Mobile phone security

digiactivity 10 minutes Share: Like MoneySmart on Facebook Follow MoneySmart on Twitter Email

Year level 5-8 Parents Mobile phones Humanities and Social Sciences (HASS) Economics and business

Launch digiactivity

Students are provided with opportunities to respond to a number of different mobile phone security issues and see the potential consequences of their decisions.

Students:

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
    • 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: Evaluating and reflecting
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Year 6

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: Economics and business
    • 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: Evaluating and reflecting
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)

Year 7

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)

Strand: Economics and Business Skills

  • 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)

Year 8

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • 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: Economics and Business Skills

  • 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 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
  • ICT
    • independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments
    • identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts
    • 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
    • assess and test options to identify the most effective solution and to put ideas into action

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
    • 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
  • ICT
    • independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments
    • identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
    • explain the benefits and risks of the use of ICT for particular people in work and home environments
  • Critical and Creative Thinking
    • predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action