Could I live smaller?

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Year level 9 Sustainability English Economics and business Health and Physical Education (HPE) Geography

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Students investigate the influences and impact of a consumer society on teenagers' choices and decision-making, while reflecting on their own behaviours and consumer choices.

Learning outcomes

Students:

Curriculum alignment

Year 9

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • 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: 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)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Australia as a trading nation and its place within the rising economies of Asia and broader 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)

Strand: 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: Geography

Content descriptions

Strand: Knowledge and Understanding

  • Unit 1: Geographies of interconnections
    • The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)

Learning area: HPE

Content descriptions

Strand: Personal, social and community health

  • Sub-strand: Identities
    • Evaluate factors that shape identities and critically analyse how individuals impact on the identities of others (ACPPS089)

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
    • interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
    • 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 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
    • develop higher order concepts in academic texts through language features that compact and generalise idea
    • indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgments
    • evaluate the impact of different visual choices in the composition of images, including symbolic images and movement of camera or light, to achieve different nuances
  • ICT
    • assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use
    • select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
    • 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
    • design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes
    • develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and source
    • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
  • Creative and Critical Thinking
    • pose questions to critically analyse complex issues and abstract ideas
    • clarify complex information and ideas drawn from a range of sources
    • create and connect complex ideas using imagery, analogies and symbolism
    • 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
    • use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
  • Personal and Social Capability
    • reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability
    • plan, implement and evaluate ways of contributing to civil society at local, national regional and global level
    • formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks
    • critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
    • develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making
  • Ethical Understanding
    • analyse the objectivity or subjectivity behind decision making where there are many possible consequences
  • Intercultural Understanding
    • recognise the effect that empathising with others has on their own feelings, motivations and actions