MUF0062 Economics Unit 2
Group Video Presentation
Due Date
Week 7
Weighting
20%
Time Limit
15 minutes
(+/- 10%)
Study Area
SA1 Macroeconomics Goal and
Models
Group Size
3-4 students
In a group you will develop a video presentation that relates to the knowledge and skills from Area of Study 1:
Macroeconomic Goals and Models.
The purpose of your video presentation is to make connections between content and models learnt in Study Area
1 and some current real-world data about Australia.
Your research and video presentation should include:
● An explanation of macroeconomic goals
● A description and evaluation of the way in which achievement of goals is measured
● Analysis of recent data indicating macroeconomic performance of Australia
● At least one example linking data with the AD-AS model
● At least one example linking data with the business cycle model
● At least one example linking data with the circular flow model.
● Where possible, you should make connections between theoretical ideas, models and the data.
The process described below will help you to prepare for this video presentation collaboratively.
1. Once you have learnt about economic growth (Topic 3), you will form a group of 3-4 people. Your
teacher may allocate you to a group or you may have an option to form your own group.
2. As a group, discuss the requirements of the task. If there is anything that you do not understand, it is
your responsibility to ask your teacher for clarification.
3. You will prepare for this task over a number of weeks. Your completion of post-class activities will
contribute towards producing the group video presentation, while also contributing towards your grade
for ‘Participation’ in the unit. For example, while learning about economic growth you are required to
research Australia’s economic growth. The data and information that you collect and summarise during
this activity can then be used in your group video presentation slides.
4. As you begin to prepare and plan your video presentation, it is essential that you communicate and
collaborate with your team members. This should include the use of a shared document that can be
accessed by all team members and can be shared with your teacher.
5. During the planning process, your teacher may give you feedback. This feedback may be written and/or
verbal. It is your responsibility as a group to seek clarification if you do not understand any of the
feedback that is provided. It is also your responsibility to implement the feedback provided.
6. Begin working on the development of your video presentation, this may involve writing scripts
for each person’s part of the video presentation.
7. Once you have prepared each part of the video presentation, take time to practice the presentation as a
group.
Conditions
• You will also be expected to work on the task in your own time, outside of class.
• It is expected that you will collaborate during all parts of the task.
• You will be assessed as a group but there is one element of the rubric where you will be assessed
individually.
• Quotes and definitions should be referenced according to APA style and should be from published
sources.
• Each group will present their researched information by Video, with the use of visual aids (for example,
slides).
• All group members must present some information.
• Preparing your video presentation, you should use a web-based shared document (for example,
Google Docs/Google Slides or an equivalent) so that each member of the group can be involved in the
process. This document should also be shared with your teacher.
Please Note: Allocate the following roles to your group members:
• Google slides (GS) Leader: The GS leader must make sure the Google slides/ PPT are prepared before
practicing and filming. They are responsible for uploading the PPT’s to Turnitin and coordinating your
group’s input to the PPT’s.
• Tech Leader: The Tech leader needs to set up Zoom meetings and send links to the other group
members. It is also up to this group member to press record for the presentation and to upload the video
to your Google folder or an equivalent.
• You may be penalised for a video presentation that exceeds 15 minutes. Part of the challenge of the task
is to identify the most important information to present.
MUF0062: Group Video Presentation Rubric
Criteria/ Descriptors
Very High Level
(5 marks)
High Level
(4 marks)
Medium Level
(3 marks)
Low Level
(2 marks)
Very Low Level
(1 mark)
Not demonstrated
(0 marks)
Description and
evaluation of
macroeconomic goals
and their
measurement
methods
(Group)
A comprehensive description of each goal is
provided, along with details of measurement
methods, including numerical examples to
demonstrate. The measurement methods are
evaluated by analyzing both strengths and
weaknesses of the methods.
A good description of each goal is
provided, along with details of
measurement methods. The
measurement methods are evaluated by
describing some limitations of each
method.
A satisfactory description of each goal is
provided, along with satisfactory description
of the measurement methods for each.
Some evaluation is shown by providing brief
descriptions of limitations of the
measurement of some goals.
Description of the goals is very limited, or not
all goals are described. Measurement
methods for each goal are described very
briefly, or not at all. Little or no evaluation of
the measurement methods is given.
Description of the goals is very limited, or only
one goal is described. Measurement methods for
each goal are merely identified, or not mentioned
at all. Little or no evaluation of the measurement
methods is given.
The group has not described
macroeconomic goals and
their measurement at all. No
evaluation of the
measurement methods is
given.
Analysis of the link
between
macroeconomic goals
and models
(Group)
Many examples are given of how
macroeconomic models can be used to
demonstrate the effect of changing variables
on the achievement of macroeconomic goals.
Diagrams of the AD-AS model, the circular
flow model and the business cycle are
utilized to demonstrate the effect of changing
variables on macroeconomic goals. There is
very high level of knowledge demonstrated of
relationships that exist between
macroeconomic goals, ideas and models.
Many examples are given of how
macroeconomic models can be used to
demonstrate the effect of changing
variables on the achievement of
macroeconomic goals. Diagrams of the
AD-AS model, the circular flow model
and the business cycle are included
and there are some examples given to
demonstrate how achievement of goals
can be shown on the models. There is
good knowledge demonstrated of
relationships that exist between
macroeconomic goals, ideas and
models.
Some examples are given of how
macroeconomic models can be used to
demonstrate the effect of changing variables
on the achievement of macroeconomic
goals. Diagrams such as the AD-AS model,
the circular flow model and the business
cycle are included, but some may not be
shown or may not be linked to
macroeconomic goals. There is some
knowledge demonstrated of relationships
that exist between macroeconomic goals,
ideas and models.
Few examples are given of how
macroeconomic models can be used to
demonstrate the effect of changing variables
on the achievement of macroeconomic goals.
Limited diagrams such as the AD-AS model,
the circular flow model and the business cycle
are included, and are not well linked to
macroeconomic goals. There is limited
knowledge demonstrated of relationships that
exist between macroeconomic goals, ideas
and models.
Little or no examples are given of how
macroeconomic models can be used to
demonstrate the effect of changing variables on
the achievement of macroeconomic goals. Little
or no diagrams such as the AD-AS model, the
circular flow model and the business cycle are
included, and/or are not linked to
macroeconomic goals. There is little or no
knowledge demonstrated of relationships that
exist between macroeconomic goals, ideas and
models.
The group has not identified
any relationship between
any models and goals.
Use of economic
terminology and
evidence of research
(Group)
Correct economic terminology is used
throughout and there is strong evidence of
research, with all macroeconomic goals
matched with some real-world data to
demonstrate. A comprehensive and accurate
reference list is included. Reputable and
relevant sources are used.
Correct economic terminology is used
most of the time, but there may be
errors or times where relevant
vocabulary has not been included.
There is good evidence of research,
with most macroeconomic goals
matched with some real-world data to
demonstrate. A reference list is
included, with few errors in style and
some sources omitted. Mostly relevant
sources have been used.
Correct economic terminology is used often,
but there may be errors or occasions where
relevant vocabulary has not been included.
There is some evidence of research, with
some macroeconomic goals matched with
some real-world data to demonstrate. A
reference list is included but there may be
errors in style or some sources omitted.
Some irrelevant sources have been used.
Correct economic terminology is sometimes
used, and there are errors or occasions where
relevant vocabulary has not been included.
There is limited evidence of research, with few
macroeconomic goals matched with real-
world data to demonstrate. A reference list is
not included, or is brief with many errors
and/or irrelevant sources.
Correct economic terminology is rarely used,
and there are many errors and/or occasions
where relevant vocabulary has not been
included. There is little or no evidence of
research, with few macroeconomic goals
matched with real-world data to demonstrate. A
reference list is not included, or is extremely
brief with many errors and/or irrelevant sources.
The group has not used
accurate economic
terminology and has shown
no evidence of research.
Presentation,
communication,
cooperation,
preparation and
engagement
(Individual)
The student engages confidently with the
audience and presents information with
confidence and clarity. Spoken English is
clear and accurate. There is evidence of
thorough preparation, collaboration and
cooperation with other team members
throughout the preparation and the actual
presentation. The student is respectful and
engaged as an audience member for other
groups’ presentations.
The student shows a high level of
engagement with the audience and most
information is presented clearly. Spoken
English is mostly clear and accurate.
There is some evidence of good
preparation, collaboration and
cooperation with other team members
throughout the preparation and the
actual presentation. The student is
respectful and engaged as an audience
member for other groups’
presentations.
The student shows some engagement with
the audience and most information is
presented clearly, although there may be
some parts of the presentation that are
unclear. Spoken English is mostly clear and
accurate, but there may be some errors in
communication. There is some evidence of
preparation, collaboration and cooperation
with other team members throughout the
preparation and the actual presentation.
The student is respectful and quiet as an
audience member for other groups’
presentations.
The student shows limited engagement with
the audience and some information is hard to
understand. Spoken English is hard to
understand. There is limited evidence of
preparation, collaboration and cooperation
with other team members throughout the
preparation and the actual presentation. The
student is sometimes not respectful and quiet
as an audience member for other groups’
presentations.
The student shows little or no engagement with
the audience and some information is difficult to
understand. Spoken English is very hard to
understand. There is little or no evidence of
preparation, collaboration and cooperation with
other team members throughout the preparation
and the actual presentation. The student is not
respectful and quiet at all times as an audience
member for other groups’ presentations.
The student does not
present any information. The
student is not present for
other groups’ presentations,
or does not show respect as
an audience member.