The work samples in this section form the Level 6 part of the assessment map for The Humanities – Economics. Other parts of the assessment map can be accessed by using the menu on the right.
The Humanities – Economics Level 6 standards describe what students should know and be able to do at this level. The following work samples illustrate the kinds of responses that students produce when they are working at the Level 6 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
Context
In An enterprising idea students developed a brochure or website, to inform potential entrepreneurs about starting a small business. Through this project, students developed an understanding of enterprise attributes and employability skills required to run a small business.
As part of a team, students researched, collected, organised and analysed information related to the establishment of a small-scale business project. They planned activities, managed resources (time, people and finances) and used information and communications technology to record and monitor team progress and to prepare a brochure or website.
They also reflected on how they worked in the team and how they contributed to the successful management of their project.
The element of the Economic reasoning and interpretation standard addressed by the task is:
(Students) use relevant economic concepts and relationships to evaluate economic propositions …
See Enterprise skills (Doc - 53KB)
See An enterprising idea - Business plan (Doc - 52KB)
The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
Business Plan
Economic reasoning and interpretation – Level 6
A. Demonstrates an awareness of how goods and services are produced and how markets work.
B. Conducts market analysis and develops survey of target market.
C. Develops marketing plan based on market research.
D. Shows understanding of financial literacy concepts.
E. Completes comprehensive SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis, showing an understanding of cost benefit analysis.
F. Understands what it can mean to be an ethical producer and an awareness of how values affect economic decision making.Element of the standard
(Students) use relevant economic concepts and relationships to evaluate economic propositions …
Sample 2
Extract from business plan
Economic reasoning and interpretation – Level 6
Element of the standard
(Students) use relevant economic concepts and relationships to evaluate economic propositions …
This sample was derived from a teaching and learning program using the Australian Network of Practice Firms as its base. The task was entitled Career portfolio and work department investigation.
Prior to undertaking the task, students were introduced to the concepts of career investigation, vocational pathways and further education and training. They developed skills in applying for positions within their ‘practice firm’, including designing curriculum vitaes, application letters and portfolios.
The task required students to conduct an investigation using a range of resources and report on different career opportunities that they would be interested in. Reports were to include a description of what the job was likely to involve, personal requirements, educational qualifications required and advantages and disadvantages of working in the field. Students were also required to identify their main strengths and make connections between these strengths and various career options.
The elements of the Economics knowledge and understanding standard addressed by this task are:
Students analyse vocational pathways and education and training requirements and identify possible career paths and opportunities.
(Students) demonstrate skills required for moving from school to employment or further education.
The elements of the Economics reasoning and interpretation standard addressed by this task are:
(Students) use economic reasoning … to research … and to clarify and justify values and attitudes.
(Students) plan and conduct investigations …
The following sample illustrates the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
Career portfolio and work department investigation
Cover letter
Graphic images that were included in the original work sample have been removed due to copyright considerations. A written description replaces each image.
Annotation
Economics knowledge and understanding – Level 6
A. Identifies a possible career path, tasks and duties that may be involved are listed. Discusses, with reasons, possible skills that would be required in this career.
B. Provides qualifications necessary to work in the field.
C. Shows evidence of research into the advantages and disadvantages of working in this field.
D. Identifies personal strengths, and makes connections between these strengths and the suitability of possible career paths.
E. Demonstrates skills in writing application letter. Identifies position applying for, why they are suitable for the position and encloses curriculum vitae.
F. Provides information necessary for employers when considering job applications.Elements of the standard
Students analyse vocational pathways and education and training requirements and identify possible career paths and opportunities.(Students) demonstrate skills required for moving from school to employment or further education.
Economics reasoning and interpretation – Level 6
G. Uses a graphic organiser to organise research and assist with the analysis of data.Elements of the standard
(Students) use economic reasoning … to research … and to clarify and justify values and attitudes.(Students) plan and conduct investigations …
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