Savvy solutions to consuming questions

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Year level 7-10 Budgeting Shopping Economics and business Mathematics English

Launch digiactivity

Students follow three teenagers who each need to make decisions around spending, saving, investing and donating.

This digiactivity has been designed to be used in the classroom either as stand-alone or for use with the related Year 9 unit of work resource.

Curriculum alignment

Year 7

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
    • Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
  • Sub-strand: Interpreting, analysing, evaluating
    • Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
    • Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
    • Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
    • Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Investigate and calculate ‘best buys’, with and without digital technologies (ACMNA174)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
  • Why individuals work, types of work and how people derive an income (ACHEK020)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
    • Gather relevant data and information from a range of digital, online and print sources (ACHES022)
  • Sub-strand: Interpretation and analysis
    • Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
  • 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: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
    • Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
  • Sub-strand: Interpreting, analysing, evaluating
    • Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732)
    • Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
    • Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)
    • Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Real Numbers
    • Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)
  • Sub-strand: Money and financial mathematics
    • Solve problems involving profit and loss, with and without digital technologies (ACMNA189)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Influences on the ways people work and factors that might affect work in the future (ACHEK031)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
    • Gather relevant data and information from a range of digital, online and print sources (ACHES033)
  • Sub-strand: Interpretation and analysis
    • Interpret data and information displayed in different formats to identify relationships and trends (ACHES034)
  • 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)

Year 9

Learning area: English

Content descriptions

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)
  • Sub-strand: Interpreting, analysing, evaluating
    • Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
    • Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
    • Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
    • Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

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

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)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
    • 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)

Year 10

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
    • 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)
  • Sub-strand: Interpreting, analysing, evaluating
    • Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
    • Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
    • Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

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)

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
    • Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
    • 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)

General capabilities

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
    • listen to extended spoken and audio texts, respond to and interpret stated and implied meanings, and evaluate information and ideas
    • interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies
    • compose and edit longer sustained learning area texts
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
    • 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
  • Numeracy
    • solve complex problems by estimating and calculating using efficient mental, written and digital strategies
    • identify and justify ‘best value for money’ decisions
    • identify trends using number rules and relationships
    • visualise and describe the proportions of percentages, ratios and rates
    • solve problems using simple percentages, ratios and rates
  • ICT
    • use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation
    • locate, retrieve or generate information using search facilities and organise information in meaningful ways
    • use appropriate ICT to collaboratively generate ideas and develop plans
  • Critical and Creative Thinking
    • pose questions to probe assumptions and investigate complex issues
    • clarify information and ideas from texts or images when exploring challenging issues
    • predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
    • assess assumptions in their thinking and invite alternative opinions
    • identify gaps in reasoning and missing elements in information
    • differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
    • explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified
  • Personal and Social Capability
    • assess individual and group decision- making processes in challenging situations
  • Ethical Understanding
    • analyse perceptions of occurrences and possible ethical response in challenging scenarios
    • draw conclusions from a range of points of view associated with challenging ethical dilemmas

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
  • Numeracy
    • solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies
    • evaluate financial plans to support specific financial goals
  • 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
  • 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
    • 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
    • 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
  • Personal and Social Capability
    • develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making
  • Ethical Understanding
    • evaluate diverse perceptions and ethical bases of action in complex contexts
    • use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas

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