Teens talk money

Two news presenters at desk

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Year level 10 Young adults English Economics and business

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Students research various consumer and financial topics and present their findings in a simulated TV talk show for teenagers.

Learning outcomes


Curriculum alignment

Year 10

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for Interaction
    • 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: Creating Literature
    • Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)

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)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
  • Sub-strand: Creating texts
    • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
    • Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

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: 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)
    • 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 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
    • 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 idea
    • use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgement
    • use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
  • Numeracy
    • create and interpret maps, models and diagrams using a range of mapping tools
    • evaluate financial plans to support specific financial goals
  • 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
    • 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
    • speculate on creative options to modify ideas when circumstances change
    • assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
    • balance rationale 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
    • 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
    • reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability
    • evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations and safety considerations
    • articulate their personal value system and analyse the effects of actions that repress social power and limit the expression of diverse views
    • critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members 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
    • generate, apply and evaluate strategies such as active listening, mediation and negotiation to prevent and resolve interpersonal problems and conflicts