The cost of cats and dogs?... and snakes?

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Year level 6 Parents English Mathematics Humanities and Social Sciences (HASS)

Launch digiactivity

Students research the costs of pet ownership by following characters and helping them save, spend, plan, budget and make consumer choices.

The digiactivity has been designed to be used in the classroom as stand-alone or in conjunction with the related unit of work resource. 

Curriculum alignment

Year 6

Learning area: English

Content descriptions

Strand: Language 

  • Sub-strand: Interacting with others
    • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
    • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
  • Sub-strand: Interpreting, analysing, evaluating
    • Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
    • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELT1712)
    • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: Economics and business
    • How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
    • The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)

Strand: Inquiry and skills

  • Sub-strand: Questioning
    • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
  • Sub-strand: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)
    • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline appropriate conventions (ACHASSI124)
  • Sub-strand: Analysing
    • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI129)
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
    • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
  • Sub-strand: Communicating
    • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline specific terms and conventions (ACHASSI133)

General capabilities

Level 4: Typically, by the end of Year 6, students:

  • Literacy:
    • navigate, read and view subject-specific texts with some challenging features and a range of graphic representations
    • listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, and respond to and interpret information and opinions presented
    • interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies
    • compose and edit learning area texts
    • use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts
    • use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes
  • Numeracy
    • solve problems and check calculations using efficient mental and written strategies
    • create simple financial plans, budgets and cost predictions
  • ICT
    • use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information
    • locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways
    • use ICT effectively to record ideas, represent thinking and plan solutions
  • Critical and Creative Thinking
    • pose questions to clarify and interpret information and probe for causes and consequences
    • identify and clarify relevant information and prioritise ideas
    • analyse, condense and combine relevant information from multiple sources
    • assess and test options to identify the most effective solution and to put ideas into action
    • identify and justify the thinking behind choices they have made
    • assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome
    • evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria
  • Personal and Social Capability
    • identify factors that influence decision making and consider the usefulness of these in making their own decisions
  • Ethical Understanding
    • explain what constitutes an ethically better or worse outcome and how it might be accomplished
    • evaluate the consequences of actions in familiar and hypothetical scenarios