Economics & Business · Year 10

Active learning ideas

Consumer Protection and Scams

Active learning works because financial literacy requires both knowledge and the confidence to apply it in real-world situations. Students remember scam tactics and consumer rights better when they practice negotiation, analyze real cases, and create protective strategies. These activities move students from passive listening to active problem-solving, which builds lasting financial safety skills.

• ACARA Content Descriptions
• AC9HE10S04

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Problem-Based Learning
• 35 min · Pairs

Role-Play: Scam Negotiation

Pairs take turns as consumer and scammer pitching a fake investment. The consumer practices refusal techniques and identifies red flags. Debrief as a class lists common tactics from Australian Consumer Law.

Evaluate who benefits and who bears the costs of unregulated financial markets.

Facilitation Tip

In the Scam Negotiation role-play, give students 60 seconds to prepare their opening line before each round to build pressure and realism.

What to look for

Present students with three short scenarios describing potential consumer issues or scams. Ask them to identify which scenario involves a breach of the ACL and explain why, citing a specific consumer guarantee or protection.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 02

• Problem-Based Learning
• 45 min · Small Groups

Case Study Stations: ACCC Scams

Set up stations with real ACCC scam reports on phishing, loans, and fake prizes. Small groups analyze one case, note violations, and protections. Rotate and share findings.

Analyze the incentives driving behavior in predatory lending.

Facilitation Tip

For ACCC Scams Stations, assign each group a different case to ensure varied examples but provide a shared data sheet for recording common red flags.

What to look for

Pose the question: 'In an increasingly digital economy, are current consumer protection laws sufficient to protect individuals from sophisticated scams?' Facilitate a class debate, encouraging students to use evidence from case studies and their understanding of ACL protections.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Activity 03

• Formal Debate
• 50 min · Whole Class

Formal Debate: Market Regulations

Divide class into teams to argue for or against stricter rules on digital lending. Teams prepare evidence on benefits and costs, then debate with peer voting.

Explain how consumers can protect themselves in an increasingly digital economy.

Facilitation Tip

During the Market Regulations debate, assign roles (pro-regulation, anti-regulation, neutral) in advance so students prepare focused arguments.

What to look for

On a slip of paper, have students list two common scam types they learned about and one practical strategy they will use to protect themselves from them in the future.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 04

• Problem-Based Learning
• 40 min · Individual

Protection Poster: Digital Strategies

Individuals research one scam type and design a poster with warning signs and ACL rights. Gallery walk for feedback and class vote on most effective.

Evaluate who benefits and who bears the costs of unregulated financial markets.

Facilitation Tip

For the Digital Strategies poster, provide a checklist of required elements so students focus on clarity and persuasive design rather than creative flair.

What to look for

Present students with three short scenarios describing potential consumer issues or scams. Ask them to identify which scenario involves a breach of the ACL and explain why, citing a specific consumer guarantee or protection.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by balancing legal knowledge with emotional engagement. Start with relatable scenarios to hook students, then layer in legal frameworks so they see rules as tools, not just obligations. Avoid lecturing about scams; instead, let students discover patterns through analysis and debate. Research shows that interactive methods improve retention of financial literacy content and build transferable critical thinking skills.

Successful learning looks like students confidently identifying scams, explaining consumer rights with examples, and justifying their decisions with evidence. They should demonstrate this through clear role-play conversations, detailed case study analyses, and persuasive debate arguments. By the end, students will articulate specific protections under the ACL and practical steps to avoid scams.

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Watch Out for These Misconceptions

• During Scam Negotiation role-play, watch for students assuming banks automatically refund lost money.

  Pause the role-play to ask the 'bank' representative about their policies, then discuss conditions for refunds using Scamwatch guidelines. Have students note when refunds are possible and when they are not.

• During ACCC Scams Stations, watch for students thinking Australian Consumer Law only applies to expensive purchases.

  Challenge groups to find examples of ACL protections in small transactions like online subscriptions or service repairs. Ask them to identify which guarantee (e.g., acceptable quality, fit for purpose) applies to each example.

• During Protection Poster: Digital Strategies, watch for students dismissing unsolicited emails as harmless.

  Provide sample phishing emails and have students highlight red flags like urgency or misspellings. Ask them to rewrite the email with safer language and share their revised versions in a gallery walk.

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Methods used in this brief

• Problem-Based Learning
• Formal Debate