LEARNING AND ASSESSMENT PLAN EXEMPLAR
Stage 2 Economics
School
_______________________________
Other schools using this plan
Contact Teacher
_______________________________
________________________________________________________________
Program
Variant Code
(A–W)
Enrolment Code
SACE
School Code
Year
Stage
2011
2
Subject Code
No. of Credits
(10 or 20)
M
20
E
S
COHORT/CONTEXT DESCRIPTION
This should describe:
 the cohort of students (e.g. student background and learning needs)
The class consists of 12 students (5 male, 7 female) who have all completed Stage 1 Economics. For two of the
students English is an additional language, so they need extra support to further develop comprehension and language
skills related to this subject.
PROGRAM DESIGN
This should describe:
 how the program has been designed to engage the range of students in the cohort described above
 the intended delivery of the program (e.g. students will undertake elements of the program off-campus, program
delivered in single and block lessons across a 5-day cycle)
 topic choices (e.g. option topics) and give details of negotiated topics
The subject is delivered in five 45-minute lessons, four of which are organised as doubles. Students have access to
computers and the Internet via the school’s wireless network. The school has a copy of the Global Economics game
which students play for the Globalisation Folio task. This is a computer simulation of macro-economic forces which
requires use of the computer lab. The ESL students have support for two lessons per week for the purpose of reading
and comprehending economics texts and communicating economic principles, models and concepts using consistent
clear and appropriate economic terminology. All students are able to attend all lessons, but all resources are placed on
the school’s intranet so they have access to them in their non-contact study periods. Some resources are on restricted
loan from the library.
CAPABILITIES, LITERACY AND NUMERACY OPPORTUNITIES
This should explain:
 how the program provides opportunities for students to develop their capabilities and their literacy and numeracy
skills (e.g. strategies and resources)
Capabilities
This program helps students to learn how economic issues affect their lives and how they can use the knowledge and
skills of economics to inform their participation in society. They come to understand economic interdependence and its
effects on individuals, business, and governments locally, nationally, and globally. As a result they recognise that
economic decisions have outcomes that may be inconsistent with social, ethical, or moral values. This develops their
citizenship, learning and work capabilities.
Literacy and Numeracy skills
Given the cohort, the program will concentrate on using economic terminology accurately, communicating economic
information, ideas, and issues appropriately, and using appropriate economic language and conventions (such as those
for grammar, acknowledgment of sources, and use of graphical and statistical formats). The numeracy skills developed
will be interpreting and describing statistical and graphical data, using models, tables, and statistics to interpret and
present economic information and extracting, converting, or translating information given in numerical forms or as
diagrams, maps, graphs, or tables into written form.
Recommended by Principal or nominee (signature)
_________________________________
Date
__________
Date
__________
Signature of SACE Board Officer
______________________________________
SACE Board Officer Number
______________________________________ Approved / Not Approved
Accession Number
Page 1 of 5
____________________________________________________________________________
Expiry date of Learning and Assessment Plan
__________________
Stage 2 Economics learning and assessment plan for use in 2011
81915302 (Revised September 2010)
© SACE Board of South Australia 2010
Subject
Economics
School _______________________________
Contact Teacher ___________________________________
ASSESSMENT OVERVIEW
Complete the table below to demonstrate how the set of assessments addresses all of the learning requirements and assessment design criteria.
Globalisation group task






Global economics media
analysis

Poverty and inequality case study

The Economic problem test
Skills and
applications
tasks
Microeconomics test
30
Macroeconomics essay
Macroeconomics test
Poverty and inequality essay
Folio
40
















Communication
Analysis and Evaluation
Knowledge and Understanding
Assessment Design Criteria
(Indicate the Assessment Design
Criteria addressed)
Critically analyse and evaluate the
impact of economic change
locally, nationally, and globally
Critically analyse and evaluate
economic issues and events (past
and current) using economic
models and the skills of economic
inquiry
Evaluate and explain the way in
which economic decisions involve
costs and benefits
Weighting
(%)
Evaluate the effects of
interdependence on individuals,
business, and governments
locally, nationally, and globally
Assessment
Type
Name of Assessment
(as described in the assessment
details following)
Explain the role of economic
systems in dealing with the
economic problem of scarcity
Weighting of
Assessment Types
Know, understand, communicate,
and apply economic concepts,
principles, models, and skills
Learning Requirements
(Indicate the Learning Requirements addressed)
1,2
4
1,2
1
2,3,4
1,2
1
2,3,4
1,2
1
2,4
1,2
1,2
1,2,3
1,2
1
1,2,3
1,2










1,2
2,3
2

1,2
1,2,3
1,2
External
Please refer to the Humanities and Social Services Learning Area Manual for details.
30
Examination
component
Eight to ten assessments. Please refer to the Economics Subject Outline.
(Note: to record any changes to the assessment outline, please use the Addendum to Learning and Assessment Plan attached.)
Page 2 of 5
Stage 2 Economics learning and assessment plan for use in 2011
81915302 (Revised September 2010)
© SACE Board of South Australia 2010
Subject
Economics
School _______________________________ Contact Teacher ___________________________________
ASSESSMENT DETAILS
Use the table below to provide details of the assessments designed to provide opportunities for the range of students in the cohort to show evidence of their learning against the
performance standards.
Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways in which
students show evidence that demonstrates their learning against the performance standards, including to the
highest standard)
Assessment conditions as
appropriate (e.g. task type,
word length, time allocated,
supervision)
The ‘Economic Problem’ test
(Skills and applications)
Students complete a test containing a multiple-choice, short-answer and extended-response
questions based on short scenarios.
Supervised.
40 minutes
Microeconomics test
(Skills and applications)
Students complete a test containing mixed multiple-choice, short-answer and extended-response (5 -10
lines) questions based, on short scenarios. The focus of the questions will be microeconomics.
Supervised.
60 minutes
Macroeconomics essay
(Skills and applications)
Students choose from a variety of topics and present a response.
Supervised in class plus
homework.
One week.
Macroeconomics test
(Skills and applications)
Students complete a test of containing multiple-choice, short-answer and extended-response
The questions will be based on a country’s economic report.
Poverty and inequality essay
(Skills and applications)
Students choose from a variety of topics, and present a response.
Globalisation group task
(Folio)
Students participate in a role-playing game. As there is a small number of students, there will be two groups.
They play against each other and the computer. They then prepare a report of the progress of the game and
what they have learnt about global economics.
Globalisation media analysis
(Folio)
Students are presented with a number of articles organised by globalisation issues. They choose a focus
area and comment on the articles. The globalisation issues covered are free trade, protectionism,
international trade agreements, transnational agreements, and institutions such as the World Bank.
Poverty and inequality case study
(Folio)
Students choose a country or region to study with respect to some or all of:

economic and social indicators of global poverty

the causes of inequality and poverty

ways and means of promoting economic and human development

ecologically sustainable development and implications for global poverty.
Students negotiate a specific focus for their topic and the method of presentation.
Name of Assessment
(Assessment Type)
Page 3 of 5
(5 -10 lines)
(5-10 lines).
90-minute test, supervised.
Mainly unsupervised.
One week of class and study
time.
Two double lessons plus one
week unsupervised. Individual
report to a maximum of 1000
words or equivalent in oral or
multimodal form.
One week unsupervised.
Maximum 1000 word limit or 6
minutes for oral presentation.
Other forms negotiable.
One week unsupervised.
Maximum 1000 word limit, or 6
minutes for oral presentation.
Other forms negotiable.
Stage 2 Economics learning and assessment plan for use in 2011
81915302 (Revised September 2010)
© SACE Board of South Australia 2010
Examination
(External component)
Page 4 of 5
Students undertake one 2-hour examination, which is divided into two parts.
Part A consists of multiple-choice questions, short-answer questions, responses to stimuli, and extendedresponse questions. It draws on all parts of the following key areas:
 Key Area 1: The Economic Problem
 Key Area 2: Microeconomics
 Key Area 3: Macroeconomics
 Key Area 4: Globalisation.
Part B requires students to write an essay from a range of questions drawn from all parts of the following key
areas:
 Key Area 3: Macroeconomics
 Key Area 4: Globalisation.
2-hour examination
Stage 2 Economics learning and assessment plan for use in 2011
81915302 (Revised September 2010)
© SACE Board of South Australia 2010
Addendum to:
LEARNING AND ASSESSMENT PLAN
Stage 2 Economics
School
_______________________________
Other schools using this plan
Contact Teacher
________________________________
____________________________________________________________________
Enrolment Code
SACE
School Code
Year
2011
Stage
Subject
Code
No. of
Credits
(10 or 20)
2
E M S
20
CHANGES MADE TO THE LEARNING AND ASSESSMENT PLAN
Describe any changes made to the Learning and Assessment Plan to support students to be successful in
meeting the requirements of the subject. In your description, please explain:

what changes have been made to the plan

the rationale for making the changes

whether these changes have been made for all students, or individuals within the student group.
PRINCIPAL ENDORSEMENT
The changes made to the Learning and Assessment Plan support student achievement of the performance
standards and retain alignment with the subject outline.
Signature of Principal or nominee
_________________________________
Date
___________