Economics & Business · Year 8

Active learning ideas

Consumer Protection and Financial Scams

Teenagers today interact with digital platforms constantly, making them frequent targets of financial scams. Active learning through role-plays and real-world case studies builds practical skills that lectures alone cannot provide. When students practice identifying scams in low-stakes situations, they develop habits that protect them in real life.

• ACARA Content Descriptions
• AC9HE8K04

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

Activity 01

• Case Study Analysis
• 45 min · Pairs

Role-Play: Scam Scenarios

Divide class into scammer and victim pairs. Provide scripts based on real Australian scams like fake lotto wins. Pairs act out, then switch roles and debrief on tactics used. Groups discuss avoidance strategies.

Analyze the psychological tactics used in common financial scams.

Facilitation Tip

For the Role-Play activity, assign roles with specific emotional triggers (e.g., urgency, authority) to make the psychological tactics visible to students.

What to look for

Present students with three short scenarios describing potential financial interactions. Ask them to identify which scenario is a likely scam and briefly explain why, referencing at least one psychological tactic used by scammers.

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

Activity 02

• Case Study Analysis
• 50 min · Small Groups

Case Study Analysis: Real Scams

Distribute ACCC Scamwatch case summaries. In small groups, students identify psychological tactics, affected rights, and agency responses. Each group presents findings to class.

Explain the role of consumer protection bodies in safeguarding individuals' finances.

Facilitation Tip

In the Case Study Analysis, provide redacted but real scam messages so students practice critical reading of tone and language patterns.

What to look for

Pose the question: 'If you encountered a financial offer that seemed too good to be true, what are the first three steps you would take to verify its legitimacy?' Facilitate a class discussion, guiding students to include checking official sources like ASIC or Scamwatch.

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

Activity 03

• Case Study Analysis
• 40 min · Small Groups

Strategy Design: Anti-Scam Posters

Students research Scamwatch tips individually, then collaborate in groups to design posters highlighting red flags and reporting steps. Display posters in class and vote on most effective.

Construct strategies to identify and avoid fraudulent financial schemes.

Facilitation Tip

During the Anti-Scam Posters activity, require students to include a QR code linking to a real reporting agency like Scamwatch to bridge classroom learning to real-world action.

What to look for

Ask students to write down one specific piece of advice they would give to a younger sibling or friend about avoiding online financial scams, incorporating at least one consumer protection agency or resource.

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

Activity 04

• Formal Debate
• 35 min · Whole Class

Formal Debate: Agency Powers

Form two teams per debate: one argues for stronger ACCC powers, the other for personal responsibility. Provide evidence sheets on current laws. Whole class votes post-debate.

Analyze the psychological tactics used in common financial scams.

Facilitation Tip

In the Debate activity, assign roles like 'ASIC representative' or 'scam victim' to ensure students explore both regulatory and human perspectives.

What to look for

Present students with three short scenarios describing potential financial interactions. Ask them to identify which scenario is a likely scam and briefly explain why, referencing at least one psychological tactic used by scammers.

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

A few notes on teaching this unit

Experienced teachers approach this topic by normalizing the topic of scams so students feel safe discussing mistakes. Use real but anonymized scam examples so students see these are not abstract risks. Teach skepticism without cynicism, focusing on verification steps rather than just saying 'be careful.' Research shows that students learn best when they analyze scams in groups, not through fear-based warnings alone.

Successful learning looks like students confidently spotting subtle scam tactics in role-plays and case studies. They should use specific language to explain risks, reference official agencies, and design clear anti-scam strategies. Discussions should reflect informed decision-making, not just fear of scams.

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Watch Out for These Misconceptions

• During the Role-Play activity, some students may assume scams are always obvious or involve obvious spelling errors.

  During the Role-Play activity, watch for students who recognize subtle tactics like fake urgency or spoofed logos. After the role-plays, debrief by highlighting these tactics and asking students to share examples they observed.

• During the Case Study Analysis activity, students might believe consumer agencies only provide warnings before scams happen.

  During the Case Study Analysis activity, provide real case outcomes from ASIC or ACCC to show their role in investigations and refunds. Ask students to note how reporting works and why it matters.

• During the Strategy Design activity, students may think scams only target older or less tech-savvy people.

  During the Anti-Scam Posters activity, ask groups to include examples of youth-targeted scams like gaming or social media fraud. Have them share posters to highlight shared vulnerabilities among peers.

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Methods used in this brief

• Case Study Analysis
• Formal Debate