Draft Australian Curriculum: content links Years 7 to 10 MoneySmart Teaching Units of Work
TABLE OF CONTENTS Years 7 10 MoneySmart Teaching Units of Work... 3 Knowledge and Understanding supporting Years 7 10... 4 Skills supporting Years 7 10... 6... 7 MoneySmart Teaching Units of Work Year 7 Mathematics How can we reduce our spending?... 11 Year 7 Science Should I drink bottled water?... 14 Year 8 Mathematics How can we access money overseas?... 17 Year 8 Science Light up the globe!... 20 Year 9 Mathematics How can we obtain more money?... 24 Year 9 English Could I live smaller?... 28 Year 10 Mathematics Reaching goals: What's involved?... 32 Year 10 English Teens talk money... 35 Curriculum Organisation... 39 Knowledge and Understanding... 39 Skills... 40 Relationship between the strands... 40 Year-level descriptions... 40 Key questions... 41 Content descriptions... 41 The Australian Curriculum: has been written and is awaiting endorsement. Some states and territories have already begun implementing this curriculum. For those states and territories this this document identifies which ASIC MoneySmart Teaching materials may support the teaching of the Australian Curriculum:. 2
Overview: Years 7 10 MoneySmart Teaching Units of Work Knowledge and Understanding Strands Skills MoneySmart Teaching Secondary Units ACHEK017 ACHEK018 ACHEK017 ACHEK027 ACHEK028 ACHEK027 ACHEK029 ACHEK030 ACHEK038 ACHEK040 ACHEK041 ACHEK042 ACHEK038 ACHEK039 ACHEK040 ACHEK041 ACHEK050 ACHEK053 ACHEK052 ACHEK053 ACHEK054 ACHES021 ACHES022 ACHE023 ACHES0024 ACHES025 ACHES026 ACHES021 ACHES022 ACHE023 ACHES0024 ACHES025 ACHES026 ACHES032 ACHES033 ACHES034 ACHES035 ACHES036 ACHES037 ACHES032 ACHES033 ACHES034 ACHES035 ACHES036 ACHES037 ACHES043 ACHES044 ACHES045 ACHES046 ACHES047 ACHES048 ACHES049 ACHES044 ACHES045 ACHES046 ACHES047 ACHES048 ACHES049 ACHEK055 ACHEK056 ACHES057 ACHES058 ACHES059 ACHES060 ACHES061 ACHES055 ACHES056 ACHES057 ACHES058 ACHES059 ACHES060 ACHES061 Year 7 Mathematics How can we reduce our spending? Year 7 Science Should I drink bottled water? Year 8 Mathematics How can we access money overseas? Year 8 Science Light up the globe! Year 9 Mathematics How can we obtain more money? Year 9 English Could I live smaller? Year 10 Mathematics Reaching goals: What s involved? Year 10 English Teens talk money 3
s Key inquiry questions Years 7 10 Knowledge and Understanding: Scope and Sequence: Years 7 10 (Reference pp 46-47 Australian Curriculum: ) Year 7 Year 8 Year 9 Year 10 Why is there a relationship between consumers and producers in the market? Why is personal, organisational and financial planning for the future important for both consumers and businesses? How does entrepreneurial behaviour contribute to a successful business? What types of work exist and in what other ways can people derive an income? Why are markets needed, and why are governments involved? Why do consumers and businesses have both rights and responsibilities? What may affect the ways people work now and in the future? How do different businesses respond to opportunities in the market? How do participants in the global economy interact? What strategies can be used to manage financial risks and rewards? How does creating a competitive advantage benefit business? What are the responsibilities of participants in the workplace and why are these important? How is the performance of an economy measured? Why do variations in economic performance in different economies exist? What strategies do governments use to manage the economy? How do governments, businesses and individuals respond to changing economic conditions? The ways consumers and producers respond to and influence each other in the market. The ways markets operate in Australia and why they may be influenced by government. Australia as an economy and its place within the broader Asia and global economy. Indicators of economic performance and how Australia s economy is performing. Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives. The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets Why and how participants in the global economy are dependent on each other. The links between economic performance and living standards, the variations that exist within and between economies, and the possible causes. 4
Years 7 10 Characteristics of entrepreneurs and successful businesses. The rights and responsibilities of consumers and businesses in Australia Why and how people manage financial risks and rewards in the current Australian and global financial landscape. The ways that governments manage the economy to improve economic performance and living standards. Why individuals work, types of work and how people derive an income. Types of businesses and the ways that businesses respond to opportunities in Australia How and why businesses seek to create and maintain a competitive advantage in the global market. Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions. Influences on the ways people work and factors that might affect work in the future. The roles and responsibilities of participants in the changing Australian or global workplace. The ways businesses organise themselves to improve productivity, including the ways they manage their workforce, and how they respond to changing economic conditions. 5
Years 7 10 Skills: Scope and Sequence: Years 7 10 (Reference pp 48-49 Australian Curriculum: ) Years 7 & 8 Years 9 & 10 Questioning and Research Interpretation and analysis Economic reasoning, decision-making and application Communication and reflection Develop questions about an economic or business issue or event, and plan and conduct an investigation or project. Gather relevant data and information from a range of digital, online and print sources. Interpret data and information displayed in different formats to identify relationships and trends. Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative. Apply economics and business knowledge, skills and concepts in familiar and new situations. Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions. Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation. Gather relevant and reliable data and information from a range of digital, online and print sources. Analyse data and information in different formats to explain cause and effect relationships, make predictions and illustrate alternative perspectives. Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action. Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations. Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts. Reflect on the intended and unintended consequences of economics and business decisions. 6
Knowledge and Understanding Skills MoneySmart Teaching Years 7 10 Units A range of mobile phone plans exist to meet a variety of customer needs and wants (ACHEK017) List household expenses where some money could be saved (ACHEK018) Bottled water has a range of sources and processes used to produce it (ACHEK017) Question parents about the family budget and spending habits (ACHES021) Gather data about unit pricing from various sources (ACHES022) Interpret mobile phone plan costs and align to needs and wants of users (ACHES023) Identify strategies for saving money within the family budget and explain the advantages and disadvantages of implementing them (ACHES024) Create a simple budget and calculate potential savings over a period of 6 months (ACHES025) Present a recommendation of the most suitable phone plan for a given user (ACHES026) Develop questions about the process of producing potable water in either bottles or by tap (ACHES021) Use an internet site to explore the water cycle (ACHES022) Identify the trend in bottled water sales in Australia (ACHES023) Identify what Individuals can do to reduce the amount of water needed for food consumption and explain the statement The world is thirsty because we are hungry (ACHES024) Participate with the class in an investigation to support a decision about whether to drink bottled water (ACHES025) Communicate findings and present a conclusion to an investigation (ACHES026) Year 7 Mathematics How can we reduce our spending? Year 7 Science Should I drink bottled water? 7
Knowledge and Understanding Skills MoneySmart Teaching Years 7 10 Units Banks are part of a financial market (ACHEH027) Recognise the historical significance of bartering in Aboriginal and Torres Strait Islander communities (ACHEK028) Legislation determines type of light globes available for purchase in Australia (ACHEK027) Sustainability and environmental issues are associated with production and purchase of various artificial light sources(achek029) A variety of light bulbs exist to satisfy consumer demand for products (ACHEK030) Provide information about using money overseas to people who are preparing to travel (ACHES032) Gather accurate and useful data and information from a range of sources (ACHES033) Investigate an online currency converter (ACHES034) Evaluate the pros and cons of various travel money transaction cards (ACHES035) Apply informed decision-making skills in providing advice to travellers (ACHES036) Present travel information and advice in an appropriate format (ACHES037) Plan an investigation into a preferred artificial light source (ACHES032) Access an online energy calculator and conduct an internet search to find the cost of electricity from a local provider (ACHES033) Interpret data in graphs to compare electricity usage over several quarters (ACHES034) Recommend the most cost effective change to reduce amount of money spent on lighting (ACHES035) Compare relevant factors to decide and justify a choice of light bulb for desk light (ACHES036) Promote the chosen light source in a promotional pamphlet (ACHES037) Year 8 Mathematics How can we access money overseas? Year 8 Science Light up the globe! 8
Knowledge and Understanding Skills MoneySmart Teaching Years 7 10 Units Workers are participants in the Australian economy (ACHEK038) Investments enable people to accumulate savings for the future (ACHEK040) Financial institutions can create a competitive market advantage through their products (ACHEK041) Participants in the workplace have rights and responsibilities (ACHEK042) Young people make consumer choices in everyday life (ACHEK038) Online shopping and financial transactions in a global context create challenges (ACHEK039) Protection is needed against identity theft and scams with online transactions (ACHEK040) Australian and overseas shopping and retail websites use persuasive techniques and strategies to attract customers (ACHEK041) Investigate the number of hours students work (ACHES043) Collect information on financial institutions and fair work practices from relevant websites and research jobs online (ACHES044) Analyse data in Microsoft Excel on Census At School website (ACHES045) Compare advantages and disadvantages of term deposits over regular savings accounts (ACHES046) Explain the ideal job (ACHES047) Tabulate hours worked and money earned and represent the data graphically (ACHES008) Discuss advantages and disadvantages of an action taken to obtain money (ACHES049) View relevant video clips to gather information (ACHES044) Predict the impact of online shopping trends in the next 5 10 years (ACHES045) Respond to the question Could I live smaller (ACHES046 ACHES047 ACHES048 ACHES049) Year 9 Mathematics How can we obtain more money? Year 9 English Could I live smaller? 9
Knowledge and Understanding Skills MoneySmart Teaching Years 7 10 Units Inflation as an indicator of economic performance (ACHEK050) Inflation, depreciation and cost of loans influence and affect consumer decisions and buying outcomes (ACHEK053) Employment matters include wages and taxation (ACHEK052) Factors like age and cost of finance influence decisions when buying a car (ACHEK053) Casual employment offers a flexible workplace structure (ACHEK054) Identify questions and considerations for various scenarios in which people plan for their financial future (ACHES055) Collect information about compound interest through use of an online calculator (ACHES056) Discuss differences between simple and compound interest and explain which type is more favourable for the customer (ACHES057) Discuss the implications of purchasing a car on borrowed finance from a car dealer (ACHES058 ACHES061)) Apply knowledge of good debt and bad debt to brainstorm scenarios that demonstrate them (ACHES059) Present a scenario in which saving and borrowing money, depreciation, inflation and buying an asset would influence the financial planning of it (ACHES060) Prepare questions to form the basis of interviews and discussions about obtaining employment and financial management (ACHES055) Gather relevant data and information from a variety of sources relevant to the interview and discussion topics (ACHES056) Analyse information to make an informed decision about purchasing a car by applying economics and business knowledge and skills (ACHES057 ACHES058 ACHES059) Present an informative, simulated TV talk show about consumer and financial matters for teenagers (ACHES060) Discuss the intended and unintended consequences of the decision to shop online (ACHES061) Year 10 Mathematics Reaching goals: What s involved? Year 10 English Teens talk money 10
Links to the Australian Curriculum and National Consumer and Financial Literacy Framework Year 7 Mathematics How can we reduce our spending? Australian Curriculum Mathematics, Mathematics Strand Number and algebra Sub-strand Real numbers Round decimals to a specified number of decimal places (ACMNA156) Sub-strand Money and financial mathematics Investigate and calculate 'best buys', with and without digital technologies (ACMNA174) Strand Statistics and probability Sub-strand Data representation and interpretation Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169) Strand Knowledge and Understanding s The ways consumers and producers respond to and influence each other in the market (ACHEK017) Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018) National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Year 8 Dimension Knowledge and understanding Explain why it is important to set and prioritise personal financial goals Identify implications of terms and conditions such as fees, penalties, interest and warranties Analyse and explain the range of factors affecting consumer choices. Dimension Competence Compare income, spending commitments and life-styles at different stages of life Determine the value of deals when purchasing goods and services such as buy one, get one free Justify the selection of a range of goods and services in a variety of real-life contexts Identify and explain marketing strategies used in advertising and social media to influence consumer decision-making. 11
Strand Skills Sub-strand Questioning and research s Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021) Gather relevant data and information from a range of digital, online and print sources (ACHES022) Sub-strand Interpretation and analysis Interpret data and information displayed in different formats to identify relationships and trends (ACHES023) Sub-strand Economic reasoning, decision-making and application s Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024) Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025) Sub-strand Communication and reflection Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026) Dimension Responsibility and Enterprise Recognise the importance of planning for their financial futures and appreciate that sacrificing current expenditure can bring long-term benefits Recognise that people have different ways of living and expectations according to their values and/or financial situation Recognise that their ability to make informed decisions about personal finance and financial products is strengthened by finding and evaluating relevant information and accessing reliable advice Demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making 12
Years 7 10 Achievement Standards Connection to year level Achievement Standards This unit of work contributes to the bolded sections of the Achievement Standards in Mathematics and for Year 7. Mathematics By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two parallel lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays. Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots. By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students identify the reasons individuals choose to work and describe the various sources of income that exist. When researching, students develop questions and gather data and information from different sources to investigate an economic or business issue. They interpret data to identify trends. They propose alternative responses to an issue and assess the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar problems. Students develop and present conclusions using appropriate texts, terms and concepts. They identify the effects of their decisions and the possible effects of alternative actions. 13
Links to the Australian Curriculum and National Consumer and Financial Literacy Framework Year 7 Science Should I drink bottled water? Australian Curriculum Science, Science Strand Science understanding Sub-strand Chemical world Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113) Sub-strand Earth and space Water is an important resource that cycles through the environment (ACSSU222) Strand Science as a human endeavour Sub-strand Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSSH 120) Strand Knowledge and Understanding Content description The ways consumers and producers respond to and influence each other in the market (ACHEK017) National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Year 8 Dimension Knowledge and understanding Research, identify and discuss the rights and responsibilities of consumers in a range of real-life contexts Analyse and explain the range of factors affecting consumer choices Dimension Competence Justify the selection of a range of goods and services in a variety of real-life contexts Dimension Responsibility and enterprise Explain how individual and collective decisions may have an impact on the broader community and/or the environment Apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, product design and development, business ventures and special events Apply informed and assertive consumer decision-making in a range of real-life contexts 14
Skills Sub-strand Questioning and research s Demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021) Gather relevant data and information from a range of digital, online and print sources (ACHES022) Sub-strand Interpretation and analysis Interpret data and information displayed in different formats to identify relationships and trends (ACHES023) Sub-strand Economic reasoning, decision-making and application s Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024) Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025) Sub-strand Communication and reflection Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026) 15
Years 7 10 Achievement Standards Connection to year level Achievement Standards This unit of work contributes to the bolded sections of the Achievement Standards in Science and for Year 7. Science By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth s gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations. By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and longterm planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students identify the reasons individuals choose to work and describe the various sources of income that exist. When researching, students develop questions and gather data and information from different sources to investigate an economic or business issue. They interpret data to identify trends. They propose alternative responses to an issue and assess the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar problems. Students develop and present conclusions using appropriate texts, terms and concepts. They identify the effects of their decisions and the possible effects of alternative actions. 16
Links to the Australian Curriculum and National Consumer and Financial Literacy Framework Year 8 Mathematics How can we access money overseas? Australian Curriculum Mathematics, Mathematics Strand Number and Algebra Sub-strand Number and place value Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies (ACMNA183) Sub-strand Real numbers Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ASMNA187) Solve problems involving profit and loss, with and without digital technologies (ACMNA189) Strand Knowledge and Understanding s The ways markets operate in Australia and why they may be influenced by government (ACHEK027) The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028) National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Year 8 Dimension Knowledge and understanding Research, identify and discuss the rights and responsibilities of consumers in a range of real-life contexts Identify where to access reliable information and advice concerning the rights and responsibilities of consumers and business Analyse and explain the range of factors affecting consumer choices Dimension Competence Determine and compare the actual cost of using different ways of paying for goods and services Justify the selection of a range of goods and services in a variety of real-life contexts Convert from one currency to another in real-life contexts Explore the pros and cons of a range of payment options for goods and services such as cash and debit Identify and explain marketing strategies used in advertising and social media to influence consumer decision-making 17
Strand Skills Sub-strand Questioning and research s Develop questions about an economic or business issue or event, and plan and conduct an investigation or project(aches032) Gather relevant data and information from a range of digital, online and print sources (ACHES0332) Strand Interpretation and analysis Interpret data and information displayed in different formats to identify relationships and trends (ACHES034) Strand Economic reasoning, decision-making and application s Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035) Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036) Strand Communication and reflection Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037) Dimension Responsibility and Enterprise Explain how individual and collective consumer decisions may have an impact on the broader community and/or the environment Apply informed and assertive consumer decision-making in a range of real-life contexts Recognise that people have different ways of living and expectations according to their values and/or financial situation Recognise that their ability to make informed decisions about personal finance and financial products is strengthened by finding and evaluating relevant information and accessing reliable advice Demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making. 18
Years 7 10 Achievement Standards Connection to year level Achievement Standards This unit of work contributes to the bolded sections of the Achievement Standards in Mathematics and for Year 8. Mathematics By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They recognise index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. They make connections between expanding and factorising algebraic expressions. Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. They identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. They explain issues related to the collection of data and the effect of outliers on means and medians in that data. Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert between units of measurement for area and volume. They perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles. Students determine complementary events and calculate the sum of probabilities. By the end of Year 8, students explain how markets operate and recognise why governments may influence the market s operation. They explain the rights and responsibilities of consumers and businesses. They explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market. Students describe influences on the way people work, and factors that may affect work in the future. When researching, students develop questions and gather relevant data and information from different sources to investigate an economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the potential consequences of alternative actions. 19
Links to the Australian Curriculum and National Consumer and Financial Literacy Framework Year 8 Science Light up the globe! Australian Curriculum Science, Science Strand Science understanding Sub-strand Physical sciences Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155) Strand Science inquiry skills Sub-strand Planning and conducting s In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS141) Summarise data from students own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145) Sub-strand Processing and analysing data and information Construct and use a range of representations including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Year 8 Dimension Knowledge and understanding Analyse and explain the range of factors affecting consumer choices Dimension Competence Use a range of methods and tools to keep financial records in real-life contexts Justify the selection of a range of goods and services in a variety of real-life contexts Dimension Responsibility and Enterprise Apply informed and assertive consumer decision-making in a range of real-life contexts Discuss the legal and ethical issues associated with advertising and providing goods and services to consumers Apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, product design and development, business ventures and special events 20
Strand Skills Sub-strand Questioning and research s Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032) Gather relevant data and information from a range of digital, online and print sources (ACHES033) Sub-strand Interpretation and analysis Interpret data and information displayed in different formats to identify relationships and trends (ACHES034) Sub-strand Economic Reasoning, decision making and application s Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035) Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036) Sub-strand Communication and reflection Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037) 21
Years 7 10 Achievement Standards Connection to year level Achievement Standards This unit of work contributes to the bolded sections of the Achievement Standards in Science and for Year 8. Science By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. They compare processes of rock formation, including the time scales involved. They analyse the relationship between structure and function at cell, organ and body system levels. Students examine the different science knowledge used in occupations. They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems. Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. They identify variables to be changed, measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types. By the end of Year 8, students explain how markets operate and recognise why governments may influence the market s operation. They explain the rights and responsibilities of consumers and businesses. They explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market. Students describe influences on the way people work, and factors that may affect work in the future. When researching, students develop questions and gather relevant data and information from different sources to investigate an economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the potential consequences of alternative actions. Science By the end of Year 8, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures. Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic representations and construct multi-modal texts to communicate ideas, methods and findings. 22
Years 7 10 Achievement Standards By the end of Year 8, students recognise why choices about the allocation of resources involve trade-offs. They describe the effects of consumer and financial decisions on themselves, others and the environment. Students identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. When researching, students develop questions and gather and sort data and information from different sources to investigate an economic or business issue. They identify the advantages and disadvantages of a proposed response to an issue and apply economics and business knowledge and skills to everyday problems. Students present their findings using appropriate texts and economics and business terms and identify the possible effects of their decisions. 23
Links to the Australian Curriculum and National Consumer and Financial Literacy Framework Year 9 Mathematics How can we obtain more money? Australian Curriculum Mathematics, Mathematics Strand Number and Algebra Sub-strand Real numbers Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208) Sub-strand Money and financial mathematics Solve problems involving simple interest (ACMNA211) Sub-strand Linear and non-linear relationships Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215) Sub-strand Data representation and interpretation Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources (ACMSP228) Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283) National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Year 10 Dimension Knowledge and understanding Identify and explain strategies to manage personal finances Explain the different ways in which people are paid including wages, salaries, commissions, self-employment and government benefits Explain the various factors that may impact on achieving personal financial goals Analyse and explain the range of factors affecting consumer choices Identify types of consumer and financial risks to individuals, families and the broader community, and ways of managing them Dimension Competence Analyse relevant information to make informed choices when purchasing goods and services and/or to resolve consumer choices Dimension Responsibility and enterprise Apply informed and assertive consumer decision-making in a range of real-life contexts 24
Strand Knowledge and Understanding s Australia as an economy and its place within the broader Asia and global economy (ACHEK038) Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040) How and why businesses seek to create and maintain a competitive advantage in the global market (ACHEK041) The roles and responsibilities of participants in the changing Australian or global workplace (ACHEK042) Strand Skills Sub-strand Questioning and research s Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043) Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044) Sub-strand Interpretation and analysis Appreciate that there is often no one right answer in making financial decisions because these depend on individual circumstances, preferences and values Explain how, as financially active citizens, they fit into the economy and society through: generating income and paying taxes saving spending donating investing Explain the role of banks and other deposit taking institutions (e.g. credit unions, building societies) in collecting deposits, pooling savings and lending them to individuals and business Demonstrate awareness that family and socio-cultural values and customs can influence consumer behaviour and financial decisions Analyse data and information in different formats to explain cause and effect relationships, make predictions and illustrate alternative perspectives (ACHES045) 25
Sub-strand Economic reasoning, decision-making and application s Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046) Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047) Sub-strand Communication and reflection s Present reasoned arguments and evidence- based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048) Reflect on the intended and unintended consequences of economic and business decisions (ACHES049) 26
Years 7 10 Achievement Standards Connection to year level Achievement Standards This unit of work contributes to the bolded sections of the Achievement Standards in Mathematics, for Year 9. Mathematics By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data in primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data. Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots. By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace. When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions. 27
Links to the Australian Curriculum and National Consumer and Financial Literacy Framework Year 9 English Could I live smaller? Australian Curriculum English, English Strand Literacy Sub-strand Interpreting, analysing, evaluating Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742) Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745) Sub-strand Interacting with others Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741) Sub-strand Creating texts Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746) National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Year 10 Dimension Knowledge and understanding Discuss and compare different sources of consumer and financial advice Dimension Competence Compare overall 'value' of a range of goods and services using IT tools and comparison websites as appropriate Evaluate marketing claims, for example in advertising and social media, to influence consumers to purchase a range of goods and services Dimension Responsibility and enterprise Research and identify ethical and moral dimensions of consumer choices in specific circumstances and the consequences to themselves, their families, the broader community and/or the environment Explore the economic cost of individual and collective consumer decisions on the broader community and the environment. Appreciate that there is often no one right answer in making financial decisions because these depend on individual circumstances, preferences and values 28
Strand Knowledge and Understanding Demonstrate awareness that family and socio-cultural values and customs can influence consumer behaviour and financial decisions s Australia as an economy and its place within the broader Asia and global economy (ACHEK038) Why and how participants in the global economy are dependent on each other (ACHEK039) Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040) How and why businesses seek to create and maintain a competitive advantage in the global market (ACHEK041) Strand Skills Sub-strand Questioning and research s Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044) Interpretation and analysis Analyse data and information in different formats to explain cause and effect relationships, make predictions and illustrate alternative perspectives (ACHES045) Sub-strand Economic reasoning, decision-making and application s Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046) 29