Never too young to be Moneysmart with clothes

Young girl holding shopping bags

unit of work 10 hours Share: Like MoneySmart on Facebook Follow MoneySmart on Twitter Email

Year level 5 Budgeting Mathematics English Science Design and Technologies Health and Physical Education (HPE) Humanities and Social Sciences (HASS)

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Students investigate the influences on consumers when selecting clothes and accessories by sharing stories about the factors that sway their own choices.

Note: Some activities in this unit of work are adapted in the following bite-size activities: What influences our choice in clothes? (Year 5).

Learning outcomes

Students:

Curriculum alignment

Year 5

Learning area: Mathematics

Content descriptions

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
    • Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
    • Describe and interpret different data sets in context (ACMSP120)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
  • Sub-strand: Interpreting, analysing, evaluating
    • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
    • Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Learning area: Science

Content descriptions

Strand: Science as a Human Endeavour

  • Sub-strand: Use and influence of science
    • Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

Strand: Inquiry and skills

  • Sub-strand: Planning and conducting
    • Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)
  • Sub-strand: Evaluating
    • Reflect on and suggest improvements to scientific investigations (ACSIS091)
  • Sub-strand: Communicating
    • Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)

Learning area: HASS

Content descriptions

Strand: Inquiry and Skills

  • Sub-strand: Questioning
    • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
  • Sub-strand: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)
    • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
  • 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)
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
  • Sub-strand: Communicating
    • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

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)
    • Types of resources (natural, human, capital) and the ways societies use them in order to satisfy the needs and wants of present and future generations (ACHASSK120)
    • Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Learning area: Design and Technologies

Content descriptions

Strand: Processes and Production Skills

  • Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Learning area: Health and Physical Education

Content descriptions

Strand: Personal, Social and Community Health

  • Sub-strand: Communicating and interacting for health and wellbeing
    • Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)

General capabilities

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

  • Literacy:
    • interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies
    • compose and edit learning area texts
    • use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts
    • plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences
  • Numeracy
    • solve problems and check calculations using efficient mental and written strategies
    • create simple financial plans, budgets and cost predictions
    • identify and describe pattern rules and relationships that help to identify trends
    • visualise, describe and order equivalent fractions, decimals and simple percentages
    • solve problems using equivalent fractions, decimals and simple percentages
    • collect, compare, describe and interpret data as 2-way tables, double column graphs and sector graphs, including from digital media
  • ICT:
    • locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways
    • independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes
  • Critical and Creative Thinking
    • pose questions to clarify and interpret information and probe for causes and consequence
    • identify and clarify relevant information and prioritise ideas
    • analyse, condense and combine relevant information from multiple sources
    • combine ideas in a variety of ways and from a range of sources to create new possibilities
    • identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
    • assess and test options to identify the most effective solution and to put ideas into action
    • assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome
  • Personal and Social Capability
    • identify factors that influence decision making and consider the usefulness of these in making their own decisions