How can we reduce our spending?

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Year level 7 Mobile phones Sustainability Economics and business Mathematics English

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Students investigate ways to save money by buying smart and using comparative shopping to make savings.

Learning outcomes

Students:

Curriculum alignment

Year 7

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Real Numbers
    • Round decimals to a specified number of decimal places (ACMNA156)
  • Sub-strand: Money and financial mathematics
    • Investigate and calculate ‘best buys’, with and without digital technologies (ACMNA174)

Strand: Statistics and Probability

  • Sub-strand: Data Representation and interpretation
    • Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interpreting, analysing, evaluation
    • Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Learning area: Economics and business

Content descriptions

Strand: Knowledge and Understanding

  • The ways consumers and producers interact and respond to each other in the market (ACHEK017)
  • Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)

Strand: Skills

  • 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 (ACHES024)
    • Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
  • 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 (ACHES026)

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
    • 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
    • identify trends using number rules and relationships
    • convert between common metric units for volume and capacity and use perimeter, area and volume formulas to solve authentic problems
  • ICT
    • locate, retrieve or generate information using search facilities and organise information in meaningful ways
  • 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
    • assess assumptions in their thinking and invite alternative opinions
    • evaluate and justify the reasons behind choosing a particular problem-solving strategy
    • 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
    • identify and choose a range of learning strategies appropriate to specific tasks and describe work practices that assist their learning
    • assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives