Knowing Growing Showing (Knowing stage): What is money

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

• Sub-strand: Number and place value
  • Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)
  • Subitise small collections of objects (ACMNA003)
  • Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
  • Represent practical situations to model addition and sharing (ACMNA004)

Learning area: English

Content descriptions

Strand: Literacy

• Sub-strand: Interacting with others
  • Deliver short oral presentations to peers (ACELY1647)
• Sub-strand: Creating texts
  • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Learning area: HASS

Content descriptions

Strand: Inquiry and Skills

• Sub-strand: Questioning
  • Pose questions about past and present objects, people, places and events (ACHASSI001)
• Sub-strand: Researching
  • Collect data and information from observations and identify information and data from sources provided (ACHASSI002)

Learning area: The Arts

Content descriptions

Strand: Visual Arts

• Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

• Sub-strand: Number and place value
  • Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)
  • Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
• Sub-strand: Money and financial mathematics 
  • Recognise, describe and order Australian coins according to their value (ACMNA017)

Learning area: English

Content descriptions

Strand: Literacy

• Sub-strand: Interacting with others
  • Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
• Sub-strand: Creating texts
  • Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Learning area: HASS

Content descriptions

Strand: Inquiry and Skills

• Sub-strand: Questioning
  • Pose questions about past and present objects, people, places and events (ACHASSI018)
• Sub-strand: Researching
  • Collect data and information from observations and identify information and data from sources provided (ACHASSI019)

Learning area: The Arts

Content descriptions

Strand: Visual Arts

• Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

• Sub-strand: Number and place value
  • Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
• Sub-strand: Money and financial mathematics 
  • Count and order small collections of Australian coins and notes according to their value (ACMNA034)

Learning area: English

Content descriptions

Strand: Literacy

• Sub-strand: Interacting with others
  • Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
• Sub-strand: Creating texts
  • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

• Sub-strand: History
  • How changing technology affected people’s lives (at home and in ways they worked, travelled, communicated and played in the past) (ACHASSK046)

Strand: Inquiry and Skills

• Sub-strand: Questioning
  • Pose questions about past and present objects, people, places and events (ACHASSI034)
• Sub-strand: Researching
  • Collect data and information from observations and identify information and data from sources provided (ACHASSI035)

Learning area: The Arts

Content descriptions

Strand: Visual Arts

• Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

Typically, by the end of Foundation year, students:

• Literacy
  • listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts and respond to texts read aloud
  • compose and edit a small range of learning area texts
  • use pair, group and class discussions as learning tools to explore learning area topics, to represent ideas and relationships, and to prepare for creating texts
  • plan and deliver short presentations related to learning area topics
  • use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts
• Numeracy
  • recognise the different value of coins and notes in the Australian monetary system
• ICT
  • follow class rules about using digital information
  • use ICT as a creative tool to generate simple solutions, modifications or data representations for personal or school purposes
• Critical and Creative Thinking
  • pose factual and exploratory questions based on personal interests and experiences
  • identify and describe familiar information and ideas during a discussion or investigation
  • suggest alternative and creative ways to approach a given situation or task
  • predict what might happen in a given situation and when putting ideas into action
• Personal and Social Capability
  • acknowledge that people hold many points of view
• Ethical Understanding
  
  • describe familiar situations that involve ethical concepts
  • identify examples from stories and experiences that show ways people make decisions about their actions
  • identify and describe the influence of factors such as wants and needs on people’s actions
  • express their own point of view and listen to the views of others
• Intercultural Understanding
  • share ideas about self and belonging with peers

Typically, by the end of Year 2, students:

• Literacy
  • listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts and respond to texts read aloud
  • compose and edit a small range of learning area texts
  • use pair, group and class discussions as learning tools to explore learning area topics, to represent ideas and relationships, and to prepare for creating texts
  • plan, rehearse and deliver short presentations on learning area topics, incorporating some visual and multimodal elements
  • use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts
• Numeracy
  • identify and use combinations of coins and notes for simple purchases
• ICT
  • follow class rules about applying selected standard guidelines and techniques to secure digital information
  • experiment with ICT as a creative tool to generate simple solutions, modifications or data representations for particular audiences or purposes
• Critical and Creative Thinking
  • pose questions to identify and clarify issues, and compare information in their world
  • identify and explore information and ideas from source materials
  • set goals in learning and personal organisation by completing tasks within a given time
• Personal and Social Capability
  
  • set goals in learning and personal organisation by completing tasks within a given time
  • describe similarities and differences in points of view between themselves and people in their communities
• Ethical Understanding
  • discuss ethical concepts within a range of familiar contexts
  • give examples of how understanding situations can influence the way people act
  • recognise that there may be many points of view when probing ethical dilemmas and identify alternative views
• Intercultural Understanding
  • identify and describe the various groups to which they belong and the ways people act and communicate within them

Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.

By the end of Year 2

Dimension Knowledge and understanding

Student Learnings

• recognise Australian money includes notes and coins
• recognise that money is limited and comes from a variety of sources
• recognise that money can be saved to meet needs and wants
• explain how money is exchanged in return for goods and services
• identify and describe the differences between needs and wants.

Dimension Competence

Student Learnings

• use money to buy basic goods and services in ‘real-life’ contexts
• recognise common symbols and terms used on a variety of Australian notes and coins
• identify consumer and financial matters that are part of daily life such as earning money, spending, saving, paying bills, making donations
• compare the costs of similar items
• order spending preferences and explain reasons for their choices.

Dimension Responsibility and enterprise

Student Learnings

• identify simple ways the consumer decisions of individuals may impact on themselves, their families, the broader community and/or the environment
• demonstrate enterprising behaviours through participation in relevant class and/or school activities
• demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making.