be moneysmart saving, budgeting & spending … – australian curriculum mapping be moneysmart:...

MoneySmart – Australian Curriculum mapping Be MoneySmart: Saving, budgeting & spending Years 9 & 10

Be MoneySmart – Saving, budgeting & spending Years 9 & 10

Saving, budgeting & spending – Year 9

Mathematics Economics and business Health and Physical Education Work Studies

Content descriptions

Strand: Number and algebra

Sub-strand: Money and financial mathematics

Solve problems involving simple interest (ACMNA211)

Strand: Knowledge and understanding

Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)

Strand: Personal, social and community health

Sub-strand: Identities

Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)

Strand: Skills for learning and work

Sub-strand: Learning to learn

Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing (ACWSCL005)

Strand: Skills

Sub-strand: Questioning and research

Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)

Sub-strand: Understanding emotions

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)

Strand: Career and life design skills

Sub-strand: Career development and management

Recognise the importance of self-awareness in career and life design (ACWSCL013)

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)

Achievement standards

By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data from primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.

Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students

By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.

When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and

By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a

By the end of Year 9 students understand the importance and components of self-directed and lifelong learning. They investigate the skills and personal qualities associated with a range of occupations and explain the importance of teamwork and collaboration. They identify the types and purposes of communication in workplaces, including social media. Students understand entrepreneurial behaviours and their importance for work and in addressing a range of challenges. They explain the relationships between self-awareness and career planning resources. They investigate the changes occurring in work, workplaces and work-related relationships and the factors contributing to the changes. They identify opportunities associated




calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots.

information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions.

range of movement and health contexts. They apply decision-making and problem solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

with these changes. Students identify the contribution of diverse cultures to work and workplaces. They describe formal and informal recruitment processes.

Students plan and implement strategies to improve their learning and strengthen their individual learning skills. Students research and analyse information, organise teams, and communicate effectively using appropriate types of communications in a given context. They propose explanations and predict outcomes. Students practise entrepreneurial skills and attributes and propose actions in response to identified work and community challenges. They research and filter relevant career information resources. Students create career scenarios and identify the skills to manage career transitions. Students collect and evaluate data and information to draw conclusions about changes to work arrangements and their potential




impact on their future. Students synthesise data and information to form reasoned conclusions. Students present their findings and explanations.




Content descriptions

Strand: Number and algebra

Sub-strand: Money and financial mathematics

Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)

Strand: Knowledge and understanding

Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)

Strand: Personal, social and community health

Sub-strand: Identities

Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)

Strand: Skills for learning and work

Sub-strand: Learning to learn

Focus their learning strategies on personal and work-related aspirations (ACWSCL024)

Strand: Skills

Sub-strand: Questioning and research

Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)

Sub-strand: Understanding emotions

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)

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)

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 (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)

Achievement standards

By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous

By the end of Year 10, students explain why and how governments manage economic performance to improve living standards. They give explanations for variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance.

When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or

By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a

By the end of Year 10 students explain the relationship between changing circumstances, learning and 21st century work opportunities and identify the skills needed to manage changes. They evaluate work-related communication tools and analyse the skills and capacities needed for 21st century work including appropriate communication skills, collaboration and teamwork. Students explain the importance of developing entrepreneurial skills and a distinct profile to access and manage 21st century work opportunities and challenges. Students understand the importance of growing self-awareness in improving learning, accessing work opportunities and developing appropriate skills and making more informed subject and career choices. They analyse




variables. They evaluate statistical reports.

Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.

business issue or event. They gather and analyse reliable data and information from different sources to identify trends, explain relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple perspectives. They use cost benefit analysis and appropriate criteria to propose and justify a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments incorporating different points of view. They use appropriate texts, subject-specific language, conventions and concepts. They analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions.

range of movement and health contexts. They apply decision-making and problem solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

emerging 21st century work arrangements and the resultant changing relationships between participants, the opportunities arising and the skills needed for these emerging work arrangements. Students explain the roles of agencies associated with employment support. They outline 21st century approaches to recruitment and selection, and skills required in responding to them. Students explain the benefits of different cultural perspectives in managing work and problem-solving. They identify possible tensions arising in work-related contexts and understand the approaches to resolve conflicts and tensions.

Students process the skills required to manage change and transition. They select learning strategies and career information and sources and evaluate and align their personal capacities. They select and apply appropriate communication methods in a range of contexts. Students form and work in teams on a range of




work-related tasks and observe and incorporate the skills needed to work collaboratively. They apply entrepreneurial skills to plan, implement and complete a negotiated action project. Students evaluate their findings, propose actions, make recommendations and present these to an audience of stakeholders. They synthesise increased self-knowledge and career information to school and career-based decisions and create potential career scenarios. Students research a range of information and data to identify trends in work arrangements emerging over time and evaluate agencies and organisations that support various employment situations. Students practise using and responding to 21st century recruitment and selection tools, methods and skills for accessing real and created work opportunities. Students collect and interpret information on different cultural approaches to ways of working. They explain the importance of culturally diverse




workplaces to managing work, work relationships and productivity. Students apply conflict resolution methods and skills to work-related contexts


Saving, budgeting & spending – Years 9 & 10

GENERAL CAPABILIITES

Literacy Numeracy ICT Critical and Creative Thinking

Personal and Social Capability

Foci/key terms

navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations

solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies

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

clarify complex information and ideas drawn from a range of sources

reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts

Goal setting SMART goals Goal attainment Personal finances Short-term financial goals Medium-term financial goals Long-term financial goals Budgets Savings Investment Needs v Wants Income Expenses

The collection of online videos Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6

Activity 4 Activity 5 Activity 6



Activity 1 Activity 2

listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinions

evaluate financial plans to support specific financial goals

select and use ICT to articulate ideas and concepts, and plan the development of complex solutions

assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action

assess their strengths and challenges and devise personally appropriate strategies to achieve future success






Foci/key terms



Activity 4a Activity 5 Activity 6


Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6

interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies

solve problems involving fractions, decimals, percentages, ratios and rates

select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge

identify, plan and justify transference of knowledge to new contexts

consider control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices


Activity 6 Activity 4a Activity 5 Activity 6


Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6

compose and edit longer and more complex learning

analyse reasoning used in finding and applying solutions,

critically analyse self- discipline strategies and personal goals






Foci/key terms

area texts and in choice of resources

and consider their application in social and work-related contexts

Activity 4a Activity 4b


Activity 3 Activity 4 Activity 5 Activity 6

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

select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation

evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified

establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes




plan, research, rehearse and deliver

develop and apply criteria to evaluate






Foci/key terms

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

the outcomes of individual and group decisions and analyse the consequences of their decision making


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