Sample lesson plan
Commerce · Year 9 · Stage 5 · Term 2, Week 3
60 minutes
COM5-2, COM5-5
3 students
1.5, 3.1, 5.1
Learning intentions: Students will understand their rights and responsibilities as consumers under Australian Consumer Law, and be able to identify appropriate actions when those rights are breached.
Success criteria: I can identify a consumer right, explain when it applies, and recommend an appropriate remedy using correct legal terminology.
What to say to students
Questions to ask with expected responses
Q: What would you do if you bought something and it broke after two weeks? | Expected: Return it, ask for a refund, complain to the shop. Q: Do you think you have a legal right to get your money back, or is it just the shop being nice? | Expected: Mixed responses — some will say "it depends", others will assume shops have to refund. Q: What's the difference between a right and a responsibility? | Expected: A right is something you're entitled to; a responsibility is something you should do.
Begin with a visual prompt: display an image of a shopping receipt with a faulty product. Ask: "What would you do?" Students brainstorm in pairs, then share with the class. Introduce the learning intentions and success criteria for the lesson.
Step-by-step tasks for students
1. Look at the receipt displayed on the screen (30 seconds). 2. Turn to your partner and discuss: what would you do? (2 minutes) 3. Be ready to share one idea with the class. 4. Copy the learning intentions and success criteria into your workbook.
Students may suggest returning the product, calling the store, or "just living with it." Some may reference personal experiences with refunds or warranties.
Learner Adjustments
Students can identify at least one consumer right and one responsibility from the brainstorm discussion.
What to say to students
Questions to ask with expected responses
Q: What's the difference between a major fault and a minor fault? | Expected: Major means it can't be fixed or is unsafe; minor means it can be repaired. Q: If your new phone screen cracks after one day of normal use, is that major or minor? | Expected: Major — the product isn't fit for purpose. Q: Who enforces consumer rights in NSW? | Expected: Fair Trading NSW (some may not know this). Q: In the case study, which remedy did the consumer get and why? | Expected: A refund, because it was a major fault.
Direct instruction on the Australian Consumer Law (ACL). Cover: consumer guarantees, right to repair/replace/refund, and the role of Fair Trading NSW. Use a worked example — walk through a real Fair Trading case study showing how a consumer exercised their rights.
Step-by-step tasks for students
1. Listen to the explanation of the Australian Consumer Law. 2. Copy the three remedies (repair, replace, refund) into your notes. 3. Follow along with the Fair Trading case study on the screen. 4. Highlight or underline the key terms: consumer guarantee, major fault, minor fault, remedy.
Students may ask about online purchases, second-hand goods, or what happens if a shop refuses a refund. Some may connect to experiences with warranty claims.
Learner Adjustments
Students can explain what a consumer guarantee is and identify the correct remedy (repair, replace, or refund) for a given scenario.
What to say to students
Questions to ask with expected responses
Q: Which consumer guarantee applies to your scenario? | Expected: Students name the specific guarantee (e.g., acceptable quality, fit for purpose). Q: Is this a major or minor fault? How do you know? | Expected: Students justify using the ACL definitions. Q: What evidence would you include in a real complaint? | Expected: Receipt, photos, dates, description of the fault. Q: If the shop refuses, what's your next step? | Expected: Contact Fair Trading NSW.
In groups of 3–4, students analyse one of four consumer dispute scenarios. Each group must: (1) identify the consumer right being breached, (2) recommend the appropriate remedy under ACL, and (3) draft a short complaint using the Fair Trading template. Teacher circulates, providing feedback and prompts.
Step-by-step tasks for students
1. Read your group's consumer dispute scenario carefully (2 minutes). 2. Discuss and identify: which consumer right is being breached? (3 minutes) 3. Decide: is this a major or minor fault? What remedy should the consumer get? (2 minutes) 4. Use the Fair Trading complaint template to draft a short complaint letter (5 minutes). 5. Be ready to present your scenario and complaint to the class.
Groups may struggle to distinguish between "major" and "minor" faults. Some may need prompting to use correct legal terminology rather than everyday language.
Learner Adjustments
Each group produces a complaint letter that correctly identifies the breached consumer right and recommends an appropriate remedy.
What to say to students
Questions to ask with expected responses
Q: Which specific consumer guarantee applies to your situation? | Expected: Students name the guarantee rather than just saying "they should give me a refund." Q: How would you prove your claim if you had to contact Fair Trading? | Expected: Keep the receipt, take photos, note the date of purchase. Q: Are there situations where a consumer might NOT be entitled to a remedy? | Expected: If they caused the damage themselves, changed their mind, or were warned about the fault before buying.
Students individually write a short reflection (150–200 words): describe a real or hypothetical consumer situation, identify which consumer right applies, and explain what action they would take. This serves as both formative assessment and personal connection to the content.
Step-by-step tasks for students
1. Think of a real or hypothetical consumer situation (2 minutes). 2. Write a 150–200 word reflection covering: a) What happened (describe the situation) b) Which consumer right applies (use correct ACL terminology) c) What action you would take (and why) 3. Use the word bank on the board if you need help with terminology. 4. Proofread your work before submitting.
Most students will draw on personal or family shopping experiences. Some may struggle to connect their experience to specific ACL provisions.
Learner Adjustments
Students produce a written reflection that correctly applies at least one consumer right to a real or hypothetical situation.
What to say to students
Questions to ask with expected responses
Q: What's one thing you'd do differently as a consumer after today's lesson? | Expected: Check my rights before accepting a shop's answer, keep receipts, contact Fair Trading. Q: Can someone give me an example of a consumer right we covered? | Expected: Right to a refund for a major fault, right to a repair for a minor fault, consumer guarantees.
Revisit the learning intentions and success criteria. Quick class discussion: "What's one thing you'd do differently as a consumer after today?" Exit ticket: students write one consumer right and one action they could take on a sticky note.
Step-by-step tasks for students
1. Listen to the class wrap-up discussion. 2. On a sticky note, write: a) One consumer right you learned today b) One action you could take as a consumer 3. Stick your note on the exit board as you leave.
Students should be able to name specific rights (e.g., "right to a refund for a major fault") and actions (e.g., "contact Fair Trading NSW").
Learner Adjustments
Exit tickets demonstrate that students can recall at least one consumer right and one practical action.
This is what every lesson plan looks like — NESA-aligned, differentiated, ready to teach.