How can we access money overseas?

Rolls of different currency

unit of work 9.5 hours Share: Like MoneySmart on Facebook Follow MoneySmart on Twitter Email

Year level 8 Design and currency Currency Asia region Mathematics English Economics and business

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Students explore the concepts of currency and currency conversion in the context of overseas travel.

Learning outcomes

Students:

Curriculum alignment

Year 8

Learning area: Mathematics

Content descriptions

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 (ACMNA187)
    • Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)
  • Sub-strand: Money and financial mathematics
    • Solve problems involving profit and loss, with and without digital technologies (ACMNA189)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
  • Sub-strand: Creating texts
    • Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • The ways markets in Australia operate to enable the distribution of resources, 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)

Strand: Skills

  • Sub-strand: Questioning and research
    • 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
    • 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)

General capabilities

Level 5: Typically, by the end of Year 8, students:

  • Literacy:
    • navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations
    • interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies
    • compose and edit longer sustained learning area texts
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
    • plan, research, rehearse and deliver presentations on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience
    • use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others
    • recognise and use aspects of language to suggest possibility, probability, obligation and conditionality
  • Numeracy
    • solve complex problems by estimating and calculating using efficient mental, written and digital strategies
    • identify and justify ‘best value for money’ decisions
    • visualise and describe the proportions of percentages, ratios and rates
    • solve problems using simple percentages, ratios and rates
  • ICT
    • locate, retrieve or generate information using search facilities and organise information in meaningful ways
    • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
    • independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions
  • Critical and Creative Thinking
    • pose questions to probe assumptions and investigate complex issues
    • clarify information and ideas from texts or images when exploring challenging issues
    • draw parallels between known and new ideas to create new ways of achieving goals
    • generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
    • predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
    • justify reasons for decisions when transferring information to similar and different contexts
    • differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
    • explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified
  • Personal and Social Capability
    • assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives