FSDr: Focus Study Driving

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Lesson One

  • Introduce the BIG QUESTION. 
  • Present students with the TASK. Make emphasis of thorough research and good presentation.
  • At this stage students could be grouped if they haven't been already.
  • Lead a discussion around what they need to know. Break this down into what they already know, what they don't know and what they need to do next. Use the MindMap.
  • Ask students to write down the problem and the task in their own words.
  • Students can start their research in groups. (Groups should be encouraged to allocate roles).
  • Add items of interest to the MindMap as the lesson progresses.


Prerequisites for Progression

  • Students have clearly restated the task in their own words which includes:

Produce a professional and convincing presentation outlining how they could minimise the costs of owning a new motor vehicle - from purchase through to resale.

  • Students have discussed what they need for their presentation. They have distinguished between what they already know, what they need to define and what the need to research.
  • Students have started their research and begun compiling their data.
  • It should be the aim that by the end of the lesson a vehicle has been chosen and the price is known.
  • They should recognise that they can make savings in areas by being prudent in their choices.


Lesson Two

  • Begin the lesson with the BIG QUESTION once again.
  • Lead a brief discussion with students to update what they know, what they don't know and what they need to do.
  • The teacher may choose now to show the students the syllabus dot points. They could be added to the need to do list.
  • Two key areas may need to be discussed: Stamp Duty and Depreciation. The teacher may choose to lead a short introduction into what these terms are and how students need to use them. (PowerPoints are available)
  • Students will continue their research and maybe begin compiling information for their presentation. They should now ensure that all the relevant material is being covered.
  • Add items of interest to the MindMap as the lesson progresses.

 

Prerequisites for Progression

  • Students will perform the necessary calculations (cost of stamp duty, cost to transfer the registration, monthly repayment, total cost of purchase and cost of insurances) - maybe compiling the spread sheet (upfront costs, monthly costs and total cost of purchase)
  • Begin producing the presentation (referencing information, formatting professionally, including all text, graphs and hyperlinks if necessary)

 


 Lesson Three

  • Begin the lesson with the BIG QUESTION once again.
  • Lead a brief discussion with students to update what they know, what they don't know and what they need to do. You may choose to review the syllabus dot points.
  • Add items of interest to the MindMap as the lesson progresses.
  • Students should be compiling their research and preparing for the presentation.

Prerequisites for Progression

  • The calculations are performed and the presentation is compiled.
  • Encourage students to revisit each stage of the process to remember why certain decisions were made so these can be explained and justified in the presentation to 'their parents'.

 

 


  Lesson Four

 

  • Students deliver their presentation to 'their parents' and students.
  • The audience is encouraged to ask questions that ascertain how well the student has completed their research, and how much they understand the mathematics behind their calculations.

 

Some possible questions could be:

- Why did you choose the motor vehicle you did in that price range?

- Did you change your mind as to what vehicle you would choose if so why?

- What insurances do you have to have and why?

- Why is the cost of stamp duty considered a piecewise function?

- How many hours do you think you’ll have to work every week to be able to buy this motor vehicle?

- Do you think you can realistically afford to purchase this vehicle?

 

  • The audience is also asked to critique the presentation using the given component rubric. 

 

Prerequisites for Progression

  • Students have delivered their presentation to their parents, adults and/or fellow students. They have listened to other presentations and have used the rubric to complete a peer assessment.
  • Students are to submit their work booklets for assessment.