Mobile credit

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Year level 5-6 Parents Mobile phones Humanities and Social Sciences (HASS)

Launch digiactivity

Students explore mobile phone usage and its impact on mobile credit.

This digiactivity can be used by individual students or in pairs on computers or tablets.

Curriculum alignment

Year 5

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: Analysing
    • Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI101)

Year 6

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: Analysing
    • Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI129)

General capabilities

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

  • Literacy:
    • navigate, read and view subject-specific texts with some challenging features and a range of graphic representations
    • use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes
  • Numeracy
    • identify and describe pattern rules and relationships that help to identify trends
  • ICT
    • independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments
    • explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives
  • Critical and Creative Thinking
    • pose questions to clarify and interpret information and probe for causes and consequences
    • assess and test options to identify the most effective solution and to put ideas into action