How can I start my own business? MilbaDjunga Indigenous resource

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Year level 9-10 Enterprise Indigenous Young adults Economics and business Mathematics English Design and Technologies Work Studies

Launch digiactivity

Students are led through a step-by-step process to start a small business.

MilbaDjunga means 'better or smart' money in the Yidinji language of the area. In this resource, students explore different ways people get money, why people work, how money comes into communities and how, by starting their own business, they can make money and benefit their community at the same time.

Curriculum alignment

Year 9

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)
  • The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
  • The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • 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: 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: Mathematics

Content descriptions

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)

Strand: Statistics and Probability

  • 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)

Learning area: English

Content descriptions

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)
  • Sub-strand: Interpreting, analysing, evaluating
    • Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
  • 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: Civics and Citizenship

Content descriptions

Strand: Knowledge and understanding

  • Sub-strand: Citizenship, diversity and identity
    • How and why individuals and groups, including religious groups, participate in and contribute to civic life (ACHCK079)

Strand: Skills

  • Sub-strand: Problem-solving and decision-making
    • Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087)
  • Sub-strand: Communication and reflection
    • Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS088)
    • Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)

Learning area: Design and Technologies

Content descriptions

Strand: Processes and production skills

  • Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
  • Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)

Learning area: Work studies

Content descriptions

Strand: Skills for learning and work

  • Sub-strand: Entrepreneurial behaviours
    • Identify types of entrepreneurial behaviours and their opportunities for application to 21st century work and enterprise (ACWSCL010)
    • Explain how the application of entrepreneurial behaviours can address a range of work and community challenges and provide benefits personally and to the community (ACWSCL011)
    • Practise the skills and attributes underpinning entrepreneurial behaviours (ACWSCL012)

Strand: Career and life design

  • Sub-strand: Career development and management
    • Recognise the importance of self-awareness in career and life design (ACWSCL013)
    • Source career information and resources (ACWSCL014)
  • Sub-strand: Gaining and keeping work
    • Investigate formal and informal recruitment processes (ACWSCL017)

Year 10

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)
  • The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
    • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
  • 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: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Patterns and algebra
    • Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232)
    • Substitute values into formulas to determine an unknown (ACMNA234)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
  • Sub-strand: Creating texts
    • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Learning area: Civics and Citizenship

Content descriptions

Strand: Skills

  • Sub-strand: Problem-solving and decision-making
    • Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
  • Sub-strand: Communication and reflection
    • Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS101)
    • Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)

Learning area: Design and Technologies

Content descriptions

Strand: Processes and production skills

  • Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
  • Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)

Learning area: Work studies

Content descriptions

Strand: Skills for learning and work

  • Sub-strand: Entrepreneurial behaviours
    • Identify types of entrepreneurial behaviours and their opportunities for application to 21st century work and enterprise (ACWSCL010)
    • Explain how the application of entrepreneurial behaviours can address a range of work and community challenges and provide benefits personally and to the community (ACWSCL011)
    • Practise the skills and attributes underpinning entrepreneurial behaviours (ACWSCL012)

Strand: Career and life design

  • Sub-strand: Career development and management
    • Recognise the importance of self-awareness in career and life design (ACWSCL013)
    • Source career information and resources (ACWSCL014)
  • Sub-strand: Gaining and keeping work
    • Investigate formal and informal recruitment processes (ACWSCL017)

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 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
    • 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
    • illustrate and order relationships for fractions, decimals, percentages, ratios and rates
    • create and interpret maps, models and diagrams using a range of mapping tools
  • ICT
    • 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
    • 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
    • use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
    • give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
    • use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
    • 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
    • assess their strengths and challenges and devise personally appropriate strategies to achieve future success
    • plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
    • 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
    • use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas
  • Intercultural Understanding
    • present a balanced view on issues where conflicting views cannot easily be resolved