Be Moneysmart (Module 1): Saving, budgeting and spending

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Year level 9-VET Young adults Mathematics Economics and business Health and Physical Education (HPE) Work Studies

Launch digiactivity

Students establish savings goals, create a budget and a savings plan.

Learning outcomes

Students:

Students work through Module 1 online and explore the concepts of saving, budgeting and spending using three case studies (Will, Kaz and Sam) and some activities from the Student Workbook. Each case study presents different attitudes towards money management and enables students to identify financial strengths and weaknesses.

Curriculum alignment

Year 9

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Solve problems involving simple interest (ACMNA211)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
  • Sub-strand: 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
    • 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
    • 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)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, social and community health

  • Sub-strand: Identities
    • Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
  • Sub-strand: Understanding emotions
    • Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)

Learning area: Work Studies

Content descriptions

Strand: Skills for learning and work

  • Sub-strand: Learning to learn
    • Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing (ACWSCL005)

Strand: Career and life design skills

  • Sub-strand: Career development and management
    • Recognise the importance of self-awareness in career and life design (ACWSCL013)

Year 10

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
  • Sub-strand: Interpretation and analysis
    • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
  • Sub-strand: Economic reasoning, decision-making and application
    • 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 (ACHES058)
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
  • Sub-strand: Communication and reflection
    • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
    • Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, social and community health

  • Sub-strand: Identities
    • Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
  • Sub-strand: Understanding emotions
    • Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)

Learning area: Work studies

Content descriptions

Strand: Skills for learning and work

  • Sub-strand: Learning to learn
    • Focus their learning strategies on personal and work-related aspirations (ACWSCL024)

General capabilities

Level 6: Typically, by the end of Year 10, students:

  • Literacy:
    • navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations
    • listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinions
    • interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
    • compose and edit longer and more complex learning area texts
    • use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
    • plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
    • use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
  • Numeracy
    • solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies
    • evaluate financial plans to support specific financial goals
    • solve problems involving fractions, decimals, percentages, ratios and rates
  • ICT
    • use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings
    • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
    • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
    • select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
  • Critical and Creative Thinking
    • clarify complex information and ideas drawn from a range of sources
    • assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
    • identify, plan and justify transference of knowledge to new contexts
    • analyse reasoning used in finding and applying solutions, and in choice of resources
    • evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified
  • Personal and Social Capability
    • reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts
    • assess their strengths and challenges and devise personally appropriate strategies to achieve future success
    • consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices
    • critically analyse self- discipline strategies and personal goals and consider their application in social and work-related contexts
    • establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes
    • develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making