Knowing Growing Showing (Growing stage): Money, you and community

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Year level 3-6 Indigenous Mathematics English Humanities and Social Sciences (HASS) The Arts

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The Growing stage (year level 3-6) considers the different forms of money, as well as consumer issues, and the importance of budgeting and planning for the future.

Knowing Growing Showing is a three part Aboriginal and Torres Strait Islander resource that uses a flexible approach to meet the needs of learners. In the Growing (year level 3-6) stage, Aboriginal and Torres Strait Islander students learn more about the different forms that money can take such as money in the hand (cash) or money in the clouds (electronic).

Learning outcomes:

By the end of this stage students will:

Curriculum alignment

Year 3

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
    • Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
    • Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Learning area: HASS

Content descriptions

Strand: Inquiry and Skills

  • Sub-strand: Evaluating and reflecting
    • Draw simple conclusions based on analysis of information and data (ACHASSI058)
  • Sub-strand: Communicating
    • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

Learning area: The Arts

Content descriptions

Strand: Drama

  • Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)

Strand: Media Arts

  • Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

Year 4

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Solve problem involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
    • Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
    • Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

Learning area: HASS

Content descriptions

Strand: Inquiry and Skills

  • Sub-strand: Researching
    • Locate and collect information and data from different sources, including observations (ACHASSI074)
  • Sub-strand: Evaluating and reflecting
    • Draw simple conclusions based on analysis of information and data (ACHASSI079)
  • Sub-strand: Communicating
    • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Learning area: The Arts

Content descriptions

Strand: Drama

  • Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)

Strand: Media Arts

  • Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)

Year 5

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Create simple financial plans (ACMNA106)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
    • Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
    • Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
  • 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)

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

  • 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)
    • 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: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI101)
    • Work in groups to generate responses to issues and challenges (ACHASSI102)
    • 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)

Learning area: The Arts

Content descriptions

Strand: Drama

  • Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)

Strand: Media Arts

  • Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

Year 6

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • 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)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
    • 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
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
  • 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)

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

  • 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: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI129)
    • Work in groups to generate responses to issues and challenges (ACHASSI130)
    • 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)

Learning area: The Arts

Content descriptions

Strand: Drama

  • Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)

Strand: Media Arts

  • Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

General capabilities

Level 3: typically, by the end of Year 4, students:

  • Literacy
    • listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and multi- modal texts and respond to texts read aloud
    • compose and edit a range of learning area texts
    • use pair, group and class discussions about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts
    • plan, rehearse and deliver presentations on learning area topics, incorporating some learned content and appropriate visual and multimodal elements
    • use growing subject- specific vocabulary to read, discuss and write about learning area topics
  • Numeracy
    • estimate a solution to a problem and then check the solution by recalling, addition, subtraction, multiplication and division facts
    • estimate the change from simple purchases
  • ICT
    • independently apply standard guidelines and techniques for particular digital systems to secure digital information
    • create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes
  • Critical and Creative Thinking
    • pose questions to expand their knowledge about the world
    • identify main ideas and select and clarify information from a range of sources
    • explore situations using creative thinking strategies to propose a range of alternatives
  • Personal and Social Capability
    • explain the value of self-discipline and goal-setting in helping them to learn
    • discuss the value of diverse perspectives and describe a point of view that is different from their own
  • Ethical Understanding
    • identify ethical concepts, such as equality, respect and connectedness, and describe some of their attributes
    • discuss actions taken in a range of contexts that include an ethical dimension
    • explain reasons for acting in certain ways, including the conflict between self- respect and self-interest in reaching decisions
    • describe different points of view associated with an ethical dilemma and give possible reasons for these differences
  • Intercultural Understanding
    • identify and describe variability within and across cultural groups

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

  • Literacy
    • listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, and respond to and interpret information and opinions presented
    • 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 vocabulary, including subject-specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning
  • Numeracy
    • solve problems and check calculations using efficient mental and written strategies
    • create simple financial plans, budgets and cost predictions
  • ICT
    • use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information
    • locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways
  • Critical and Creative Thinking
    • pose questions to clarify and interpret information and probe for causes and consequences
    • identify and clarify relevant information and prioritise ideas
    • identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
  • Personal and Social Capability
    • analyse factors that influence ability to self-regulate; devise and apply strategies to monitor own behaviour and set realistic learning goals
    • explain how means of communication differ within and between communities and identify the role these play in helping or hindering understanding of others
  • Ethical Understanding
    • explore the reasons behind there being a variety of ethical positions on a social issue
    • explain a range of possible interpretations and points of view when thinking about ethical dilemmas
  • Intercultural Understanding
    • identify and describe the roles that culture and language play in shaping group and national identities

National Consumer and Financial Literacy Framework

Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.

By the end of Year 6

Dimension Knowledge and understanding

Student Learnings

  • explain some different forms that money can take
  • explain why similar goods and services may vary in price
  • identify, explain and prioritise different needs and wants
  • explain how financial transactions can include using more than notes and coins
  • describe how an individual can influence their income
  • identify and discuss some rights and responsibilities of consumers and business.
Dimension Competence

Student Learnings

  • use money to buy basic goods and services in ‘real-life’ contexts
  • discuss some options for paying for goods and services such as: cash, debit card, credit card and direct debit and Paypal
  • create simple budgets of a range of purposes and explain the benefits of saving for future needs and wants
  • identify key features used in advertising, marketing and social media to influence consumer decision-making.
Dimension Responsibility and enterprise

Student Learnings

  • identify and describe the impact that the consumer and financial decisions of individuals may have on themselves and their families, the broader community and/or the environment
  • apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, business ventures and special events
  • practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts
  • demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making
  • exercise a range of enterprising behaviours through participation in relevant class and/or school activities
  • examine and discuss the external factors that influence consumer choices.