Rookie: Car ownership (Educator guide)

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Year level 9-12 Shopping Budgeting Young adults Economics and business Mathematics English

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Students explore the costs associated with buying their first car (both initial and ongoing costs) and the responsibilities of car owners.

Learning outcomes

Students:

Curriculum alignment

Year 9

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
  • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)

Strand: Economics and Business Skills

  • 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: Economic reasoning, decision-making and application
    • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
  • 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)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Solve problems involving simple interest (ACMNA211)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
    • 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)

Year 10

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)

Strand: Economics and Business Skills

  • 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: Economic reasoning, decision-making and application
    • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
  • 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)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data (ACMSP253)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)

Strand: Literature

  • Sub-strand: Responding to literature
    • Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)

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)

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
    • 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 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 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
    • assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
    • give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
    • balance rational and irrational components of a complex or ambiguous problem to evaluate evidence
    • identify, plan and justify transference of knowledge to new contexts
    • analyse reasoning used in finding and applying solutions, and in choice of resources
    • use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
    • evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified