Making decisions
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Introduction
In this activity, students learn to use the PACED grid decision-making strategy to make a personal purchasing decision. They then work in groups to apply this strategy to decide what the government should do when faced with a dilemma. Students learn that if the government wants to keep its Budget in balance, additional spending on one public good will require compensatory action, such as reduced spending on other public goods and/or an increase in taxes.
This activity contributes to the following outcomes.
A student:
- applies consumer, financial, economic, business, legal, political and employment concepts and terminology in a variety of contexts COM5-1
- analyses key factors affecting decisions COM5-4
- evaluates options for solving problems and issues COM5-5
- 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, COM4-4, COM4-5, COM4-8, COM4-9
Related Life Skills outcomes: COMLS-11, COMLS-12, COMLS-13
Content descriptions
Core 1: Consumer and Financial Decisions
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 (ACHEK053)
- 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.
Core 2: The economic and business environment
The nature of the economy
Students:
- explain the interdependence between different sectors of the economy, for example the role of the government in protecting consumers.
The nature of markets within the economy
Students:
- examine the reasons for government intervention in the market, for example energy pricing, prevention of environmental degradation, conservation of natural resources.
Teacher resources
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Decision-making strategy
Student learning resources
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Making consumer decisions
Making government decisions
Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. The activity was written for students in Stage 5, however it can be modified to suit the needs of Stage 4 students and Life skills students. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.
Part A: Making consumer decisions
- As a class, brainstorm the factors that influence consumer decisions.
Examples advertising/marketing culture environmental considerations age customer service social media convenience disposable income peer pressure - Students complete part 1 of the worksheet. This will require internet access.
Note: change the scenario to suit the interests and situations of students in the class. - invite students to share the reasons for their decisions and record these on the board. Tally each reason to find the most popular.
- Students write a short statement (no more than 150 words) explaining the major factors that influence the purchasing decisions of young people.
- Display and explain the information on the visualiser. The visualiser provides a step-by-step guide to using the PACED grid as a tool for decision-making. Explain each step as you display the visualiser.
- Tell students that they will now apply this strategy to making a personal consumer decision.
- Invite students to individually complete part 2 of the worksheet.
- Use a reflection strategy for students to reflect on their learning, such as a 3-2-1 or reflection pyramid.
Part B: Making government decisions
- Use a grouping strategy to organise students into groups of 4.
- Groups follow the group instructions to make a decision and engage in a discussion about their choice.
- Groups share their statements with the class.
- Invite students to individually reflect:
- How do the statements differ?
- What sort of a problem would this pose for any government and the people in the community?
- How important are people involved in the health sector, (and other parts of our community) to work to provide good feedback to the government to ensure the correct services are able to be offered?