The free entry point to the Business Environment unit. Students build the five-stage “business loop” (spot a need, take a risk, make or supply, customers buy, money comes back) through a real opportunity-driven business (Boost Juice) and a real purpose-driven business (Who Gives A Crap), then apply it to a hypothetical business, Marlow’s, that runs through the whole unit. Includes retrieval practice, the loop diagram, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business, and why do people start one? (free) · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders, and what do they want? · L4 How does a business plan before it starts? · L5 How does a business turn an idea into a product or service? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge whether a business has been successful? Get the full scheme of work (all ten lessons plus the teaching program) here: https://www.tes.com/teaching-resource/-13559472 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

The free entry point to the Smart Consumer unit. Students learn Australian Consumer Law guarantees — the difference between a minor and a major problem, and what each entitles a consumer to — through real organisations CHOICE and Afterpay, and a hypothetical 16-year-old, Zac, whose financial decisions run through the whole unit. Includes retrieval practice, the consumer decision loop diagram, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The consumer and financial environment (core). Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Smart Consumer unit: L1 What rights do you actually have as a consumer? (free) · L2 How do we make a smart purchasing decision? · L3 What is a contract, and when does it bind you? · L4 How does credit actually work? · L5 How do we build a budget that works? · L6 Why does superannuation matter at 16? · L7 How do we spot and avoid a scam? · L8 What insurance do we actually need? · L9 How does buying online change your rights? · L10 How do we judge whether a big financial decision was a good one? Get the full scheme of work (all ten lessons plus the teaching program) here: https://www.tes.com/teaching-resource/-13559521 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

The complete 10-lesson scheme of work for The business environment — the new core focus area introduced in the NSW Commerce 7–10 Syllabus (2024), for Stage 5 (Years 9–10). This is a single 55-page PDF pack: the unit overview (unit map, retrieval map, lesson architecture notes) plus all ten complete lesson files, bookmarked for easy navigation — what a business is and why people start one, legal structures, stakeholders, business planning, production and operations, marketing, employing people, business finance, ethics and sustainability, and judging business success. Every lesson shares one consistent design: retrieval practice, a graphic organiser, an I do/we do/you do task built around three running examples (a real opportunity-driven business, a real purpose-driven business, and a hypothetical business students build across the unit), a differentiated extension, an exam-style extended response with sentence starters, and a plenary self-assessment — closed with a full teacher guide with answers. Includes the unit map, a retrieval map showing how each lesson spaces its recall questions across earlier ones, and notes on where the unit’s central “business loop” diagram is reused. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. Want to try before you buy? The first lesson, What is a business, and why do people start one?, is also listed separately for free — https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

The complete 10-lesson scheme of work for The consumer and financial environment — a Stage 5 (Years 9–10) core focus area from the NSW Commerce 7–10 Syllabus (2024). This is a single 54-page PDF pack: the unit overview (unit map, retrieval map, lesson architecture notes) plus all ten complete lesson files, bookmarked for easy navigation — consumer rights and guarantees, smart purchasing decisions, contracts, credit and buy-now-pay-later, budgeting, superannuation, scams, insurance, online shopping rights, and judging a big financial decision. Every lesson shares one consistent design: retrieval practice, a graphic organiser, an I do/we do/you do task built around two real Australian organisations (CHOICE and Afterpay) and a hypothetical 16-year-old, Zac, whose financial choices run across the whole unit, a differentiated extension, an exam-style extended response with sentence starters, and a plenary self-assessment — closed with a full teacher guide with answers. Includes the unit map, a retrieval map, and notes on where the unit’s central “consumer decision loop” diagram is reused. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The consumer and financial environment (core) — outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. Want to try before you buy? The first lesson, What rights do you actually have as a consumer?, is also listed separately for free — https://www.tes.com/teaching-resource/-13559544 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

Earth’s Natural Functions - Full Lesson

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Sole trader, partnership or company? Students compare the three common Australian business structures, focusing on liability, control and set-up cost, and apply the choice to Boost Juice, Who Gives A Crap and Marlow’s. Includes retrieval practice, a comparison graphic organiser, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business, and why do people start one? (free) · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders, and what do they want? · L4 How does a business plan before it starts? · L5 How does a business turn an idea into a product or service? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge whether a business has been successful? Get the full scheme of work (all ten lessons plus the teaching program) here: https://www.tes.com/teaching-resource/-13559472 Try the free first lesson here: https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

Why plan before spending a cent? Students work through the six parts of a business plan — idea, market research, operations, marketing, finance and goals — and see how planning lowers risk, using Boost Juice, Who Gives A Crap’s crowdfunding launch, and Marlow’s. Includes retrieval practice, a process-chain graphic organiser, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business, and why do people start one? (free) · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders, and what do they want? · L4 How does a business plan before it starts? · L5 How does a business turn an idea into a product or service? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge whether a business has been successful? Get the full scheme of work (all ten lessons plus the teaching program) here: https://www.tes.com/teaching-resource/-13559472 Try the free first lesson here: https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

Who does a business actually answer to? Students map six stakeholder groups — owners, employees, customers, suppliers, government and community — and what each one wants, then examine the cost of ignoring a stakeholder through Boost Juice, Who Gives A Crap and Marlow’s. Includes retrieval practice, a stakeholder graphic organiser, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business, and why do people start one? (free) · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders, and what do they want? · L4 How does a business plan before it starts? · L5 How does a business turn an idea into a product or service? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge whether a business has been successful? Get the full scheme of work (all ten lessons plus the teaching program) here: https://www.tes.com/teaching-resource/-13559472 Try the free first lesson here: https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

How does an idea actually become a product or service? Students learn the input → process → output model, compare how goods and services are produced, and revisit the unit’s business loop diagram, focused on the “make or supply” stage. Includes retrieval practice, two graphic organisers, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business? · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders? · L4 How does a business plan? · L5 How does a business make or supply? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge a business’s success? Get the full scheme of work with all 10 lessons here: https://www.tes.com/teaching-resource/-13559472 Try the free first lesson here: https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

Product, price, place and promotion. Students learn the marketing mix and apply it to Boost Juice, Who Gives A Crap’s viral launch stunt, and Marlow’s — revisiting the unit’s business loop diagram, focused on the “customers buy” stage. Includes retrieval practice, two graphic organisers, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business? · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders? · L4 How does a business plan? · L5 How does a business make or supply? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge a business’s success? Get the full scheme of work with all 10 lessons here: https://www.tes.com/teaching-resource/-13559472 Try the free first lesson here: https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

What does the law require when a business takes on staff? Students learn key Australian workplace protections — fair pay, safety, fair hours and protection from discrimination, including extra protections for under-18 workers — and apply this to Boost Juice’s large casual workforce and Marlow’s first potential hire. Includes retrieval practice, two graphic organisers, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business, and why do people start one? (free) · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders, and what do they want? · L4 How does a business plan before it starts? · L5 How does a business turn an idea into a product or service? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge whether a business has been successful? Get the full scheme of work (all ten lessons plus the teaching program) here: https://www.tes.com/teaching-resource/-13559472 Try the free first lesson here: https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.

Why can a profitable business still run out of cash? Students learn revenue, fixed and variable costs, profit, and cash flow, and see why timing — not just totals — decides whether a business survives. Applied to Boost Juice, Who Gives A Crap’s early cash flow, and Marlow’s. Includes retrieval practice, two graphic organisers, key terms, a scaffolded I do/we do/you do task, an exam-style extended response, a plenary, and a full teacher guide with answers. Written to the NSW Commerce 7–10 Syllabus (2024), Stage 5, The business environment (core) — a new core focus area. Outcome codes and content points are not printed in the resource itself; check these against your own syllabus download before use in formal programming. This lesson is part of the 10-lesson Business Environment unit: L1 What is a business, and why do people start one? (free) · L2 What legal structure should a business choose? · L3 Who are a business’s stakeholders, and what do they want? · L4 How does a business plan before it starts? · L5 How does a business turn an idea into a product or service? · L6 How does a business reach its customers? · L7 How does a business look after its people? · L8 How does a business manage its money? · L9 What responsibilities does a business have beyond profit? · L10 How do we judge whether a business has been successful? Get the full scheme of work (all ten lessons plus the teaching program) here: https://www.tes.com/teaching-resource/-13559472 Try the free first lesson here: https://www.tes.com/teaching-resource/-13559534 Reviews on this resource earn you credits toward future purchases — leave one after you’ve used it in class.