The fun begins: Plan, budget, profit

Garden hedge made into a dollar sign

unit of work 7.5 hours Share: Like MoneySmart on Facebook Follow MoneySmart on Twitter Email

Year level 6 Sustainability Enterprise Budgeting Mathematics English Humanities and Social Sciences (HASS) Design and Technologies

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Students work with a budget of $1,000,000 to develop an environmentally-friendly nature fun park based on a number of conditions. 

VIDEO: The fun begins - Watch how Singleton Primary school used this Unit of work to design and plan an environmentally friendly Fun Park.

Learning outcomes


Curriculum alignment

Year 6

Learning area: Mathematics

Content descriptions

Strand: Measurement and Geometry

  • Sub-strand: Using units of measurement
    • Convert between common metric units of length, mass and capacity (ACMMG136)
    • Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)

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: English

Content descriptions

Strand: Literacy

  • 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)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

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: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI129)
    • Work in groups to generate responses to issues and challenges (ACHASSI130)
    • 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)

Learning area: Design and Technologies

Content descriptions

Strand: Processes and Production Skills

  • Sub-strand: Generating and designing
    • Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
  • Sub-strand: Collaborating and managing
    • Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

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
    • compose and edit learning area texts
    • plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences
  • Numeracy
    • solve problems and check calculations using efficient mental and written strategies
    • create simple financial plans, budgets and cost predictions
    • choose and use appropriate metric units for length, area, volume, capacity and mass to solve everyday problems
  • ICT
    • use ICT effectively to record ideas, represent thinking and plan solution
    • independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes
  • Critical and Creative Thinking
    • analyse, condense and combine relevant information from multiple source
    • combine ideas in a variety of ways and from a range of sources to create new possibilities
    • 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