Smart consumers 4 a smart future: Smart arguments

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Year level 9 Budgeting Sustainability Economics and business English Design and Technologies Geography

Launch digital resource

Students undertake an investigative challenge to learn about persuasive techniques in debating, focusing on environmental and financial sustainability.

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 9

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Text structure and organisation
    • Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)

Strand: Literature

  • Sub-strand: Responding to literature
    • Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)
    • Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)

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: Creating texts
    • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

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)
    • Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)

Learning area: Geography

Content descriptions

Strand: Knowledge and Understanding

  • Unit 2: Geographies of interconnections
    • The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)

Strand: Inquiry and Skills

  • Sub-strand: Reflecting and responding
    • Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)

Learning area: Design and Technologies

Content descriptions

Strand: Knowledge and Understanding

  • Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)

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
    • use knowledge of how the cohesion in texts is improved by strengthening the internal structure
    • control a range of simple, compound and complex sentence structures to convey complex ideas, build and support arguments, and change emphasis
    • 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
  • Numeracy
    • solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies
    • explain how the practical application of patterns can be used to identify trends
    • evaluate financial plans to support specific financial goals
  • ICT
    • assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use
    • 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
  • 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
    • critically analyse independently sourced information to determine bias and reliability
    • 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
  • Personal and Social Capability
    • establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes
    • formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks
    • 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