This resource supports transformative learning by creating an active, participatory environment where students are not passive recipients of information, but instead take on the role of decision-makers. Students:

- Experience authentic financial decision-making in a safe, gamified environment;

- Monitor real-time data to assess the consequences of their actions;

- Collaborate within investment syndicates to analyse options, make predictions, and adapt to shifting circumstances;

- Develop financial literacy skills that go beyond the classroom and build real-world readiness.

In my Year 8 classroom, I will use this artefact to underpin a structured, three-lesson sequence centred on the theme of student agency through financial literacy. The unit begins with students creating a digital investor profile and selecting a diversified portfolio. They then track the impact of global news and economic trends on their investments using digital tools like Google Sheets, before presenting and reflecting on their decisions through Canva or Google Slides, and contributing to an ethical investment discussion via Padlet.

This learning sequence fosters:

- Digital literacy by using authentic tools from financial contexts, such as trading platforms and spreadsheets;

- Critical and creative thinking through data interpretation, strategic planning, and adapting to market influences;

- Collaborative learning as students form teams, compare approaches, and reflect collectively;

- Ethical reasoning by exploring the social responsibility of investment decisions and how values can guide financial behaviour.

The ASX Sharemarket Game exemplifies the transformative potential of digital technologies when combined with intentional, student-centred pedagogy. Rather than being a novelty or add-on, this artefact becomes the central driver of inquiry, reflection, and deeper understanding. Students are empowered to take ownership of their learning and explore the real implications of economic decisions in a digital format that closely mirrors actual industry practices.

Furthermore, this artefact aligns with multiple Australian Professional Standards for Teachers (APST):

- Standard 2.6: It expands curriculum learning opportunities through meaningful integration of ICT.

- Standard 3.4: It engages students using digital tools that support autonomy and real-world relevance.

- Standard 4.5: It facilitates discussions and practice around safe, responsible, and ethical use of digital technologies.

- Standard 6.2 and 7.4: It encourages professional engagement with digital pedagogies and industry-connected tools that build teacher capacity and student outcomes.

By using the ASX Sharemarket Game as both a learning tool and a platform for critical reflection, students gain essential financial skills, digital capabilities, and a deeper understanding of the ethical dimensions of economic decision-making—skills they will carry well beyond the classroom.

Learning Intentions:

-         Understand key investment concepts including shares, risk, and diversification.

-         Begin exploring real-world companies on the ASX.

-         Collaborate to choose an initial investment portfolio.

Learning Activities:

1.       Hook / Warm-up (10 min):

-         Pose the question: “If you had $50,000 to invest, what would you do with it?”

-         Students brainstorm individually, then share with a partner.

-         Teacher records common ideas on the board (buy property, crypto, etc.), then introduces shares/stocks as today's focus.

2.       Direct Instruction (15 min):

-         Teacher presents a brief slideshow introducing:

What a share is

Why companies sell shares

Concepts of risk, return, and diversification

-         Use real-world analogies (e.g. pizza shop ownership = shares in a business).

3.       Video Viewing (5 min):

-         Show short ASX Education video: “What is the Sharemarket?”

-         Pause to clarify terminology or answer questions.

4.       Interactive Demo (15 min):

-         Teacher logs into the ASX Schools Sharemarket Game, projecting the interface.

-         Explain how students will be using virtual money to buy/sell shares, track performance, and reflect on their decisions.

5.       Group Activity (20 min):

-         Students are placed into groups of 3–4.

-         In their groups, students:

§  Browse the ASX game platform.

§  Research and select 3–5 companies to form a mock portfolio.

§  Begin drafting their Investor Profile using Canva, including:

Ø  Group name

Ø  Their chosen sectors (e.g. tech, mining)

Ø  Risk tolerance level (conservative, balanced, aggressive)

Ø  Group rationale for choices.

6.       Exit Ticket (5 min):

-         Each student submits a digital or paper ticket with:

One new thing they learned

One question they still have

Digital Tools:

-         ASX Schools Sharemarket Game https://game.asx.com.au/game/info/school/about-the-game

-         Canva (Investor Profiles)

-         What is the Sharemarket? Video https://www.youtube.com/watch?v=eiJKg1IH23k&t=2s

Assessment for Learning:

-         Exit ticket responses

-         Observation of group discussion and company selection rationale

Focus: Tracking stock performance, analysing external influences, and adapting investment strategy.

Learning Intentions:

-         Learn to monitor share performance using the ASX game.

-         Analyse external factors that influence market movement.

-         Adjust investment strategies with justification.

Learning Activities:

1.       Recap and Check In (5 min):

-         Brief review of prior lesson. Ask: “What do you remember about diversification?”

-         Review common exit ticket questions from Lesson 1.

2.       Portfolio Review (20 min):

-         Groups log into the ASX Sharemarket Game.

-         Review current performance:

Any gains/losses?

Are the chosen companies trending up or down?

Enter performance data into Google Sheets, creating simple graphs to show change over time.

3.       Mini lesson on Market Influences (15 min):

-         Teacher presents a few real world news articles or headlines (e.g. tech layoffs, oil prices, government budget).

-         Class discussion: “How might these events impact your portfolio?”

-         Introduce the concept of economic indicators and market sentiment.

4.       Strategy Workshop (20 min):

-         In groups, students complete a Strategy Update Table, including:

Company name

Change in share price

External news (if relevant)

Whether to hold, sell, or buy more shares

Rationale for each decision

-         Students draft a revised group strategy statement.

5.       Share and Reflect (10 min):

-         One or two groups volunteer to share updates.

-         Teacher gives feedback and raises key questions for consideration.

Digital Tools:

-         ASX Sharemarket Game

-         Google Sheets (tracking portfolio)

-         Online news (e.g. ABC News, MarketWatch)

Assessment for Learning:

-         Completed Strategy Update Table

-         Justification for portfolio changes (formative)

-         Participation in group discussion

Focus: Reflecting on learning, evaluating investment outcomes, and exploring ethical investment.

Learning Intentions:

-         Evaluate the success of investment strategies.

-         Reflect on personal and group learning.

-         Explore the ethical implications of investment decisions.

Learning Activities:

1.       Portfolio Wrap Up (15 min):

-         Final portfolio check on the ASX Sharemarket Game.

-         Students compare starting vs ending value.

-         Calculate net gain/loss and record key figures in their group Google Sheet.

2.       Presentation Preparation (20 min):

-         Groups use Canva or Google Slides to prepare a 3–5 slide portfolio review presentation.

-         Slide prompts include:

Group strategy and risk profile

Best and worst investments

What they would do differently next time

Any market trends they noticed

3.       Presentations (20 min):

-         Each group presents their outcomes.

-         Class provides brief peer feedback via Padlet, using prompts like:

“One thing I learned…”

“One thing that could be improved…”

4.       Ethical Investment Discussion (10 min):

-         Pose question: “Is it more important to make money or to support companies that align with your values?”

-         Introduce concept of ESG (Environmental, Social, Governance) investing.

-         Students write a short reflection on Padlet, responding to:

Would you change your investments if you found out a company had poor environmental or labour practices? Why or why not?

5.       Self Reflection Journal (5 min):

-         Individual written reflection on the unit, guided by:

“What did I learn about investing?”

“How did my thinking change?”

“What digital skills did I develop?”

Digital Tools:

-         Canva / Google Slides (group presentation)

-         Padlet (ethical reflection + peer feedback)

-         Google Docs or physical journals (self reflection)

Assessment for Learning:

-         Group presentations with criteria (clarity, insight, evidence of learning)

-         Padlet ethical responses

-         Self reflection journal