumer, applies consumer, financial, economic, business,
financial, economic, business, legal, political and legal, political and employment concepts and
employment contexts terminology in a variety of contexts
COM4-2 COM5-2
describes the rights and responsibilities of analyses the rights and responsibilities of
individuals within consumer, financial, economic, individuals in a range of consumer, financial,
business, legal, political and employment economic, business, legal, political and
contexts employment contexts
COM4-3 COM5-3
identifies the role of the law in society examines the role of law in society
Skills
Objective
 decision-making and problem-solving in relation to consumer, financial, economic,
business, legal, political and employment issues

COM4-4 COM5-4
describes key factors affecting decisions analyses key factors affecting decisions
COM4-5 COM5-5
identifies and describes options for solving evaluates options for solving problems and
problems and issues issues
COM4-6 COM5-6
identifies and explains plans for achieving goals develops and implements plans designed to
achieve goals
Objective


COM4-7 COM5-7
selects and organises information from a variety researches and assesses information using a
of sources variety of sources
COM4-8 COM5-8
communicates information using a variety of explains information using a variety of forms
forms
Objective
 working independently and collaboratively

COM4-9 COM5-9
works independently and collaboratively to meet works independently and collaboratively to meet
goals within specified timeframes individual and collective goals within specified
timeframes
Stage 4 outcomes have been provided to assist the assessment and reporting of student
achievement in those schools that choose to begin elective study before Year 9. Teachers are
advised to select from the elective course content to target the specific needs of students who
commence study in Stage 4.

Stage Statements
Stage statements are summaries of the knowledge, understanding, skills, values and attitudes
that have been developed by students as a result of achieving the outcomes for the relevant
Stage of learning.
Stage 4
By the end of Stage 4, students demonstrate knowledge and understanding of consumer,
financial, economic, business, legal, political and employment matters. They describe the rights
and responsibilities of individuals in a range of contexts, and the role of law in society. Students
develop skills in decision-making and problem-solving, related to a range of issues, and identify
appropriate plans designed to achieve a range of goals.
Students select and organise consumer, financial, economic, business, legal, political and
employment information using research and communication skills. Through the investigation of
contemporary issues, students work independently and collaboratively to meet goals. They
develop knowledge of civics and skills for citizenship, and recognise the importance of being an
informed, responsible and active citizen.
Students appreciate the importance of ethical and socially responsible behaviour, and
fundamental rights, rules and laws that promote fairness, justice and equity in society.
Stage 5
By the end of Stage 5, students demonstrate knowledge and understanding of consumer,
financial, economic, business, legal, political and employment matters. They analyse the rights
and responsibilities of individuals in a range of contexts, and the role of law in society. Students
develop skills in decision-making and problem-solving, related to a range of issues, and apply
skills to construct plans designed to achieve a range of goals.
Students assess consumer, financial, economic, business, legal, political and employment
information using research and communication skills. Through the investigation of
contemporary issues, students work independently and collaboratively to meet individual and
collective goals. They develop knowledge of civics and skills for citizenship, and recognise the
importance of being an informed, responsible and active citizen.
Students appreciate the importance of ethical and socially responsible behaviour, and
fundamental rights, rules and laws that promote fairness, justice and equity in society.

Content
For Kindergarten to Year 10, courses of study and educational programs are based on the
outcomes of syllabuses. The content describes in more detail how the outcomes are to be
interpreted and used, and the intended learning appropriate for the Stage. In considering the
intended learning, teachers will make decisions about the sequence, the emphasis to be given
to particular areas of content, and any adjustments required based on the needs, interests and
abilities of their students.
The knowledge, understanding and skills described in the outcomes and content provide a
sound basis for students to successfully move to the next Stage of learning.
Organisation of content
The following diagram provides an illustrative representation of elements of the course and their
relationship.

Course structure and requirements
Students may undertake either 100 or 200 hours of study in Commerce in Stage 4 and/or Stage
5. Courses are structured in the following ways:
100-hour course
 a minimum of TWO Core Study topics
 additional study of selected options to meet the 100-hour requirement.
200-hour course
 all FOUR Core Study topics
 additional study of selected options to meet the 200-hour requirement.
Each option builds on the essential learning of the core and allows teachers and students to
extend core learning.
The Core Study topics and options may be studied in any order or pattern.
Across a 100-hour course or a 200-hour course students may study only ONE School-
developed Option.
Core study
Each Core Study topic should be 20–25 indicative hours
1. Consumer and Financial Decisions

2. The Economic and Business Environment
3. Employment and Work Futures
4. Law, Society and Political Involvement
Options
Each Option topic should be 15–25 indicative hours
1. Our Economy
2. Investing
3. Promoting and Selling
4. Running a Business
5. Law in Action
6. Travel
7. Towards Independence
8. School-developed Option

Site studies
Site studies may be integrated within the study of Commerce. They enable students to explore
the processes that take place in the consumer, financial, economic, business, legal, political
and employment world, and provide an opportunity for students to develop an understanding of
the key factors affecting decisions that shape their lives.
Site studies can involve examination of a physical or virtual space relating to a consumer,
financial, economic, business, legal, political or employment context. Teachers should identify
the outcomes relevant to the activity.
Some students with disability may require adjustments and/or additional support in order to
engage in site studies.
The following examples could be considered as a site study:

 NSW Indigenous Chamber of Commerce
 Indigenous Business Australia
 Supply Nation
 Federal Parliament
 Government House, Canberra
 Government House, Sydney
 NSW Parliament House
 Reserve Bank of Australia
 Royal Australian Mint
 banks or other financial institutions
 local businesses
 physical or virtual retailers
 Australian Electoral Commission
 Justice and Police Museum
 Museum of Australian Democracy – Old Parliament House
 courts and tribunals, eg High Court, Supreme Court of New South Wales, Local or District
court
 local council chambers
 community organisations
 media outlets

Learning across the curriculum
Learning across the curriculum content, including the cross-curriculum priorities and general
capabilities, assists students to achieve the broad learning outcomes defined in the NESA
K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne
Declaration
on Educational Goals for Young Australians (December 2008).
Cross-curriculum priorities enable students to develop understanding about and address the
contemporary issues they face.
The cross-curriculum priorities are:

 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability
General capabilities encompass the knowledge, skills, attitudes and behaviours to assist
students to live and work successfully in the 21st century.
The general capabilities are:

 Critical and creative thinking
 Ethical understanding
 Information and communication technology capability
 Intercultural understanding
 Literacy
 Numeracy
 Personal and social capability
NESA syllabuses include other areas identified as important learning for all students:
 Civics and citizenship
 Difference and diversity
 Work and enterprise
Learning across the curriculum content is incorporated, and identified by icons, in the content of
the syllabus in the following ways.

Aboriginal and Torres Strait Islander histories and cultures
This syllabus provides students with opportunities to develop knowledge and understanding of
Aboriginal and Torres Strait Islander People’s involvement in customary trade and historical and
contemporary markets. Students have the opportunity to explore enterprises established by
Aboriginal and Torres Strait Islander communities and individuals. They investigate the
relationship between economic independence and self-determination. Students develop an
appreciation of Aboriginal customary law and its significance.
When planning and programming content relating to Aboriginal and Torres Strait Islander
histories and cultures, teachers are encouraged to:
 involve local Aboriginal communities and/or appropriate knowledge holders in determining
suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed
publications
 read the Principles and Protocols relating to teaching and learning about Aboriginal and
Torres Strait Islander histories and cultures and the involvement of local Aboriginal
communities.
Asia and Australia’s engagement with Asia

Students have opportunities to develop knowledge and understanding of the economic links
between Australia and Asia, through the investigation of consumers, employers, businesses
and governments and the global economy. In studying these links, students have the
opportunity to develop an appreciation of how our interactions with Asia influence Australia’s
economy, and how Australians can participate in the Asia region as informed, responsible and
active citizens.
Sustainability
Students investigate the impact on the environment and communities of consumer, financial,
economic, business, legal and political and employment decisions. They develop an
understanding of personal and social goals in relation to protecting the environment and in
moving towards a more sustainable society. Students have opportunities to understand how
individuals and businesses can act in enterprising and innovative ways, with a commitment to
ecological sustainability. They have opportunities to develop the skills necessary to be informed
and responsible consumers, by considering the environmental consequences of their decisions.
Critical and creative thinking

Students are provided with opportunities to develop an understanding of the relationships
between consumers, economies, businesses, governments and the law. Through their
investigation of these relationships, students develop the capacity to apply problem-solving and
decision-making strategies to real and hypothetical situations. Students develop skills in
analysis and evaluation relevant to the consumer, financial, economic, business, legal, political
and employment world, including identifying business opportunities in changing local, regional
and global economic contexts.

Ethical understanding
In studying Commerce, students have opportunities to develop an understanding of the ethical
considerations that may be involved in making consumer, financial, economic, business, legal,
political and employment decisions. This involves examining the implications of these decisions
for individuals, society and the environment. In examining these, they can also develop values
and attitudes that promote ethical behaviour, social responsibility and a commitment to
contribute to a more just and equitable society. Students develop an awareness of rights and
responsibilities in Australia’s democratic society and how they can be safeguarded.
Information and communication technology capability

Students are provided with opportunities to investigate the significance of information and
communication technology (ICT) in the consumer, financial, economic, business, legal, political
and employment world. Students develop ICT capability by maximising use of the technologies
available to them, adapting as technologies evolve and limiting the risks to themselves and
others in a digital environment. Students locate, select, evaluate, communicate and share
commercial information using digital technologies. They explore the implications of the
increasing use of technology.
Intercultural understanding
Students have the opportunity to develop an understanding of different perspectives about
consumer, financial, economic, business, legal, political and employment issues, varying
cultural practices and the importance of culturally sensitive behaviour. They develop an
appreciation of consumer, financial, economic, business, legal, political and employment
interactions, and how they may be enhanced by intercultural understanding.
Literacy
Students have the opportunity to develop their literacy capability as they explore, discuss,
analyse and communicate information, concepts and ideas. They use a wide range of
multimodal texts, for example interviews, reports, stories and articles, to help them understand
relevant consumer, financial, economic, business, legal, political and employment concepts.
Students develop literacy skills as they use language and relevant vocabulary to pose questions
relating to consumer, financial, economic, business, legal, political and employment matters
relevant to their lives. They have opportunities to investigate a range of issues in their study of
Commerce and to acquire and process information, communicate their findings, reflect on their
inquiry and apply what they have learned.
Numeracy
Students have the opportunity to develop their numeracy capability as they make informed
consumer, financial, economic, business, legal, political and employment decisions. They are
provided with opportunities to apply numeracy knowledge and skills to present, interpret and
analyse data and statistics, including financial records such as savings and investment plans,
and indicators of economic performance. They access and present numerical data when
proposing and evaluating options.

Personal and social capability
Students explore the effects of consumer, financial, economic, business, legal, political and
employment decisions on their lives and those of others. They have the opportunity to develop
enterprising behaviours and capabilities such as leadership and initiative, developing and
maintaining positive relationships, negotiating and resolving conflict and making informed and
responsible decisions. These skills enable students to engage with consumer, financial,
economic, business, legal, political and employment issues effectively, and to participate as
active and collaborative members within society.
Civics and citizenship

Students investigate the role and structure of local, state and federal governments, the law and
legal frameworks, and their rights and responsibilities in relation to the democratic process, in
order to be informed, responsible and active citizens. They are provided with opportunities to
evaluate decisions made by governments and businesses and the possible impacts on
individuals and the wider community. Students consider possible methods of political
involvement, redressing economic inequity in society, promoting ethical behaviour and
responsible citizenship.
Difference and diversity

Students investigate the impact of consumer, financial, economic, business, legal, political and
employment issues on various groups in Australian society. They have opportunities to develop
an understanding of the varying perspectives of individuals and groups, including people from
culturally and linguistically diverse backgrounds, women, people with disability, and the aged.
They are provided with opportunities to understand the actions, values, attitudes and motives of
people. Students develop an understanding of the diversity of opinions and appreciate the
contributions made by a variety of people to Australia’s economic, business, legal and political
frameworks. Students develop an awareness of the need for equity and inclusivity in Australia’s
economic, business, legal and political systems.
Work and enterprise

Students examine the nature of business, the variety of work and employment structures, and
how the law and the economy have an impact on work and employment. Opportunities to
engage in practical activities related to starting a small business provide students with an
understanding of the importance of enterprise. Students also develop their enterprising
capacity, including valuable collaborative workplace skills, decision-making skills, effective
communication skills and the ability to solve a range of work, employment and enterprise-
related problems.

Years 7–10
Content for Years 7–10
Core 1: Consumer and Financial Decisions
Outcomes
A student:
› applies consumer, financial, economic, business, legal, political and employment concepts and
terminology in a variety of contexts COM5-1
› analyses the rights and responsibilities of individuals in a range of consumer, financial, economic,
business, legal, political and employment contexts COM5-2
› examines the role of law in society COM5-3
› analyses key factors affecting decisions COM5-4
› evaluates options for solving problems and issues COM5-5
› develops and implements plans designed to achieve goals COM5-6
› researches and assesses information using a variety of sources COM5-7
› explains information using a variety of forms COM5-8
› works independently and collaboratively to meet individual and collective goals within specified
timeframes COM5-9
Related Stage 4 outcomes: COM4-1, COM4-2, COM4-3, COM4-4, COM4-5, COM4-6, COM4-7,
COM4-8, COM4-9
Related Life Skills outcomes: COMLS-1, COMLS-2, COMLS-3, COMLS-4, COMLS-5, COMLS-6,
COMLS-7, COMLS-8, COMLS-9, COMLS-10, COMLS-11, COMLS-12, COMLS-13
Content focus
Students learn how to identify and research issues that individuals encounter when making consumer
and financial decisions. They investigate laws and mechanisms that protect consumers including the
process of consumer redress. Students examine a range of options related to personal decisions of a
consumer and financial nature and assess responsible financial management strategies.
Skills to be integrated in this topic as appropriate: developing questions, gathering and processing
relevant information, analysing familiar and new situations, evaluating options, developing and
implementing plans, developing evidence-based conclusions/decisions and reasoned arguments,
working independently and collaboratively.
Content
The nature of commerce
Students:
 investigate the scope of commerce, including the concepts of: consumer, needs and wants, goods
and services, resources, scarcity and how these may impact on choice

Years 7–10
Consumer and financial decisions

Students:
 explain factors influencing consumer and financial decisions, for example advertising/marketing,
age, convenience, culture, customer service, disposable income, environmental considerations
and social media (ACHEK017, ACHEK053)
 examine how individuals make particular decisions, including: (ACHEK053)
– whether to spend or save, eg being prepared for unexpected expenses
– what to buy, eg different types of goods and services
– where to buy, eg locally, regionally, interstate or globally; physical or online store
 investigate advantages and disadvantages of different payment options, including:
– deciding whether to use cash or cashless transactions
– the use of credit to make purchases, including the facilities offered by lenders and financial
institutions
– selecting and applying appropriate criteria to rank alternative purchasing options
 reflect on their own purchasing decisions, including affordability, the decision-making processes
they have used in the past, and how they might change these in the future
Consumer protection
Students:
 investigate the need for consumer protection (ACHEK029)
 explain the reasons for, and features of, a simple contract, for example through the construction of
a written contract for a financial transaction (ACHEK029)
 investigate the legal rights and responsibilities of consumers, including protection through
legislation, for example the purpose of the Competition and Consumer Act 2010 (ACHEK029)
 explore the assistance and protection provided by consumer protection agencies and independent
bodies and organisations, including state and federal government agencies
 examine the processes of consumer redress, for example proposing options for a consumer who
has purchased a product that is not fit for purpose/of acceptable quality
Financial management
Students:
 investigate the consequences of poor financial management, including:
– excessive debt
– impact on wellbeing of the individual and families
 discuss the role and importance of long-term financial strategies, including superannuation
 investigate tools and strategies for effective financial management, including:
– monitoring and record-keeping to avoid overcommitment, eg managing mobile phone costs
– budgets, eg using digital technologies to develop a financial plan
– savings and superannuation plans
 compare options for addressing financial difficulty, including:
– negotiating an alternative payment plan
– seeking support via a financial institution

Years 7–10
Current issues
Students:
 investigate a current issue that influences the decisions consumers make, for example:
– the impact of technology on payment processes
– housing affordability and the impact on savings
– various types of scams, eg relating to online shopping, banking and identity theft
– management of personal superannuation, eg tracking and consolidating lost superannuation
accounts

Years 7–10
Core 2: The Economic and Business Environment
Outcomes
A student:
timeframes COM5-9
COM4-9
COMLS-8, COMLS-9, COMLS-10, COMLS-11, COMLS-12, COMLS-13
Content focus
Students develop an understanding of the importance, and features of, the economic environment,
including markets. They explore the nature, role and operation of businesses in the context of an
increasingly globalised economy. Students investigate cause-and-effect relationships in relation to a
major economic event or development affecting Australian consumers and businesses.
Content
The nature of the economy
Students:
 investigate the role of consumers, business, government, financial institutions and the overseas
sector in the five sector circular flow model (ACHEK027)
 explain the interdependence between different sectors of the economy, for example the role of the
government in protecting consumers, the role of the financial sector in facilitating business
investment
 investigate the business cycle and its impact on the economy

Years 7–10
The nature of markets within the economy

Students:
 explain the price mechanism and the interaction of demand and supply within a market
 investigate the concept of a market and the various types of markets, for example retail markets,
labour markets, financial markets, stock markets (ACHEK027)
 explore customary trading practices of Aboriginal Peoples and Torres Strait Islander Peoples and
the nature of participation in historical and contemporary markets, for example trade in rare and
valuable goods, changes in technologies and ideas, use of cultural knowledge in enterprising
ways (ACHEK028)
 examine the reasons for government intervention in the market, for example energy pricing,
prevention of environmental degradation, conservation of natural resources
Interactions within markets

Students:
 explore different types of businesses and their features, for example online, on-demand, global,
offshore, small and large scale, government, not for profit (ACHEK030)
 investigate factors influencing business decisions, for example technology, business cycle,
globalisation
 investigate the contribution of entrepreneurship and innovation
 explore the importance of ethical decision-making for businesses and corporate social
responsibility (ACHEK029)
Current issues
Students:
 investigate a major economic event or development that has affected Australian consumers and
businesses, including causes, impacts and responses, for example:
– reasons for deregulation of a particular Australian industry
– consequences of the 2008 Global Financial Crisis
– the emergence and influence of global companies in Australia
– an issue relating to the activities of a transnational corporation (TNC)

Years 7–10
Core 3: Employment and Work Futures
Outcomes
A student:
timeframes COM5-9
COM4-8, COM4-9
Content focus
Students investigate the contribution of work to the individual and society and the changing nature of
work. They examine how individuals may derive an income, and the changing rights and
responsibilities of workplace participants. Students analyse a range of perspectives in their
consideration of employment and work futures.
Content
Work and wellbeing
Students:
 examine the contribution of work to the wellbeing of individuals and broader society, including:
– the relationship of work to quality of life, eg disposable income, health, household economic
wellbeing, superannuation accrual, household management
– contributing to an individual’s self-esteem and material and non-material living standards
(ACHEK018, ACHEK020)
– the redistribution of income through taxation, and government expenditure, eg in education,
health, infrastructure and social welfare (ACHEK052)

Years 7–10
The workplace
Students:
 compare the types of work and work arrangements, including full-time, part-time, casual, at home,
paid, unpaid, voluntary, apprenticeships, traineeships (ACHEK020)
 examine various sources of income, including wages and salaries, commissions, profits and
dividends
 investigate how the nature of work has changed and how it is likely to change in the future,
including: (ACHEK031)
– the use of statistical data to examine patterns of employment
– the emergence of the sharing economy
– changes in the nature of work and workplace arrangements due to the impact of technology
and globalisation
Rights and responsibilities in the workplace

Students:
 investigate the roles of various participants in the workplace, including employers, employees,
contractors, industrial organisations/unions, state/territory and Commonwealth governments
(ACHEK042)
 explain changes to the roles of employees in the workplace, for example the increasing
encouragement for workers to show initiative (ACHEK042)
 discuss employer responsibilities to workers and the government, for example superannuation,
paid parental leave, pay as you go (PAYG) withholding, income tax, company tax or the Goods
and Services Tax (GST) (ACHEK042)
 examine laws related to the workplace, including: (ACHEK042)
– Work Health and Safety (WHS) legislation
– Equal Employment Opportunity and anti-discrimination laws
– penalty rates and the role of the Fair Work Commission
 identify methods of resolving disputes, including grievance procedures, negotiation, mediation,
arbitration
Current issues
Students:
 investigate a current issue related to the workplace that has affected employees in Australia, for
example:
– workplace discrimination on the basis of, eg age, disability, ethnicity, gender, culture
– the ways in which different groups in society have been affected by one current employment
relations issue
– artificial intelligence and/or robotic technology and its impact on the workforce
– the nature of unemployment and implications for the individual, groups and society

Years 7–10
Core 4: Law, Society and Political Involvement
Outcomes
A student:
timeframes COM5-9
COM4-8, COM4-9
Content focus
Students develop an understanding of how laws affect individuals and groups and regulate society,
and how individuals and groups participate in the democratic process. Students examine various legal
and political systems and learn how strategies are used to resolve contentious legal and political
issues.
Content
The role and structure of the legal system
Students:
 investigate the nature of laws and the reasons for laws in society in relation to values, morals and
ethics
 describe the roles and responsibilities of the three levels of government, including the division of
powers (ACHCK048)
 identify key features of Australia’s court system, including the High Court and its role in
interpreting the Australian Constitution (ACHCK077, ACHCK092)
 describe the role of legal personnel and the role and selection of juries

Years 7–10
 explain how laws are made, including common and statute law (ACHEK063)
 investigate the significance of customary law for Aboriginal and Torres Strait Islander Peoples and
changes in its recognition over time (ACHCK064)
 outline types of law, including public and private, criminal and civil, domestic and international
(ACHEK064)
Law reform, political action and decision-making

Students:
 investigate why laws change, how they change and the effect of the changes
 research methods an individual or group has taken to influence politicians and evaluate their
effectiveness, for example individual action, actions of lobby groups and political parties and the
use of the media (ACHCK062, ACHCK076)
 outline the process by which referendums to change the Australian Constitution are initiated and
decided (ACHCK049)
Participation in the democratic process

Students:
 investigate the rights and responsibilities of individuals and groups in the democratic process,
including the right to vote (ACHCK061, ACHCK062)
 explain how an election is conducted and the range of voting methods – first past the post,
preferential, optional preferential and proportional
 describe the role of political parties and independent representation in Australia’s system of
government, including the formation of governments (ACHCK075)
 describe the process through which government policy is shaped and developed, including the
role of Prime Minister and Cabinet (ACHCK103)
 discuss the significance of a parliamentary majority, a hung parliament and minority government
(ACHCK075)
 explain how and why the separation of powers exists between the Parliament (legislative),
Executive and Judiciary (ACHCK048, ACHCK090)
Current issues
Students:
 investigate a current issue relating to Australia’s legal system or political process, for example:
– access to the law and why some individuals or groups have difficulty in doing so, due to
factors such as cost, distance, time, procedures and language difficulties (ACHCK050)
– an issue of interest to young people and actions that could be taken to influence this issue

Years 7–10
Option 1: Our Economy
Outcomes
A student:
timeframes COM5-9
Related Stage 4 outcomes: COM4-1, COM4-2, COM4-4, COM4-5, COM4-7, COM4-8, COM4-9
Content focus
Students investigate Australia’s place in the global economy, measurement of economic performance,
trade patterns, the impact of changes in our economy and the implications of these changes for
consumers, businesses and broader society. They investigate global influences on Australia’s
economy.
Content
Performance of the Australian economy
Students:
 examine the indicators of, and influences on, the performance of the Australian economy,
including: (ACHEK050, ACHEK051)
– ways of assessing the performance of the Australian economy, eg standard of living,
economic growth, income distribution and environmental sustainability (ACHEK050)
– government economic policy tools – macro (monetary policy/fiscal policy) and micro (trade,
education, productivity) (ACHEK052)
 research the performance of the Australian economy using key indicators, including: (ACHEK050)
– economic growth rates, unemployment trends, inflation rates and sustainability indexes
– possible reasons for its performance
– a comparison of its performance with one other economy in the Asia region

Years 7–10
International trade and the Australian economy

Students:
 investigate Australia as a trading nation and its place within the rising economies of Asia and
broader global economy, including: (ACHEK038)
– Australia’s major trading partners
– Australia’s major exports and imports of goods, services and resources (ACHEK038)
 examine changes in Australia’s trade patterns including the reasons for changes, and possible
future trends
 investigate the interdependence of Australia with other global economies (ACHEK039)
 analyse the impact of government on Australia’s international trade, including the significance of
trade agreements
Global influences on the Australian economy

Students:
 investigate the interactions between the international and domestic business cycles, including:
(ACHEK050)
– the impact of changes in global markets, eg labour, prices
– the impact of changes in the global economy on confidence, interest rates and exchange
rates (ACHEK051)
– examine the rise and influence of the global economy, eg trade and financial flows, investing,
global market for labour, the international business cycle
Current issues
Students:
 investigate a contemporary global issue affecting a local economy in Australia, and analyse the
selected issue in relation to causes, impacts on individuals and the economy, and government
policy responses, for example:
– unemployment
– environmental degradation
– inequality in the distribution of income and wealth
– inflation
– the setting of interest rates and the role of the Reserve Bank of Australia
– the place of multinational corporations within the Australian economy

Years 7–10
Option 2: Investing
Outcomes
A student:
timeframes COM5-9
COM4-9
Content focus
Students explore the range of investment options available and analyse information and data to make
informed investment decisions. They examine the role and responsibilities of the financial services
industry.
Content
Reasons for investing
Students:
 examine individual and business investment, including: (ACHEK018, ACHEK020, ACHEK040)
– the reasons individuals and businesses may choose to invest
– the range of ways to finance investment, including through savings, borrowings and
superannuation
Investment options
Students:
 outline the range of investment options available, including:
– appropriate domestic and international investment options available to people in different
situations, eg shares, property, term deposits, managed funds

Years 7–10
– the relationship between risk and return for a range of investment options, eg managed funds,
property, shares, superannuation (ACHEK040)
– ethical investments
Investment planning
Students:
 consider factors influencing an investment portfolio for an individual or business, for example risk,
diversification, short and long-term goals (ACHEK040)
 construct a hypothetical investment portfolio for an individual
 develop and apply a strategy for monitoring returns on components of the investment portfolio
 explain how changes in personal and economic circumstances may lead to variations in
investment decisions
 identify risk mitigation strategies for managing investments
The financial services industry

Students:
 examine the role and responsibilities of the financial services industry, including:
– financial advice provided by a range of organisations
– the responsibilities of lenders and advisers when providing financial information and advice
for individuals and community groups
– the role of government agencies, eg the Australian Securities and Investment Commission
(ASIC)
Current issues
Students:
 investigate a current issue relating to investing, for example:
– the concept of ethical investing and possible implications for businesses
– the consequences of poor or inaccurate financial advice for individuals, and possible redress

Years 7–10
Option 3: Promoting and Selling
Outcomes
A student:
timeframes COM5-9
Related Stage 4 outcomes: COM4-1, COM4-2, COM4-4, COM4-6, COM4-7, COM4-8, COM4-9
Content focus
Students investigate the promotion and selling of goods and services including social, ethical and
environmental considerations. They analyse the strategies that sellers use to promote products and
maximise sales, and evaluate the impact on consumers.
Content
The selling process
Students:
 outline key features of the selling process, including: (ACHEK017)
– how businesses differentiate products
– the social, ethical and environmental considerations involved when promoting products
– the nature of product promotion, eg the role of gender
Targeting consumers
Students:
 discuss processes used by businesses to target consumers, including: (ACHEK017)
– appropriate target markets for particular products
– how promotion strategies target young people and particular groups in the community
– legal and ethical issues which may arise from particular product promotion strategies

Years 7–10
Selling techniques
Students:
 analyse selling techniques used by businesses to promote a product or service, including:
(ACHEK017)
– the range of selling techniques used to market a good or service (ACHEK018)
– the effectiveness of selling techniques used for a particular product or service
– the factors influencing contemporary selling techniques, eg technology, social media, global
markets and government regulations
Current issues
Students:
 investigate a current issue relating to the promotion and selling of goods and services, for
example:
– the role of social media advertising in product promotion
– advertising targeting young people and its regulation through state and federal laws
– the use of Indigenous cultural and intellectual property

Years 7–10
Option 4: Running a Business
Outcomes
A student:
timeframes COM5-9
COM4-8, COM4-9
Content focus
Students investigate how entrepreneurial attributes and dispositions contribute to business success,
and examine the considerations involved when planning and running a business. They investigate key
issues and processes related to the various aspects of running a business.
Content
Being an entrepreneur
Students:
 discuss the characteristics of an entrepreneur, including: (ACHEK019)
– seeing and taking advantage of an opportunity; establishing a shared vision; demonstrating
initiative, innovation and resilience; appreciating the role of failure in success (ACHEK019,
ACHEK020)
– qualities and capabilities that have contributed to the success of individual entrepreneurs, eg
Aboriginal and Torres Strait Islander entrepreneurs (ACHEK019)

Years 7–10
Planning for success

Students:
 examine the key considerations involved when planning and organising a small business,
including: (ACHEK019, ACHEK030)
– opportunities to run a small business, eg market research, location, demographics,
competition, target markets
– key features of organisational structures, eg sole trader, partnership, private company and
incorporated association (ACHEK030)
– the range of options for financing a business, eg the preparation of a loan application or a
simple prospectus (ACHEK018)
– the establishment of a new business or purchase of an existing business, eg franchising,
staffing, equipping premises, identifying an appropriate location, obtaining realistic valuations
(ACHEK030)
– likely success of small business opportunities, including the factors contributing to the
success or failure of businesses (ACHEK018)
Business operations
Students:
 examine key considerations involved in running a small business, including:
– local, state and federal regulations affecting a business’s operation, eg Work Health and
Safety, taxation, environmental regulations
– appropriate marketing strategies for promoting a business and selling products or services
– the importance of ethical decision-making and corporate social responsibility
– organisations that provide support and advice to small businesses in Australia
Maintaining financial records

Students:
 explain the importance of maintaining financial records and minimising risk, including:
(ACHEK018)
– the purpose and use of financial records, eg to inform decision-making and fulfil legal
requirements
– the features of key business documents and how to interpret them, eg profit and loss
statements, balance sheets, cash flow and taxation records (ACHEK018)
– strategies which businesses may put in place to minimise risk and avoid insolvency and
bankruptcy, eg proposing a course of action for a hypothetical business
– the ways businesses respond to changing economic conditions (ACHEK054)
Current issues
Students:
 investigate key issues, processes and strategies related to running a business, for example in
relation to:
– a real or hypothetical small business
– setting up and running a simulated or school-based business (ACHES021)

Years 7–10
Option 5: Law in Action
Outcomes
A student:
timeframes COM5-9
COM4-8, COM4-9
Content focus
Students investigate a range of situations in which individuals may come in contact with the law. They
examine the legal rights and responsibilities of individuals in society and the range of options available
for dispute resolution.
Content
Contact with the law
Students:
 discuss the nature of legal capacity, including:
– the age when various rights and responsibilities are granted by the law
– areas of the law that affect young persons in Australia
 explain the ways in which individuals may come in contact with the criminal law, including:
– the elements which must be proven for someone to be convicted of a crime
– the levels of responsibility that apply to young people as the accused, a witness or a victim
– when a young person is considered to be an adult in different criminal situations

– appropriate punishments for a range of crimes (ACHCK078)

Years 7–10
 explain the ways in which individuals may come in contact with the civil law, including:
– the impact of civil law on young people
– how the same incident may give rise to both criminal and civil action
– the capacity of a young person to enter into different types of contracts
– situations where businesses can be found to be negligent in a legal sense
– remedies for negligence
Rights and responsibilities of individuals

Students:
 investigate examples of laws that protect human rights
 examine the rights and responsibilities of individuals in a range of situations, including:
– commercial, family and work situations
– offender, victim, defendant/plaintiff or witness
– the ways in which children are protected under the Convention of the Rights of the Child
Resolving disputes
Students:
 discuss the range of options for dispute resolution, including:
– the role of law enforcement agencies, eg police, the Australian Taxation Office, and courts
and tribunals
– alternative dispute resolution methods, eg mediation, restorative justice, circle sentencing
– dispute resolution in Aboriginal and Torres Strait Islander communities, including the role of
customary law (ACHCK064)
– the effectiveness of different methods of resolving disputes
Current issues
Students:
 investigate a current issue relating to the law in action, for example:
– the rights and responsibilities of a young person in a contractual arrangement
– a comparison of legal rights and responsibilities of Australian individuals compared with one
other country
– the role of international organisations, eg the United Nations, in dispute resolution
– cyberbullying and the effectiveness of the law

Years 7–10
Option 6: Travel
Outcomes
A student:
timeframes COM5-9
COM4-9
Content focus
Students learn how to plan for travel and how to solve problems encountered when travelling. They
explore the considerations that need to be made when planning for travel and gather relevant data
when developing a travel itinerary and budget.
Content
The nature of tourism
Students:
 identify different forms of tourism and their contribution, for example Aboriginal cultural tourism,
ecotourism, recreational tourism, mass tourism
Planning a trip
Students:
 compare the options available when planning a trip, including: (ACHEK018)
– appropriate travel destinations and factors that influence the choice of destination, eg
personal, financial and political
– advantages and disadvantages of various means of travel, eg by air, sea, rail, road; group or
private
– the different planning options available, eg do-it-yourself, using an agent

Years 7–10

Years 7–10
 investigate key considerations when planning a trip, including:

– official documents (passport/visa)
– medical requirements
– political stability and travel warnings
– travel insurance
– language/cultural considerations
 research the processes involved in applying for and renewing a passport, and applying for a visa
Developing an itinerary
Students:
 describe factors to be considered when developing an itinerary and planning a trip, including:
(ACHEK018)
– making decisions about where to stay, getting around, length of stay, what to see and do
– travel advice provided by the Department of Foreign Affairs and Trade (DFAT)
– travel reviews, travel connections, different methods to pay for things, sourcing travel health
advice before leaving Australia
Solving problems related to travel

Students:
 research and report on possible travel problems that may arise, and strategies to solve them,
including:
– financial issues, eg relating to exchange rate fluctuations, converting money, lost/stolen
cash/cards/passport/tickets, varying access to credit facilities
– potential areas of legal concern in different countries
– potential issues due to cultural differences and the importance of culturally sensitive
behaviour
– proposing strategies to deal with common problems associated with travel and where to go
for assistance, including the role of embassies and airlines in assisting travellers
Current issues
Students:
 investigate a current issue relating to travel and tourism, for example:
– declining tourism on communities
– overtourism in certain historical and cultural sites
– risks associated with travelling to certain countries – awareness of local laws and cultural
customs

Years 7–10
Option 7: Towards Independence
Outcomes
A student:
timeframes COM5-9
COM4-9
Content focus
Students investigate financial, consumer, legal and employment issues which may affect them in the
future. They examine a range of strategies that young people may use in their move towards
independence. Students learn about the role of community organisations and how they as individuals
can contribute to society.
Content
Moving from home
Students:
 discuss considerations related to independent living, including:
– reasons a young person may have for leaving home and living independently
– key issues facing young people in their moves to independent living, eg access to a regular
income
– applying for legal/medical identification, eg birth certificate, photo ID, Medicare card
– types of support provided by government, religious and community organisations
– continuing to live at home to save for future purchases, eg buying a property

Years 7–10
Arranging accommodation
Students:
 evaluate a range of accommodation options and identify the process for arranging a lease,
including:
– types of accommodation available and their suitability for particular situations and needs, eg
budget constraints
– calculation of the affordability of accommodation
– accessing information available relating to arranging a lease, eg tenancy rights and
responsibilities, financial advice, sharing accommodation
Managing finances
Students:
 explain the responsible management of finances when living independently, including:
(ACHEK018)
– major costs involved in independent living, eg establishment costs, ongoing costs
– strategies to minimise financial problems, eg budgeting, saving, monitoring spending,
superannuation
– construction of a household budget that includes income and borrowing, fixed and variable
expenses, and saving
– tax obligations, eg applying for a tax file number, completing a tax return
– insurance options available, including household and personal insurance
Major purchases
Students:
 identify the major items to be purchased for independent living
 investigate the options available for the purchase of major items, including:
– new, second-hand, joint ownership
– consumer protection available for selected items, whether bought new, second-hand, from a
business or privately, within Australia or overseas, independently or in joint ownership
 evaluate alternatives to the purchase of major items, for example relating to the sharing economy
Community involvement
Students:
 outline opportunities to become active and effective participants in the community, including:
– young people enrolling to vote, being informed and voting responsibly (ACHCK062)
– the benefits of community involvement (ACHCK079)
 investigate the purpose and contribution of ONE community organisation in which young people
may become involved, including: (ACHCK079)
– the goals and strategies of an organisation, eg a union, charity, association or club
– the organisation’s effectiveness in achieving objectives
– actions individuals can take to assist the organisation to achieve its goals
– proposing actions to improve the effectiveness of the organisation

Years 7–10
Current issues
Students:
 investigate a current issue that has an impact on the independence of young people, and possible
solutions, for example:
– housing affordability and the implications for independence
– ease of access to loans and credit facilities
– financial stress which may be experienced by young people due to poor financial
management

Years 7–10
Option 8: School-developed Option
Outcomes
A student:
timeframes COM5-9
COM4-8, COM4-9
Content focus
Students are provided with the opportunity to develop their knowledge, understanding and skills
related to a particular area of interest, and design and develop strategies for effective learning.
The topic should extend a particular area of individual student or group interest that is not studied
through other core topics or options. It may be conducted individually or collaboratively.
For the School-developed Option, schools may address some or all of the outcomes identified, as
relevant to the study developed.
The topic selected in this option must not overlap, duplicate significantly or be a preparation
for the Business Studies, Economics or Legal Studies Stage 6 syllabuses.
Only ONE School-developed Option can be studied within a 100-hour or 200-hour course.
Skills to be integrated in the School-developed Option as appropriate: developing questions,

gathering and processing relevant information, analysing familiar and new situations, evaluating
options, developing and implementing plans, developing evidence-based conclusions/decisions and
reasoned arguments, working independently and collaboratively.

Years 7–10
Content
Students:
 investigate a specific area of interest or a current issue relating to consumers, finance,
economics, business, law, politics or employment, and:
– justify the research topic in terms of its significance, relevance and interest
– identify appropriate procedures and strategies for conducting the research
– investigate the topic using a range of research methods, including digital technologies
– solve complex personal, commercial and legal problems effectively by thinking logically and
creatively
– develop progress reports at various stages of the investigation
– explore different social and ethical perspectives which have impacts on the specific area of
interest or current issue
– evaluate the learning achieved in the process of completing the project, eg in relation to
knowledge, values and attitudes, research methods, thinking skills, use of technology,
application of findings
– communicate findings creatively through visual, written or oral presentation, using digital
technologies where appropriate
– explore various ways their findings could be applied

Life Skills
Years 7–10 Life Skills Outcomes and Content

The Years 7–10 Life Skills outcomes and content are developed from the objectives of the Commerce
Years 7–10 Syllabus.
Before deciding that a student should undertake a course based on Life Skills outcomes and content,
consideration should be given to other ways of assisting the student to engage with the regular course
outcomes. This assistance may include a range of adjustments to teaching, learning and assessment
activities.
If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and
Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and
content. This decision should be made through the collaborative curriculum planning process
involving the student and parent/carer and other significant individuals. School principals are
responsible for the management of the collaborative curriculum planning process.
The following points need to be taken into consideration:

 students are required to demonstrate achievement of one or more Life Skills outcomes
 specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests
and prior learning of each student
 achievement of an outcome may be demonstrated through selected Life Skills content
 outcomes may be demonstrated independently or with support.
Further information in relation to planning, implementing and assessing Life Skills outcomes and
content can be found in support materials for:
 HSIE
 Life Skills.

Life Skills
Years 7–10 Life Skills Outcomes
Table of objectives and outcomes

Objective
Life Skills outcomes

A student:
COMLS-1
recognises the differences between needs and wants
COMLS-2
identifies ways in which people obtain goods and services in the local community
COMLS-3
explores rights and/or responsibilities as a consumer
COMLS-4
identifies individual employment rights and/or responsibilities
COMLS-5
investigates issues which affect daily life
COMLS-6
outlines individual legal rights and responsibilities

Life Skills
Skills
Objective
 decision-making and problem-solving in relation to consumer, financial, economic, business,
legal, political and employment issues

A student:
COMLS-7
makes informed decisions in a range of contexts
COMLS-8
purchases goods and services
COMLS-9
identifies financial services that assist in making decisions
COMLS-10
identifies appropriate community support personnel and agencies who can assist with problems and
issues
Objective

A student:
COMLS-11
uses strategies to locate and select information
COMLS-12
uses strategies to organise and communicate information
Objective
Life Skills outcome

A student:
COMLS-13
uses individual and collaborative skills in the learning process

Life Skills
Values and attitudes

Objectives
Students value and appreciate:
 ethical and socially responsible behaviour in relation to personal decision-making, business
practices, employment and legal issues
 fundamental rights, rules and laws that promote fairness, justice and equity in society through
informed, responsible and active citizenship.

Life Skills
Years 7–10 Life Skills and related syllabus outcomes

Objective
Life Skills outcomes Related Stage 4 and 5 outcomes

COMLS-1 COM4-1
recognises the differences between needs and uses appropriate terminology in consumer,
wants financial, economic, business, legal, political and
employment contexts
COMLS-2
identifies ways in which people obtain goods and COM5-1
services in the local community applies consumer, financial, economic, business,
legal, political and employment concepts and
terminology in a variety of contexts
COMLS-3 COM4-2
explores rights and/or responsibilities as a describes the rights and responsibilities of
consumer individuals within consumer, financial, economic,
business, legal, political and employment
COMLS-4 contexts
identifies individual employment rights and/or
responsibilities COM5-2
analyses the rights and responsibilities of
COMLS-5 individuals in a range of consumer, financial,
investigates issues which affect daily life economic, business, legal, political and
employment contexts
COMLS-6 COM4-3
outlines individual legal rights and identifies the role of the law in society
responsibilities
COM5-3
examines the role of law in society

Life Skills
Skills
Objective
 decision-making and problem-solving in relation to consumer, financial, economic, business,
legal, political and employment issues

COMLS-7 COM4-4
makes informed decisions in a range of contexts describes key factors affecting decisions
COMLS-8 COM5-4
purchases goods and services analyses key factors affecting decisions
COMLS-9
identifies financial services that assist in making
decisions
COMLS-10 COM4-5
identifies appropriate community support identifies and describes options for solving
personnel and agencies who can assist with problems and issues
problems and issues
COM5-5
evaluates options for solving problems and
issues
COM4-6
identifies and explains plans for achieving goals
COM5-6
develops and implements plans designed to
achieve goals

Life Skills
Objective

COMLS-11 COM4-7
uses strategies to locate and select information selects and organises information from a variety
of sources
COM5-7
researches and assesses information using a
variety of sources
COMLS-12 COM4-8
uses strategies to organise and communicate communicates information using a variety of
information forms
COM5-8
explains information using a variety of forms
Objective
Life Skills outcome Related Stage 4 and 5 outcomes

COMLS-13 COM4-9
uses individual and collaborative skills in the works independently and collaboratively to meet
learning process goals within specified timeframes
COM5-9
works independently and collaboratively to meet
individual and collective goals within specified
timeframes

Life Skills
Years 7–10 Life Skills Content

The Years 7–10 Life Skills content is suggested.
Content describes the intended learning for students as they work towards achieving one or more of
the Life Skills outcomes. It provides the foundations for students to progress to the next stage of
schooling or post-school opportunities.
Teachers will make decisions about the choice of outcomes and selection of content regarding the
sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests
and prior learning of students. Examples provided in the content are suggestions only. Teachers may
use the examples provided or use other examples to meet the particular needs of individual students.
Topics
The following topics provide possible frameworks for addressing the Life Skills outcomes and content,
and are suggestions only. Teachers have the flexibility to develop topics that will meet the needs,
strengths, goals, interests and prior learning of their students.
 Consumer and Financial Decisions
 The Economic and Business Environment
 Employment and Work Futures
 Law, Society and Political Involvement
 Independent Living
 Business and the Economy
 School-developed Option.
Site studies
Site studies can provide meaningful and relevant opportunities for learning about the consumer,
financial, economic, business, legal, political and employment worlds. Where appropriate, students
should be provided with opportunities to engage in site studies in order to develop their understanding
and demonstrate achievement of Commerce Years 7–10 Life Skills outcomes.
Refer to the Course Structure and Requirements for further information about site studies, including
examples.

Life Skills
Consumer and Financial Decisions
Outcomes
A student:
› recognises the differences between needs and wants COMLS-1
› identifies ways in which people obtain goods and services in the local community COMLS-2
› explores rights and/or responsibilities as a consumer COMLS-3
› investigates issues which affect daily life COMLS-5
› outlines individual legal rights and responsibilities COMLS-6
› makes informed decisions in a range of contexts COMLS-7
› purchases goods and services COMLS-8
› identifies financial services that assist in making decisions COMLS-9
› identifies appropriate community support personnel and agencies who can assist with problems
and issues COMLS-10
› uses strategies to locate and select information COMLS-11
› uses strategies to organise and communicate information COMLS-12
› uses individual and collaborative skills in the learning process COMLS-13
Related Stage 4/5 outcomes: COM4-1, COM4-2, COM4-3, COM4-4, COM4-5, COM4-6, COM4-7,
COM4-8, COM4-9, COM5-1, COM5-2, COM5-3, COM5-4, COM5-5, COM5-6, COM5-7, COM5-8,
COM5-9
Content focus
Students learn how to identify and consider a variety of options when making consumer decisions and
solving consumer-related problems.
Content
Needs and wants
Students:
 identify basic needs common to all young people, for example:
– food
– shelter
– clothing
– care
– health
– education
 identify aspirations common to all young people, for example:
– a sense of self-worth
– a sense of belonging
– security
– independence

Life Skills
 identify ways in which the needs of young people may be met, for example:
– through families, carers and friends
– departments and agencies
– community organisations
– education and training
– employment
Goods and services

Students:
 recognise goods, for example:
– medicines
– groceries
– clothing
– appliances
– food
 identify providers of goods, for example:
– retail outlets
– service stations
 recognise different types of services and where to locate them within their community, for
example:
– healthcare
– government
– transport
– financial
– education
– employment
 identify providers of services, for example:
– government departments and agencies, eg Centrelink, Medicare
– hospitals
– schools
– small businesses
– contractors
– community organisations
 identify where specific goods may be obtained, for example:
– retail outlets
– online
 identify how services may be obtained, for example:
– going to the hospital for emergency care
– accessing banking services online
 identify what it means to be a consumer
 use a range of strategies to obtain goods and/or services either physically or online

Life Skills
 recognise the factors that influence consumer decisions, for example:

– availability of funds
– age of the consumer
– availability and quality of goods and services
– advertising
– convenience
– value for money
– product features
– customer service
– reputation of service providers
– environmental considerations
Being a responsible consumer

Students:
 identify and locate items for purchase
 handle items appropriately prior to purchase, for example:
– trying on clothes with care
– handling breakable items with care
– retaining items in package until after payment
 identify payment options, for example cash, credit, direct debit, electronic funds transfer
 explore reasons why cashless payment options might be used
 make payment appropriately, for example:
– wait appropriately in a queue or at a counter to be served
– tender exact money where possible
– check change
– inquire about exchange or refund policy if appropriate
 make a purchase using electronic funds transfer, for example:
– select correct account
– enter PIN accurately
– check amount tendered
 understand the right of consumers to return damaged or faulty products for refund or exchange
 use appropriate strategies when making a complaint about goods or services, for example:
– speak to manager or supervisor
– write an email or letter of complaint using appropriate language
 locate, select and communicate information relating to individuals or groups that support
consumers in making a complaint, for example:
– The Australian Competition and Consumer Commission (ACCC)
– Ombudsman
 recognise the importance of making payments on time, for example:
– buy now, pay later agreements
– contracts, eg mobile phone bills
 recognise the need for responsible use of goods and services, for example:
– sustainability
– legal requirements
 identify ways in which individuals promote responsible consumer behaviour, for example:
– awareness of spending habits
– developing financial responsibility
– following refund and exchange regulations
– making payments on time
– returning hired goods in the same condition and on time

Life Skills
 demonstrate informed personal consumer and financial decision-making, for example:

– deciding what to buy
– selecting an appropriate payment option
– making decisions based on income and savings
– considering advantages and disadvantages of borrowing money
 reflect on their own decision-making processes in relation to purchasing goods and services
Consumer protection
Students:
 identify areas where consumers may need protection, for example:
– receiving correct goods and services in exchange for payment
– receiving correct change
– receiving goods and services without faults
– receiving goods and services which are consistent with advertised details
 explore legal rights and responsibilities as consumers, for example:
– returning goods
– in response to shopping or banking scams
 identify consumer protection agencies
 recognise a process for redress as a consumer, for example:
– approaching the providers of goods or services
– contacting the NSW Fair Trading
– contacting the Ombudsman
 explore the features and terms of basic contracts, for example:
– age requirements
– payment options
– refund and exchange
Managing finances
Students:
 recognise different strategies to minimise financial problems, for example:
– maintaining a budget
– saving for a major purchase
– keeping records of spending
 participate in planning a personal budget
 establish and manage a personal budget using an appropriate method or strategy, for example:
– spreadsheet
– logbook
 select and use appropriate written, oral, graphic and/or digital forms to plan and communicate a
personal budget
 recognise the importance of providing for essential needs as a priority when managing a budget,
for example:
– prioritising expenses
– keeping sufficient funds to buy a train ticket for work rather than buying a magazine
 use appropriate strategies when making decisions to purchase goods and services within the
context of a planned budget, for example:
– compare needs with wants
– benefits versus costs
– availability of funds
 explore the consequences of poor financial management, for example:
– managing bills, eg mobile phone payments
– issues arising from the misuse of credit

Life Skills
 explore options for addressing financial difficulty, for example:

– negotiating an alternative payment plan
– seeking support via a financial institution
 investigate the impact of technology on banking and payment processes
Current issues
Students:
 investigate a current issue relating to consumer or financial decisions, for example:
– locate information using appropriate strategies
– select relevant information from identified sources
– find, select and use information from a variety of sources
– take on responsibilities to work independently and as a member of a group
– plan, organise and present their ideas and information
– evaluate and order information
– select and use appropriate written, oral, graphic and/or digital forms to communicate
information

Life Skills
The Economic and Business Environment
Outcomes
A student:
COM5-1, COM5-2, COM5-4, COM5-6, COM5-7, COM5-8, COM5-9
Content focus
Students develop an insight into the nature of economic markets and the business environment from
the perspective of consumers and producers.
Content
The role of consumers and producers
Students:
 identify common consumer needs and wants, for example:
– food
– household items
– entertainment
– medicine
– clothing
 recognise the role of supply and demand, for example how consumer needs and wants influence
what producers supply
 explore different types of producers that supply consumers with needs and wants, for example:
– local retail outlets
– local supermarkets
– local restaurants
– local markets
 explore global connections through local producers, for example franchises, eg restaurants,
supermarkets
The nature of markets

Students:
 recognise the roles of different groups in different markets, for example:
– buyers and sellers
– producers and consumers
 identify different types of markets, for example:
– local, national, global

Life Skills
– financial, retail, labour

 recognise the role of markets to facilitate trade, for example the exchange of goods and services:
between buyers and sellers, producers and sellers
 recognise the process for exchanging goods and services between producers and consumers, for
example:
– purchase
– buy now, pay later agreements
– barter
 explore the participation of Aboriginal Peoples and Torres Strait Islander Peoples in customary
trade, historical and contemporary markets, for example:
– customary practices for exchanging goods
– the use of cultural knowledge for innovation and enterprise
Businesses within the market

Students:
 identify different types of businesses and their goods or services, for example:
– online
– ‘on-demand’
– global
– offshore
– small and large scale
– government
– not for profit
 identify different roles and responsibilities within a business or organisation, for example:
– employer
– employee
– customer or client
 explore the different methods businesses use to operate, for example:
– online
– physical, eg shopfront
– markets
 explore the different methods businesses use to market or advertise their goods or services, for
example:
– print advertising, television commercials and billboards
– social media and online advertising
 identify the benefits of entrepreneurship or innovation in the local community
 explore the ways in which businesses can be socially responsible and make ethical decisions, for
example honouring terms and conditions
 identify the importance for businesses to be ethically and socially responsible, for example:
– sustainability
– business reputation
– repeat business

Life Skills
Current issues
Students:
 investigate a current economic issue that has affected Australian consumers and businesses, for
example:
information

Life Skills
Employment and Work Futures
Outcomes
A student:
› identifies individual employment rights and/or responsibilities COMLS-4
and issues COMLS-10
COM5-9
Content focus
Students investigate the contribution of work to the lives of individuals, including different options for
gaining employment and ways of addressing workplace issues.
Content
Types of work
Students:
 identify why people work, for example:
– to earn an income
– to purchase goods and services
– to maintain living standards
– personal satisfaction and wellbeing
 recognise different types of work and industries for employment, for example:
– retail
– hospitality
– healthcare
 identify different types of work and work arrangements, for example:
– part-time/full-time/casual
– voluntary
– paid/unpaid
– apprenticeships/traineeships
– at home
 identify different ways people can be paid, for example:
– salaries
– wages
– commissions
 explore how work arrangements have changed, for example the impact of technology on working
hours and environments

Life Skills
 describe how work can benefit individuals and the broader community
 recognise alternative sources of income, for example:
– owning a business
– being a shareholder
– providing a rental service
– involvement in the sharing economy
Rights and responsibilities in the workplace

Students:
 identify the basic rights and responsibilities of employers and employees
 identify acceptable workplace behaviours, for example:
– punctuality
– personal presentation
– reliability
 recognise employees’ rights and responsibilities in relation to Work Health and Safety in the
workplace, for example:
– wear personal protective equipment
– identify hazards
– report workplace injuries
– be safe at work
 recognise employers’ responsibilities in relation to Work Health and Safety in the workplace, for
example:
– provide a safe workplace
– act on hazard and accident reports
– provide training and development
 identify employers’ responsibilities in relation to Equal Employment Opportunity and anti-
discrimination
 identify employees’ rights and responsibilities in relation to anti-discrimination
 identify the award and agreement conditions appropriate to particular workplaces, for example:
– wages
– working hours
– leave entitlements
 explore how groups and organisations provide assistance to employees, for example:
– Fair Work Commission
– unions
 recognise the contribution of work to the wellbeing of individuals, for example:
– income
– productivity
– health
Factors that influence employment

Students:
 identify ways to gain employment, for example:
– employment services
– job advertisements, eg print and online
 engage with a job advertisement to identify key features of the position and/or application process
 identify and/or ask questions in relation to a position of employment, for example:

– make a real or simulated phone call to inquire about pay

Life Skills
– compose an email to inquire about working hours

Life Skills
 explore the factors that influence the availability of employment, for example:
– geography/location
– supply and demand
– education and training
– experience
 investigate different pathways to employment, using a variety of sources to locate and select
information, for example:
– education and training courses
– apprenticeships and traineeships
Workplace skills
Students:
 use appropriate strategies to organise personal workload, for example:
– organise tasks by prioritising
– set reminders
– manage time using a timetable, diary or calendar
 select and use appropriate written, oral, graphic and/or digital forms to communicate information
in workplace contexts
 use a range of software, including word-processing programs and spreadsheets, to create and
publish work-related texts
 engage with work-related activities, for example:
– work correspondence and communication, using appropriate register and language
– send and receive emails
– follow a workplace procedure
 use a range of appropriate problem-solving strategies at work, for example:
– seek assistance from supervisor
– ask clarifying questions
– follow instructions, policies and procedures
 participate in the construction of a personal résumé
Current issues
Students:
 investigate a current issue relating to work and employment, for example:
information

Life Skills
Law, Society and Political Involvement
Outcomes
A student:
and issues COMLS-10
COM5-9
Content focus
Students develop an understanding of how the legal and political systems affect individuals and
groups and regulate society.
Content
Rules and laws
Students:
 identify rules across a range of contexts, for example:
– school
– sporting venues and activities
– workplaces
– transport
 explore the reasons why rules are needed, for example:
– safety
– order
 recognise the similarities and differences between rules and laws, for example:
– reasons for establishing rules and laws
– consequences of breaking rules and laws
 investigate Australia’s court system, for example:
– organise ideas and information
information

Life Skills
Legal rights of individuals

Students:
 recognise the ways in which the law protects and safeguards the rights of individuals, for
example:
– as consumers
– as children
– as citizens
 recognise there are personnel and agencies in the community who can assist with legal issues,
for example:
– police
– lawyers
 identify agencies, personnel and other sources of assistance which individuals can access in
relation to legal and commercial issues, for example:
– Department of Fair Trading
– mediation centres
– advocates
– Legal Aid
– chamber magistrate
– Financial Ombudsman
Legal issues that affect everyday life

Students:
 recognise features of the law and legal system, for example:
– the need for laws in society
– the need for organisations to regulate the law and society
– the difference between laws and rules
 identify individuals and groups responsible for enforcing the law and legal system, for example:
– police officers
– solicitors, barristers, magistrates
– council bodies
 explore legal issues that affect an individual as a member of the community, for example:
– access to goods and services
– age-related issues
– mobility, eg riding a bicycle, riding a skateboard, as a pedestrian, obtaining a learner’s permit
– use of public transport, eg concession rates, behaviour on public transport
– gaining employment, eg age for participation, WorkCover
 plan, organise and present ideas relating to legal issues that affect an individual as a member of
the community
 explore consequences for breaking the law, for example:
– fines
– community service
– incarceration

Life Skills
Access to the legal system

Students:
 recognise reasons for seeking legal representation, for example:
– family conflict
– employment issues
– accident or injury
– financial compensation
 explore methods of accessing legal representation, for example:
– community-based legal services
– the difference between public and private legal representation
 recognise barriers to accessing legal representation, for example:
– cost
– time
– geographic location
– language
 explore the role and selection of juries
The government and democracy

Students:
 recognise features of democracy in Australia, for example:
– the right of individuals to vote
– membership of different political parties
– membership of different electorates
 recognise different levels of government, for example:
– local
– state
– federal
 explore how elections are conducted, including voting methods
 explore the roles and responsibilities of a political party, for example:
– different political leaders and their responsibilities, eg prime minister
– representing their electorate at different levels of government
– advocating for different policies
 identify the role of the Prime Minister of Australia
 engage with the process of democracy through a simulated or school-based voting experience,
for example running a mock election
 explore how laws change, for example:
– through individual action or lobby groups
– the use of referendums
Current issues
Students:
 investigate a current issue relating to law and politics, for example:
information

Life Skills
Independent Living
Outcomes
A student:
and issues COMLS-10
COM5-9
Content focus
Students develop problem-solving and decision-making skills to assist them with living independently
in the future, including arranging accommodation, managing finances, organising travel and following
legal rights and responsibilities.
This topic aligns with course content from the following Years 7–10 options:
 Towards Independence
 Travel
 Law in Action
 Investing
Content
Becoming independent
Students:
 identify the changing issues that affect young people
 explore the issues involved in moving towards independence, for example:
– finances
– accommodation
– employment

Life Skills
Moving from home

Students:
 identify reasons for living independently, for example:
– reasons a young person may have for leaving home and living independently
– key issues facing young people in their transition to independent living
 identify necessities for living independently, for example:
– income
– food
– safety
 describe barriers to living independently
 explore the process for applying for legal/medical identification, for example:
– birth certificate
– photo ID
– Medicare card
 access information and support relating to moving from home
Arranging accommodation
Students:
 identify a range of accommodation options, for example:
– private and public accommodation
– shared and group accommodation
 recognise a range of organisations that provide assistance with securing accommodation, for
example government, religious and community organisations
 identify features of safe living environments, for example:
– physical accessibility of accommodation
– access to education, transport, health and community services
 describe suitability of accommodation for particular situations and needs, for example:
– the affordability of accommodation
– accessing support services in the home
 engage with the process of arranging accommodation, for example securing a private lease
 explore a range of rights and responsibilities of being a tenant
Managing finances
Students:
 recognise sources of personal income, for example:
– allowances
– work
– gifts
– employment
 recognise minor and major costs involved in independent living, for example:
– establishment and ongoing costs
– utilities
– daily living expenses
 recognise different strategies to minimise financial problems, for example:
– maintaining a budget
– saving for a major purchase
– keeping records of spending
 participate in the construction of a household budget that includes income, fixed and variable
expenses, and savings

Life Skills
 identify types and costs of insurance required for independent living, for example:
– home and contents insurance
– renter’s insurance
Making financial decisions

Students:
 use appropriate strategies to make decisions within the context of a planned budget, for example:
– positives and negatives

– benefits versus costs
– needs versus wants
 explore a range of individuals and groups who can assist with making financial decisions
 recognise a range of financial investments, for example:
– managed funds
– property
– shares
– superannuation
 identify benefits and costs of investing
Accessing financial services

Students:
 identify financial service providers in the community, for example:
– banks
– credit unions
– building societies
– money lenders/pawnbrokers
– financial planners and advisers
 identify the services offered by financial providers, for example:
– depositing money
– lending money
– investing money
 recognise features of financial documents, for example:
– bank statements
– payslips
 recognise the responsibilities associated with borrowing, investing and using credit facilities
 use an ATM and EFTPOS services, for example:
– keep card/PIN confidential
– retain card and receipt after using ATMs
– retain receipt after purchasing goods and services
– retain and review financial statements
– use over-the-counter financial services
– deposit and withdraw funds from ATMs
– check account balance
– use EFTPOS facilities to purchase goods and services
– use telephone and internet banking to purchase goods and services
 engage with the process of applying for a financial service, for example:
– opening a bank account
– applying for a credit card

Life Skills
Major purchases
Students:
 identify the major items to be purchased for independent living
 recognise options available for the purchase of major items related to independent living, for
example:
– purchasing processes for selected items, eg new, second-hand, joint ownership
– consumer protection available for selected items
– issues that may arise when purchasing a major item and consideration of the possible
solutions
– using credit facilities within the context of a planned budget
– entering into buy now, pay later agreements within the context of a planned budget
Planning a trip
Students:
 explore the options available for organising a holiday or outing, for example:
– through a travel agent
– using the internet
– visiting a tourist office
– contacting venues directly
 demonstrate informed decision-making in the context of a planned travel activity, for example:
– identify a destination for an outing or holiday

– investigate means of travel
– assess the advantages and disadvantages of the various means of travel, eg road, rail, sea
and air, group or individual
– identify the travel requirements for a selected destination, eg food, clothing, medication
requirements, passport, visa, insurance, money
– consider travel advice from a variety of sources, including the Department of Foreign Affairs
and Trade (DFAT), travel reviews, travel health advice
– investigate travel insurance, including processes for applying for insurance
– explore the options available for an itinerary, eg length of stay, where to stay, facilities, getting
around, what to see, things to do
 develop an itinerary for a planned travel activity, within a particular budget and period of time
 explore the process for applying for a passport and/or visa
Solving travel problems

Students:
 identify financial problems or issues that may arise when travelling, for example:
– converting money
– lost/stolen cash/cards/passport/tickets
 recognise cultural differences that may be encountered in a variety of travel destinations and
appropriate ways to respond to these differences
 explore groups and organisations that assist travellers overseas, for example:
– embassies
– government organisation

Life Skills
Legal rights and responsibilities of individuals

Students:
 explore the concept of human rights
 identify the age for particular legal rights and responsibilities, for example:
– voting
– drinking or attending venues where alcohol is served
– opening a bank account
 explore the range of legal rights and responsibilities of individuals in commercial, family and work
contexts, for example:
– paying bills on time
– purchasing goods and services within legal age restrictions
– maintaining a rental property
– observing WHS regulations and reporting risks or hazards
– parental responsibility to provide care for a dependent child
 identify ways in which children are legally protected, such as through the Convention of the Rights
of the Child
 explore a range of laws affecting young people
 identify the difference between criminal and civil law
 explore rights and responsibilities in relation to criminal law, for example:
– rights of individuals accused of breaking criminal laws
– punishments associated with a range of criminal convictions
 identify ways in which disputes can be resolved, for example:
– through the court system
– community conferencing
– mediation and conciliation
– tribunals
 explore dispute resolution in Aboriginal and Torres Strait Islander communities
 investigate one or more legal cases to develop an understanding of how the law protects
individuals in commercial, family and work contexts
Community involvement
Students:
 explore a range of community services that can assist young people to move towards
independence
 explore opportunities to become active participants in the community, for example the range of
community services available and how these can be accessed
 describe ways young people can become involved in their community, for example enrolling to
vote and voting responsibly
 identify the benefits to young people of community involvement

Life Skills
Current issues
Students:
 identify and investigate a current issue relating to living independently, such as accommodation,
travel, financial independence or legal rights and responsibilities, for example:
information

Life Skills
Business and the Economy
Outcomes
A student:
COM5-1, COM5-2, COM5-3, COM5-4, COM5-7, COM5-8, COM5-9
Content focus
Students become actively engaged in planning, organising and running a small business and develop
strategies to address problems as they arise.
This topic aligns with course content from the following Years 7–10 options:
 Our Economy
 Promoting and Selling
 Running a Business
Content
The economy
Students:
 recognise indicators of economic performance in a country, for example:
– standard of living
– quality of life
– unemployment trends
– economic growth rates
– inflation
– income distribution
 use one indicator of economic performance to describe the performance of the Australian
economy
 compare Australia’s economic performance with that of one other country in the Asia region

Life Skills
Global connections
Students:
 recognise countries that Australia trades with in the global economy
 identify one or more of Australia’s major exports and imports of goods, services and/or resources
 identify ways in which Australia’s economy can be affected by changes in the global economy
 explore a local business with connections to national or global markets, such as a retail or
hospitality business or telecommunications service, for example:
– use appropriate strategies to plan an investigation
information
Being an entrepreneur
Students:
 identify characteristics of a successful entrepreneur, for example personal skills and attributes
 outline motivations for becoming an entrepreneur, for example:

– innovation
– passion
– creativity
– profit
 describe the advantages and disadvantages of being self-employed, for example:
– cash flow
– flexibility
– time
 explore contemporary examples of entrepreneurs from within the business world, for example use
ICT to conduct research into an entrepreneur
Planning for success

Students:
 distinguish between businesses that provide access to goods or to services
 research examples of small businesses and the goods and services they provide
 identify key roles within a small business, for example:
– investor
– owner
– supervisor
– staff
– customer or client
 recognise sources for financing a business, for example a business loan
 explore a case study of a business, for example:
– target market
– location
– demographics
– competition
 investigate the process of establishing a new or purchasing an existing business, for example:
– identifying the target market
– hiring staff
– purchasing equipment
– producing goods and/or providing services

Life Skills
 participate in discussion regarding factors that contribute to the success or failure of a business
 explore ways to minimise risk and avoid insolvency or bankruptcy, such as business insurance
 recognise the importance of ethical decision-making and social responsibility for businesses
The selling process

Students:
 identify factors that influence consumers to purchase a good or service, for example:
– price
– influence of peers
– advertising
– identification of needs and wants
 recognise target markets for specific goods or services
 identify goods or services specifically targeting young people
 recognise promotion strategies for a good or service, for example:
– television, radio and online advertising
– social media
– catalogues and brochures
 explore the advantages and disadvantages of a range of promotion strategies
 investigate selling techniques used to market one or more good or service targeting young people
 evaluate the effectiveness of one or more selling techniques for a good or service targeting young
people
 explore the impact of technology, including social media, on selling techniques for goods or
services
 promote a particular good or service, for example:
– select a product and identify the target market
– create audio, visual, print or digital texts to promote the product
Running a business
Students:
 participate in the set up and running of a simulated or school-based business, for example
creating, promoting and selling goods for charity
 identify the target market for their business
 develop goods or services for their business
 develop a business plan, including strategies to maximise the success of their business
 use one or more strategies to promote the goods or services of their business to their target
market
 produce texts related to the running of their business, for example:
– marketing and advertising materials
– a spreadsheet to manage cash flow
 use point of sale processes, for example:
– exchange goods or services for money
– give accurate change
 use a range of strategies to solve problems when running their business, for example:
– systems for monitoring and ordering stock
– collaborate with peers to sell goods
– time management
 engage with customers appropriately

Life Skills
Current issues
Students:
 identify and investigate a current issue relating to a local economy in Australia or
entrepreneurship, for example:
information

Life Skills
School-developed Option
Outcomes
A student:
› identifies individual employment rights and/or responsibilities COMLS-4
and issues COMLS-10
COM5-9
Content focus
Students are supported to develop their knowledge and understanding of a particular area of interest
in Commerce through the development of skills and strategies for effective learning, including
planning, research and communication.
Content
Choosing a research topic
Students:
 identify a question, problem or topic for investigation, for example:
– from a list of options
– independently or in collaboration with peers
 identify what information is required to address the question, problem or topic
 identify a variety of information sources, for example multimedia, print and online information
 make a plan to carry out research, for example time management

 follow a plan to carry out research
 take on responsibilities to work independently or as a member of a group

Life Skills
Conducting research
Students:
 locate relevant information using a range of strategies, for example:
– access information using ICT
– access information using a school or community-based library
 select information from identified sources relevant to research topic, for example provided or
independently selected sources
 use appropriate strategies to organise information that addresses a question, problem or topic for
investigation, for example:
– identify key terms
– group similar ideas or concepts
Communicating research
Students:
 make a plan to present their ideas and information, independently or as part of a team
 follow a plan to present ideas and information that address the research topic, independently or
as part of a team
 select and use appropriate written, oral, graphic and/or digital forms to communicate information

Assessment
Standards
The NSW Education Standards Authority (NESA) K–10 Curriculum Framework is a standards-
referenced framework that describes, through syllabuses and other documents, the expected learning
outcomes for students.
Standards in the framework consist of three interrelated elements:

 outcomes and content in syllabuses showing what is to be learned
 Stage statements that summarise student achievement
 samples of work on the NESA website that provide examples of levels of achievement within a
Stage.
Syllabus outcomes in Commerce contribute to a developmental sequence in which students are

challenged to acquire new knowledge, understanding and skills.
Assessment
Assessment is an integral part of teaching and learning. Well-designed assessment is central to
engaging students and should be closely aligned to the outcomes within a Stage. Effective
assessment increases student engagement in their learning and leads to enhanced student
outcomes.
Assessment for Learning, Assessment as Learning and Assessment of Learning are three
approaches to assessment that play an important role in teaching and learning. The NESA Years
K–10 syllabuses particularly promote Assessment for Learning as an essential component of good
teaching.

Further advice on programming and appropriate assessment practice is provided on the NESA
website. This support material provides general advice on assessment as well as strategies to assist
teachers in planning education programs.
Assessment for students with disability

Some students with disability will require adjustments to assessment practices in order to
demonstrate what they know and can do in relation to syllabus outcomes and content. The type of
adjustments and support will vary according to the particular needs of the student and the
requirements of the activity. These may be:
 adjustments to the assessment process, for example scaffolded instructions, additional guidance
provided, highlighted key-words or phrases, the use of specific technology, extra time in an
examination
 adjustments to assessment activities, for example rephrasing questions, using simplified
language, fewer questions or alternative formats for questions
 alternative formats for responses, for example written point form instead of essays, scaffolded
structured responses, short objective questions or multimedia presentations.
It is a requirement under the Disability Standards for Education 2005 for schools to ensure that
assessment tasks are accessible to students with disability. Schools are responsible for any decisions
made at school level to offer adjustments to coursework, assessment activities and tasks, including in-
school tests. Decisions regarding adjustments should be made in the context of collaborative
curriculum planning.

Further examples of adjustments to assessment for students with disability and information on
assessment of students undertaking Life Skills outcomes and content can be found in support
materials for:
 HSIE
 Life Skills.
Reporting
Reporting is the process of providing feedback to students, parents/carers and other teachers about
student progress.
Teachers use assessment evidence to extend the process of Assessment for Learning into their
Assessment of Learning. In a standards-referenced framework, teachers make professional
judgements about student achievement at key points in the learning cycle. These points may be at the
end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge,
understanding and skills demonstrated by students.
Descriptions of student achievement provide schools with a useful tool to report consistent information
about student achievement to students and parents/carers, and to the next teacher to help plan the
future steps in the learning process.
The A–E grade scale or equivalent provides a common language for reporting by describing
observable and measurable features of student achievement at the end of a Stage, within the
indicative hours of study. Teachers use the descriptions of the standards to make a professional, on-
balance judgement, based on available assessment information, to match each student’s
achievement to a description. Teachers use the Common Grade Scale (A–E) or equivalent to report
student levels of achievement from Stage 1 to Stage 5.
For students with disability, teachers may need to consider, in consultation with their school and
sector, the most appropriate method of reporting student achievement. It may be deemed more
appropriate for students with disability to be reported against outcomes or goals identified through the
collaborative curriculum planning process. There is no requirement for schools to use the Common
Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes
and content.

Glossary
Glossary term Definition
Aboriginal and Aboriginal Peoples are the first peoples of Australia and are represented by
Torres Strait over 250 language groups, each associated with a particular Country or
Islander Peoples territory. Torres Strait Islander Peoples are represented by five major island
groups, and are associated with island territories to the north of Australia’s
Cape York which were annexed by Queensland in 1879.
An Aboriginal and/or Torres Strait Islander person is someone who:

 is of Aboriginal and/or Torres Strait Islander descent
 identifies as an Aboriginal person and/or Torres Strait Islander person,
and
 is accepted as such by the Aboriginal and/or Torres Strait Islander
community(ies) in which they live.
access (to the law) The opportunity for all people to receive appropriate assistance, including
access to legal information, advice and representation, and access to
mechanisms that provide the fair resolution of disputes.
accessibility The extent to which a system, environment or object may be used

irrespective of a user’s capabilities or abilities. For example, the use of
assistive technologies to allow people with disabilities to use computer
systems, or the use of icons in place of words to allow young children to use
a system.
collaboration/ Working with others towards a shared goal, through a variety of modes of
collaboratively communication. This may be achieved using a range of technologies, tools
and processes.
competitive An advantage that a business holds over others in its industry, sector or
advantage location. The advantage means that the business is able to sell more of a
product, or operate at a lower cost, or better meet the needs of consumers.
Competitive advantage usually implies that a business is more profitable
than its competitors.
consumer redress Options available for purchasers of goods or services to resolve issues that
may arise when consumer guarantees are not met.
copyright The protection provided to the creators of original works that offers a legal
framework for the control and reproduction or transmission of their
creations. Copyright protects written works, computer programs and artistic
works such as: architecture, broadcasts, computer programs, drawings,
films, music, paintings, photographs, sound recordings and videos.
corporate social When businesses consider the interests of stakeholders, society and the
responsibility environment when making economic and business decisions.
customary Relates to customs or practices associated with a particular society, place

or set of circumstances.
customary law Comprehensive systems of governance in Aboriginal and Torres Strait

Islander cultures, including ownership and custodianship, caring for
Country/Place responsibilities, kinship, ceremonial duties, marriage and
childcare, as well as sanctions and dispute resolution processes.

customary trade The practice and systems associated with trade between groups in
Aboriginal and Torres Strait Islander cultures, such as trade routes, On-
Country and Off-Country protocols, and the exchange of natural resources,
raw materials, manufactured goods and innovations.
disability An umbrella term for any or all of the following components:

 impairments: challenges in body function or structure
 activity limitations: difficulties in executing activities
 participation restrictions: challenges an individual may experience in
involvement in life situations.
diversity Differences that exist within a group, for example age, sex, gender, gender
expression, sexuality, ethnicity, ability/disability, body shape and
composition, culture, religion, learning differences, socioeconomic
background, values and experiences.
economic reasoning Applying the principles of economics to understand possible causes and
effects of economic events and changes; that is using economic and
business ideas to explain and analyse economic and business events and
issues.
economic Economic activity that supports economic needs of the present without
sustainability compromising the ability of future generations to meet their own needs.
economy All activities undertaken for the purpose of production, distribution and
consumption of goods and services in a region or country.
enterprise A project or undertaking that may relate to a business, organisation,

community or government agency.
entrepreneur A person who sets out to build a successful business in a new field. An
entrepreneur’s methods are sometimes regarded as innovative.
Indigenous cultural Includes objects, sites, cultural knowledge, cultural expression and the arts,
and intellectual that have been transmitted or continue to be transmitted through
property generations as belonging to a particular Indigenous group or Indigenous
people as a whole or their territory (see intellectual property).
intellectual property Non-material assets such as forms of cultural expression that belong to a
particular individual or community. Intellectual property rights refer to the
rights that the law grants to individuals for the protection of creative,
intellectual, scientific and industrial activity, such as inventions (see
Indigenous cultural and intellectual property, and copyright).
interdependence A joint dependence between participants in an economy; that is the reliance

of consumers, workers, businesses and governments on each other. In
modern economies, people tend to specialise in the production of a good or
service, and trade that item for another that they could not provide or
produce for themselves.
market(s) An exchange of goods, services or resources between buyers and sellers.
opportunity cost What you have to forego if you choose to do A rather than B; the value of
the next best alternative that is foregone whenever a choice is made.
sharing economy The sale, hire or lease of goods or services, via an online platform.
superannuation Money set aside during one’s working life for retirement.

trade-off A sacrifice that must be made when choosing how to use resources. The
preferred (next best) alternative is known as the opportunity cost.

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The K–10 curriculum

Commerce Years 7–10 Syllabus (2019) 4

Students with disability

Further information can be found in support materials for:

Gifted and talented students

Generally, gifted and talented students demonstrate the following characteristics:

Commerce Years 7–10 Syllabus (2019) 5

Commerce Years 7–10 Syllabus (2019) 6

Students learning English as an additional language or dialect

EAL/D students come from diverse backgrounds and may include:

Commerce Years 7–10 Syllabus (2019) 7

Outcome code Interpretation

COM5-1 Commerce, Stage 5 – Outcome number 1

COMLS-3 Commerce, Life Skills – Outcome number 3

Commerce Years 7–10 Syllabus (2019) 8

Commerce Years 7–10 Syllabus (2019) 9

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Critical and creative thinking

Information and communication technology capability

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise

Commerce Years 7–10 Syllabus (2019) 10

Central to the course is the development of an understanding of the relationships between

Commerce Years 7–10 Syllabus (2019) 11

Commerce Years 7–10 Syllabus (2019) 12

Commerce Years 7–10 Syllabus (2019) 13

Knowledge and understanding

Values and attitudes

Commerce Years 7–10 Syllabus (2019) 14

Table of objectives and outcomes – continuum of

Knowledge and understanding

Stage 4 outcomes Stage 5 outcomes

Stage 4 outcomes Stage 5 outcomes

Commerce Years 7–10 Syllabus (2019) 15

Stage 4 outcomes Stage 5 outcomes

Stage 4 outcomes Stage 5 outcomes

Commerce Years 7–10 Syllabus (2019) 16

Commerce Years 7–10 Syllabus (2019) 17

Commerce Years 7–10 Syllabus (2019) 18

1. Consumer and Financial Decisions

Commerce Years 7–10 Syllabus (2019) 19

The following examples could be considered as a site study:

Commerce Years 7–10 Syllabus (2019) 20

The cross-curriculum priorities are:

The general capabilities are:

Commerce Years 7–10 Syllabus (2019) 21

Asia and Australia’s engagement with Asia

Critical and creative thinking

Commerce Years 7–10 Syllabus (2019) 22

Information and communication technology capability

Commerce Years 7–10 Syllabus (2019) 23