Knowing Growing Showing (Showing stage): Money and enterprise

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Year level 7-10 Indigenous Enterprise Mathematics English Digital Technologies Work Studies

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The Showing stage (year level 7-10) develops students' business and enterprise skills through projects, event planning and delivery.

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 Showing (year level 7-10) stage, Aboriginal and Torres Strait Islander students engage in applied learning and demonstrate their financial literacy skills through projects, events, and enterprise planning/delivery.

Learning outcomes

By the end of this stage students will:

Curriculum alignment

Year 7

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Investigate and calculate ‘best buys’, with and without digital technologies (ACMNA174)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
  • 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

  • Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
  • Characteristics of entrepreneurs and successful businesses (ACHEK019)
  • Why individuals work, types of work and how people derive an income (ACHASSK202)

Strand: Inquiry and Skills

  • Sub-strand: Questioning and research
    • Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
    • Gather relevant data and information from a range of digital, online and print sources (ACHES022)
  • 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)

Learning area: Digital Technologies

Content descriptions

Strand: Processes and Production Skills

  • Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)

Year 8

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
    • Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • 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 traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028)
  • The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
  • Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)

Strand: Inquiry and 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: 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
    • Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
    • 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)

Learning area: Digital Technologies

Content descriptions

Strand: Processes and Production Skills

  • Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)

Year 9

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Solve problems involving simple interest (ACMNA211)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • 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: 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)

Strand: Inquiry and 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: Digital Technologies

Content descriptions

Strand: Processes and Production Skills

  • Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)

Learning area: Work Studies

Content descriptions

Strand: Skills for learning and work

  • 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)
    • Practice the skills and attributes underpinning entrepreneurial behaviours (ACWSCL012)

Year 10

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
  • 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: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Factors that influence major consumer and financial decisions and the short-term 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: Inquiry and 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: Digital Technologies

Content descriptions

Strand: Processes and Production Skills

  • Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)

Learning area: Work Studies

Content descriptions

Strand: Skills for learning and work

  • Entrepreneurial Behaviours
    • Complete an action project utilising entrepreneurial behaviours to address an identified challenge or opportunity (ACWSCL031)

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 a wide range of new specialist and topic vocabulary to contribute to the specificity, authority and abstraction of texts
  • Numeracy
    • solve complex problems by estimating and calculating using efficient mental, written and digital strategies
    • identify and justify ‘best value for money’ decisions
  • ICT
    • locate, retrieve or generate information using search facilities and organise information in meaningful ways
    • use appropriate ICT to collaboratively generate ideas and develop plans
    • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
    • select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
  • 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
    • predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
    • assess assumptions in their thinking and invite alternative opinions
  • Personal and Social Capability
    • acknowledge the values, opinions and attitudes of different groups within society and compare to theirown points of view
    • analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities
  • Ethical Understanding
    • analyse inconsistencies in personal reasoning and societal ethical decision making
  • Intercultural Understanding
    • explain ways that cultural groups and identities change over time and in different contexts
    • understand the importance of maintaining and celebrating cultural traditions for the development of personal, group and national identities

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
    • 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
    • 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
  • ICT
    • 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
  • Critical and Creative Thinking
    • pose questions to critically analyse complex issues and abstract ideas
    • clarify complex information and ideas drawn from a range of sources
    • create and connect complex ideas using imagery, analogies and symbolism
    • assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
    • give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
  • Personal and Social Capability
    • articulate their personal value system and analyse the effects of actions that repress social power and limit the expression of diverse views
    • plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
  • Ethical Understanding
    • investigate reasons for clashes of beliefs in issues of personal, social and global importance
  • Intercultural Understanding
    • analyse how membership of local, regional, national and international groups shapes identities including their own
    • understand the importance of mutual respect in promoting cultural exchange and collaboration in an interconnected world

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 10

Dimension Knowledge and understanding

Student Learnings

  • research, identify and discuss the rights and responsibilities of consumers in a range of ‘real-life’ contexts
  • identify types of consumer and financial risks to individuals, families and the broader community, and ways of managing them
  • Identify and discuss the different forms of ‘credit’ and costs involved
  • Identify the risks within the consumer and financial landscape such as scams, identity theft, fraudulent transactions and ways of avoiding these
  • explain the different ways in which people are paid including wages, salaries, commissions, self-employment and government benefits
  • explain how over-reliance on credit can impact on future choices
  • analyse and explain the range of factors affecting consumer choices.
Dimension Competence

Student Learnings

  • determine and compare the actual cost of using different ways of paying for goods and services such as cash, credit, lay-by and loans
  • discuss the differences between ‘good’ and ‘bad’ debt, including the manageability of debt and its long-term impact
  • justify the selection of a range of goods and services in a variety of ‘real-life’ contexts
  • explore the pros and cons of a range of payment options for goods and services such as: cash, debit card, credit card, direct debit, PayPal, BPay, pre-pay options, phone and electronic funds transfer
  • analyse relevant information to make informed choices when purchasing goods and service and /or to resolve consumer choices
  • evaluate marketing claims, for example in advertising and in social media, to influence consumers to purchase a range of goods and services.
Dimension Responsibility and enterprise

Student Learnings

  • explain how individual and collective consumer decisions may have an impact on the broader community and/or the environment
  • explain the role of banks and other deposit-taking institutions (such as building societies and credit unions) in providing financial products and services to individual consumers and business
  • apply informed and assertive consumer decision-making in a range of ‘real-life’ contexts
  • apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, product design and development, business ventures and special events
  • recognise the importance of planning for their financial futures and appreciate that sacrificing current expenditure can bring long term benefits
  • recognise that people have different ways of living and expectations according to their values and/or financial situation
  • recognise that their ability to make informed decisions about personal finance and financial products is strengthened by understanding and evaluating relevant information and accessing reliable advice
  • 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
  • research and identify the ethical and moral dimensions of consumer choices in specific circumstances and the consequences for themselves, their families, the broader community and/or the environment.