Do I need it? Do I want it? How can I get it? MilbaDjunga Indigenous resource

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Year level 5-6 Indigenous Economics and business Mathematics English Humanities and Social Sciences (HASS) Health and Physical Education (HPE)

Launch digiactivity

Students explore needs and wants, earning money and budgeting. Includes an activity on setting up a classroom economy.

MilbaDjunga means 'better or smart' money in the Yidinji language of the area. Traditional Indigenous values and approaches to satisfying personal, family and community needs and wants are addressed in this resource.

Curriculum alignment

Year 5

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA009)
    Sub-strand: Money and financial mathematics
    • Create simple financial plans (ASMNA106)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Expressing and developing ideas
    • Understand the use of vocabulary to express greater precision of meaning and know that words can have different meanings in different contexts (ACELA1512)
  • Sub-strand: Language for interaction
    • Understand that patterns of language and interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
  • Sub-strand: Text structure and organisation
    • Understand how texts can vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELE1699)
    • Use interaction skills, for example paraphrasing, questioning and interpreting non- verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
  • Sub-strand: Interpreting, analysing, evaluating
    • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACEL1702)
    • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
    • Understand the use of vocabulary to express greater precision of meaning and know that words can have different meanings in different contexts (ACELA1512)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
    • Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)
    • Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, Social and Community Health

  • Sub-strand: Communicating and interacting for health and wellbeing
    • Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: History
    • The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants and how the environment changed (including Aboriginal and Torres Strait Islander Peoples) (ACHASSK107)
  • Sub-strand: Economics and business
    • The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)
    • Types of resources (natural, human, capital) and the ways societies use them in order to satisfy the needs and wants of present and future generations (ACHASSK120)
    • Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Strand: Inquiry and Skills

  • Sub-strand: Questioning
    • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
  • Sub-strand: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)
    • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
  • Sub-strand: Analysing
    • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
    • Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI101)
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
    • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
  • Sub-strand: Communicating
    • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 6

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
    Sub-strand: Money and financial mathematics
    • Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
  • Sub-strand: Expressing and developing ideas
    • Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
  • Sub-strand: Interpreting, analysing, evaluating
    • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELT1712)
    • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
    • Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
    • Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, Social and Community Health

  • Sub-strand: Communicating and interacting for health and wellbeing
    • Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: History
    • Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)
  • Sub-strand: Economics and Business
    • How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
    • The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)

Strand: Inquiry and Skills

  • Sub-strand: Questioning
    • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
  • Sub-strand: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)
  • Sub-strand: Analysing
    • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
    • Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI129)
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
    • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
  • Sub-strand: Communicating
    • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

General capabilities

Level 4: Typically, by the end of Year 6, students:

  • Literacy:
    • navigate, read and view subject-specific texts with some challenging features and a range of graphic representations
    • listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, and respond to and interpret information and opinions presented
    • interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies
    • compose and edit learning area texts
    • use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts
    • plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences
    • use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes
    • use vocabulary, including subject-specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning
    • explain how analytical images such as figures, diagrams, tables, maps and graphs contribute to understanding of factual information in texts
  • Numeracy
    • solve problems and check calculations using efficient mental and written strategies
    • create simple financial plans, budgets and cost predictions
  • ICT
    • locate, retrieve or generate information using search engines and simple search functions and classify information
      in meaningful ways
    • use ICT effectively to record ideas, represent thinking and plan solutions
    • independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes
  • Creative and Critical Thinking
    • pose questions to clarify and interpret information and probe for causes and consequences
    • identify and clarify relevant information and prioritise ideas
    • analyse, condense and combine relevant information from multiple sources
    • identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
    • assess and test options to identify the most effective solution and to put ideas into action
    • identify and justify the thinking behind choices they have made
    • assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome
    • evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria
  • Personal and Social Capability
    • explain how the appropriateness of emotional responses influences behaviour
    • 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
    • identify factors that influence decision making and consider the usefulness of these in making their own decisions
  • Ethical Understanding
    • examine values accepted and enacted within various communities
    • explain a range of possible interpretations and points of view when thinking about ethical dilemmas
  • Intercultural Understanding
    • describe and compare the knowledge, beliefs and practices of various cultural groups in relation to a specific time, event or custom
    • explain perspectives that differ to expand their understanding of an issue