Points to I would discuss with the mother and son:
The Commerce subject falls under the Research of World and the Environment (SOSE) learning area of the Curriculum and Specifications Framework (CSF). “SOSE is a study of human progress and how people have organized themselves into societies over time, and exactly how they have interacted with their physical environments (CSF). I believe the ability students gain from exploring these issues is invaluable because helps these to better understand the world they live in.
In addition, it encourages college students to understand the values that strengthen Australian society; which is one of the desired goals of Civics and Nationality education.
In Victoria, Civics and Citizenship crosses the curriculum via prep to year twelve and is linked to the eight important learning areas. It has a particular focus in SOSE procedures such as history, geography, economic climate and culture, commerce, legal studies and political research. It covers important ideals “including tolerance and common respect, and a knowledge in the development and functioning of Australia’s personal, legal, electoral and legislativo systems (CSF).
“The SOSE component of the CSF makes a firm determination to the understanding, skills and attitudes important to develop educated Australian citizens (Discovering Democracy). In years 7 to 10 the CSF outline for SOSE comprises the strands of History, Geography and in addition Economy and society, which can be what the schools Commerce subject is based on.
“The Economy and society strand introduces learners to the structure and supervision of the economy and its methods, the world of function and business, and Australia’s political and legal systems. It encourages the development of organization skills and attributes, and draws on past and contemporary issues and a range of perspectives, specifically those linked to the future andtechnology (CSF).
Difficulties concepts designed in the Economy and society follicle include: Civics and cultural organization, Nationality, Economic administration and decision-making, Employment, Enterprise, Business and financial firm and Globalisation.
I believe that Commerce allows form the fundamentals young people ought to make sound decisions about financial, organization, legal and employment concerns because it supplies practical know-how, skills, understanding and beliefs. Having know-how about these concepts and how to apply them is helpful for youngsters to learn early. “With changing times, the requirement to give teenagers a grip on cash management offers increased¦ More than a third of faculty students operate, and two-thirds of 15 to 19-year-olds earn up to $200 every week. Not all understand how to handle that income (Russell, 2004; Age). Commerce supplies students with “an understanding of the relationships between customers, businesses and governments inside the overall economy (Board of Studies, NSW, 2003). They are issues that they might not necessarily consider, even though they will already making and spending cash.
The schools Commerce subject also aims to generate awareness of the values and attitudes linked to being a liable citizen. That encourages them to “value and appreciate ethical and socially responsible behaviour in relation to personal decision-making, business practices, job and legal issues (Board of Research, NSW, 2003). It also explains to students of the “fundamental legal rights, rules and laws that promote justness, justice and equity inside our society through responsible and active citizenship (Board of Students, NSW, 2003).
The nature of the subject likewise teaches college students essential your life skills just like problem solving, decision-making, critical pondering, reflective learning and the chance to participate in the community.
These skills are valuable in the outside world but can be beneficial in improving students’ comprehension of other key learning areas, forexample mathematics. The ideas taught plus the perceptive mother nature of Commerce allows pupils to apply their particular knowledge attained from math concepts in a sensible sense. It can benefit students understand the need for math concepts by interesting them with ‘real-life’- scenarios, such as accounting and financial literacy.
I believe Trade teaching in education is highly beneficial to pupils, especially because they are getting nearer to entering the ‘real world’. Studying Commerce provides pupils with the possibility to engage in the learning process and encourages these to analyse current events and issues. Through their analysis, students will be challenged to create their own thoughts and develop the capacity to think critically regarding the world that they live in.
Points I would stress to the kid:
“It’s critical that young people know how the legal and political structures work because it’s a sort of empowerment (Cook, 2002; Age).
Commerce studies allows youngsters to learn about the world they live in as well as how to make sense of computer. It helps learners to make informed decisions about issues that impact them currently, and in the future. More a third of faculty students work, which means teenagers are already having to make decisions regarding funds and career issues. The topics educated and mentioned in Trade subjects, allow students to evaluate and make well-informed decisions which in turn affect their particular future.
Business subjects very funny; students may engage in the curriculum because the topics happen to be about ‘real-life’, things that are happening currently in their community. It also offers them a way to contribute in discussions, tone their own thoughts and tune in to others.
The practical characteristics of Commerce subjects helps students to realise that they are the future. “¦ Continuous development of democracy, justice and sustainability demands new ways of thinking about and participating in job and the economy, and education must be involved in expanding this(Gilbert, 2001).
Plank of Studies NSW (2003), ‘Commerce Years 7-10 Syllabus’, Board of Studies, Sydney, NSW ” http://www.boardofstudies.nsw.edu.au
Prepare, M. ‘Breaathing New Life Into Civics’, Age (Australia), Late education. p4, Thursday, March twenty-seven, 2002.
CSF ” [emailprotected] CD-ROM www.eduweb.vic.gov.au/curriculumatwork/Index.htm
Discovering Democracy, Civics and Citizenship Education (DD) ” http://www.curriculum.edu.au/democracy/
Gilbert, R. (Ed), (2001), Learning Society and Environment, subsequent edn, Social Science Press, Katoomba, NSW.
Russell, A. ‘Creating Money Managers’, Era (Australia), Past due ed. p3, Monday, 03 15, 2005.