Smart consumers 4 a smart future: Money matters

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Year level 9-10 Sustainability Economics and business Mathematics

Launch digital resource

Students investigate how households can make sustainable choices to minimise household expenses and invest savings to earn more money.

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

Students are presented with authentic learning opportunities related to the concepts of compound interest, taxation, and earning money.

The resource can be completed as a whole class, in small groups or individually with teacher direction.

Curriculum alignment

Year 9

Learning area: Economics and Business

Content descriptions

Strand: Economics and Business Skills

  • 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
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)

Year 10

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)
  • Sub-strand: Patterns and algebra
    • Substitute values into formulas to determine an unknown (ACMNA234)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)

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: 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 (ACHES058)

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
    • 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
  • 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
    • evaluate media statistics and trends by linking claims to data displays, statistics and representative data
  • ICT
    • 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
    • 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
    • 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
  • Intercultural Understanding
    • present a balanced view on issues where conflicting views cannot easily be resolved