Moneysmart eco-kitchen

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

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This teaching resource provides an investigative challenge where students learn about food sustainability and consumer and financial literacy through the genre of reality TV.

Students explore a partially completed pitch for the TV program My Eco-Kitchen Rules and design three separate challenges for episodes 8, 9 and 10. They write a pitch for these episodes and share them with the class.

Knowledge is embedded through quizzes and 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)

     

    Sub strand: Responding to literature

    • Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Learning area: Economics & Business

Content descriptions
  • Sub-strand: Questioning and research
    • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
  • 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)
  • Sub strand: Responding to literature
    • Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Learning area: Economics and Business

Content descriptions
  • Sub-strand: Questioning and research
    • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
  • 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

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
      • 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 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
      • develop higher order concepts in academic texts through language features that compact and generalise ideas
      • use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgements
      • use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
    • ICT
      • select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
      • 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
      • give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
      • analyse reasoning used in finding and applying solutions, and in choice of resources
      • evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified
    • Personal and Social Capability
      • establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes
      • develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making
      • plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
    • Ethical Understanding
      • distinguish between the ethical and non-ethical dimensions of complex issues
      • investigate reasons for clashes of beliefs in issues of personal, social and global importance
      • analyse the objectivity or subjectivity behind decision making where there are many possible consequences
      • use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas
    • Intercultural Understanding
      • present a balanced view on issues where conflicting views cannot easily be resolved

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