Towards Independence:
Processes for Arranging a Lease
Syllabus outcomes:
From the Commerce Syllabus:
 5.2 analyses the rights and responsibilities of
individuals in a range of legal contexts
 5.4 analyses key factors affecting commercial and
legal decisions
 5.7 researches and assesses commercial and legal
information using a variety of sources
Indicators of learning:
 Students access and use a range of sources, including
internet sites, that provide information on tenancy
rights, financial advice, accommodation and
homelessness
Assessment:
 Students will investigate tenancy rights/responsibilities
from websites, demonstrating learning by responding to
activity questions in written form. Teacher to provide
verbal feedback.
 Students to participate in creating sequence for
arranging a lease agreement with class, to
demonstrate understanding of process in both verbal
and written form. Student’s verbal responses and
collated work assessed by Teacher.
Resources required:
 Whiteboard or Smart Board and markers.
 Students workbooks and pens and laptops (with internet access).
 Teacher’s guide for ‘Renting Guide Research Activity’ available at:
https://docs.google.com/document/d/1wsFFOG13Uwk-0w8rcGlRegotVz_nXUi1NgrdurPa7g/edit?usp=sharing
 Flashcards on ‘Steps in Arranging a Lease’ (adapted from New
Concepts in Commerce, 3rd edition) available at:
https://docs.google.com/document/d/1_GOSDWooCCeLgmM6EOI3Y
D22q-e2UZcZCXAF7TkBLuY/edit?usp=sharing
 Blue-tac (or similar) to display flash-cards in sequence on board.
Lesson Content
Class Instruction:
Management Plan:
 Teacher to facilitate class
 Teacher to give students some
brainstorming on some of the
issues they think might come up
when arranging a lease. Teacher
to ask students, what do they
think the process might look like,
what steps could be involved, who
is involved, what might be
important etc. Students to
contribute to class discussion
verbally, with teacher making
notes on the whiteboard.
time to think before asking for
responses from class, may also
prompt with further questions as
needed. Teacher to ensure a
range of people are included by
calling on various students or
instructing them to look back on
their notes from previous class as
required.
Lesson Content Cont.
Class Instruction:
Management Plan:
 Teacher to use flash cards/posters
 Teacher to ensure a range of
with steps involved in renting a
property and go through each
card with the class then ask class
to determine what order they think
the steps should be placed in.
Students to discuss as a class
and come up with consensus for
steps. Teacher to correct order (if
needed) and ask students to take
notes down based on finalised
order.
people are included by calling on
various students from different
groups.
Lesson Content Cont.
Class Instruction:
Management Plan:
 Teacher to explain students
 Teacher will help progress by
will now look at a renting
guide online and answer
some questions. Teacher to
list key websites on the
board and questions for
students to answer. Students
to work independently to
complete task.
moving around the
classroom during the
research task and engaging
with students who seem to
be struggling and providing
some prompting questions or
suggestions, or offering
feedback where appropriate.
Differentiation Ideas:
ESL Students & Hearing Impaired Students
 Teacher may be able to effectively differentiate the activity for ESL students or
students with hearing impairments by providing them with a personal (small
scale) copy of the flash cards so they are able to read along and confer with
text if needed during class discussion (Baecher, 2011 and QLDDET, n.d).
 By facing the class while giving instruction and ensuring clear and well paced
oral communication is given, teachers may avoid needing to speak one on one
with ESL or hearing impaired students for each task, however where possible,
seating these students with a hearing student, or native English speaker may
ensure good accessibility to oral instructions (Baecher, 2011 and QLDDET, n.d).
The teacher should be aware in this activity that class discussion may need to
be recapped and/or summarised succinctly by them in order to ensure ESL or
hearing impaired students are not excluded.
References:
 Baecher, L. (2011). Differentiated Instruction for English Language Learners.
Wisconsin English Journal, 53 (2), 64-73. Retrieved from:
http://journals.library.wisc.edu/index.php/wej/article/viewFile/378/479
 Chapman, S., & Freak, M. (2013). New Concepts in Commerce (3rd ed.).
Milton, Australia: Jacaranda Plus.
 Kleeman, G., Adnum,J., Farr, R., Hamper, D., Hartley, S., Lane, R., &
O’Connor, T. (2004). Commerce.dot.com; Concepts and Skills. Wilston,
Australia: Farr Books.
 Queensland Government, Department of Education & Training (n.d.).
Adjustments for Students with Hearing Impairment [webpage]. Retrieved
from: http://education.qld.gov.au/staff/learning/diversity/educational/hi.html