Moneysmart debates

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Year level 9-10 Sustainability Young adults Budgeting Mobile phones Economics and business English

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This teaching resource provides an investigative challenge where students learn about financial and environmental sustainability through key elements of debating including team roles and structure, persuasive devices and terminology.

Knowledge is embedded through quizzes and practical activities.

Curriculum alignment

Year 9

Learning area: English

Content descriptions

Strand: Literacy

  • Sub strand: Interacting with others
    • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
    • 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 & Business

Content descriptions

Strand: Business and economics skills

  • Sub-strand: Interpretation and analysis
    • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
  • 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)

Year 10

Learning area: English

Content descriptions

Strand: Literacy

  • Sub strand: Interacting with others
    • Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
    • 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: Business and economics skills

  • Sub-strand: Interpretation and analysis
    • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
  • 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)

General capabilities (Year 9 & 10)

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
    • listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinions
    • interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
    • 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 comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
    • use knowledge of how the cohesion in texts is improved by strengthening the internal structure
    • control a range of simple, compound and complex sentence structures to convey complex ideas, build and support arguments, and change emphasis
    • use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
  • 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
    • critically analyse independently sourced information to determine bias and reliability
    • give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
  • Personal and Social Capability
    • formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks
  • Ethical Understanding
    • distinguish between the ethical and non-ethical dimensions of complex issues
    • use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas