Commerce Year 7-10 - Core 1 - Consumer and financial decisions

Aug 31, 2026

Students explore how individuals identify and research issues when making consumer and financial decisions, and how legal protections support consumers through redress processes. Learners investigate options for personal consumer and financial choices and apply responsible financial management strategies. Integrated skills include developing questions, gathering and processing information, analysing familiar and new situations, evaluating options, planning actions, and reaching evidence-based conclusions using reasoned arguments in independent and collaborative settings.

LanguageEnglish

CategoryGeneral

FormatDOCX

Pages26

Reading Time9 min

AccessFree to download

Learning sequence 1 - the nature of commerce

Investigating commerce

Needs versus wants

Dream purchase

Learning sequence 2 - consumer and financial decisions

Factors influencing decisions

Spend or save decisions

What to buy and where to buy

Payment options

Commerce Year 7-10. Core 1 – consumer and financial decisions. 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. Outcomes A student: COM5-1 applies consumer, financial, economic, business, legal, political and employment concepts and terminology in a variety of contexts COM5-2 analyses the rights and responsibilities of individuals in a range of consumer, financial, economic, business, legal, political and employment contexts COM5-3 examines the role of law in society COM5-4 analyses key factors affecting decisions COM5-5 evaluates options for solving problems and issues COM5-6 develops and implements plans designed to achieve goals COM5-7 researches and assesses information using a variety of sources COM5-8 explains information using a variety of forms COM5-9 works independently and collaboratively to meet individual and collective goals within specified timeframes Related Stage 4 outcomes: COM4-1, COM4-2, COM4-3, COM4-4, COM4-5, COM4-6, COM4-7, COM4-8, COM4-9 HYPERLINK "http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/commerce-7-10-2019" Commerce 7-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2019 Teaching and learning activities Learning sequence 1 - 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. 1.1 - investigating commerce Teachers’ note - young people have increased their spending power now more than ever in the past. Young consumers have significant influence over their parents spending with children being the target of marketing and advertising for many businesses. It is important for students to have an understanding of commerce to make informed choices about consumer decisions. Terminology for this lesson sequence: Materials required: coloured Post-it note pads 2 pieces of butcher’s paper laminated flip cards (50-60) with images of goods, services, needs and wants sticky tape Activities: What is commerce? Place two pieces of butcher’s paper on opposite sides of the classroom. Label one poster ‘What is commerce?’ and the second poster ‘Why is commerce important?’ Each student will need 2 post-it notes. Start with ‘What is commerce?’ Predict what the commerce course is about and write down ideas on one Post-it note. On another Post-it note write down ‘Why is commerce important?’ Discuss. Add Post-it notes to the appropriate poster Needs versus wants Divide the class into five groups. Give each group a variety of images (at least 10-15 images, suggestions of images you could use are provided below) with two minutes to sort their images into price, most wanted or least wanted, need, want, good or services. Ideas to get you started. Ask each group to report back to the class on how they have sorted their images. Draw a table on one half of the board with the following headings: Place images on the whiteboard in the correct segment of the board. Teacher leads a structured discussion on the differences between goods and services, needs and wants including deciphering between clothing that can be classified as a need and a want. Dream purchase Brainstorm a ‘dream purchase’ you would make with $500 to spend onl

FAQs

What does this topic help students learn about consumer and financial decisions?

Students learn to identify and research issues individuals face when making consumer and financial decisions, and to understand how laws protect consumers through mechanisms such as consumer redress.

Which strategies are used to evaluate options in consumer and financial choices?

Students examine a range of options related to personal consumer and financial decisions, compare advantages and disadvantages (including payment options), and assess responsible financial management strategies using evidence-based reasoning.

What skills are integrated into the teaching and learning activities for this topic?

The topic integrates skills such as developing questions, gathering and processing relevant information, analysing situations, evaluating options, developing and implementing plans, and forming evidence-based conclusions and reasoned arguments independently and collaboratively.

Aug 31, 2026

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