Smart consumers 4 a smart future: Green house rules

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Year level 10 Sustainability English Geography Economics and business

Launch digital resource

Students work through a scenario-based challenge to learn about reality TV as a genre and the elements of a typical pitch for a reality TV show where contestants keep within a tight budget and make nutritional dishes.

This sustainability focused resource teaches students about being responsible consumers while exploring a range of real-life issues.

The resource can be completed as a whole class, in small groups or individually with teacher direction, and as an independent assessment task. A suggested marking rubric is provided in the resource.

Curriculum alignment

Year 10

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)
    • Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Strand: Literature

  • Sub-strand: Responding to literature
    • Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
  • Sub-strand: Creating literature
    • Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

Learning area: Economics and Business

Content descriptions

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: Economic reasoning, decision-making and application
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)

Learning area: Geography

Content descriptions

Strand: Knowledge and Understanding

  • Unit 1: Environmental change and management
    • Human-induced environmental changes that challenge sustainability (ACHGK070)

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