Consumer and Financial Literacy

Strand/Domain

Dimension

Elements of the Level 3 standards

Students:

Discipline-based Learning

English

Reading

… read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features.

… interpret the main ideas and purpose of texts.

… identify how language is used to represent information … in different ways.

… use several strategies to locate, select and record key information from texts.

Writing

… write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics.

… order information … using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail.

… combine verbal and visual elements in the texts they produce.

Speaking and listening

… listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions.

Discipline-based Learning

Mathematics

Number

… use place value (as the idea that ‘ten of these is one of those’) to determine the size and order of whole numbers to tens of thousands, and decimals to hundredths.

… round numbers up and down to the nearest unit, ten, hundred, or thousand.

… estimate the results of computations and recognise whether these are likely to be over-estimates or under-estimates.

… devise and use written methods for:

• whole number problems of addition and subtraction involving numbers up to 999
• multiplication by single digits (using recall of multiplication tables) and multiples and powers of ten (for example, 5 × 100, 5 × 70)
• division by a single-digit divisor (based on inverse relations in multiplication tables).

… devise and use algorithms for the addition and subtraction of numbers to two decimal places, including situations involving money.

Discipline-based Learning

Science

Science at work

… explain how scientific knowledge is used, or could be used, to solve a social issue or problem.

… describe aspects of the work of scientists and how this has contributed to science knowledge.

Interdisciplinary Learning

Information and Communications Technology (ICT)

ICT for visualising thinking

… use ICT tools to list ideas, order them into logical sequences, and identify relationships between them.

… retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations.

… explain how these strategies can be used for different problems or situations.

ICT for creating

… follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences.

… create information products to assist in problem solving in all areas of the curriculum.

Interdisciplinary Learning

Thinking Processes

Reasoning, processing and inquiry

… collect information from a range of sources to answer their own and others’ questions.

… question the validity of sources when appropriate.

… apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities.

… provide reasons for their conclusions.

Strand/Domain

Dimension

Elements of the Level 4 standards

Students:

Physical, Personal and Social Learning

Civics and Citizenship

Community engagement

… present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues.

… demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.

Discipline-based Learning

English

Reading

… read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats.

… analyse these texts and support interpretations with evidence drawn from the text. 

… describe how texts are constructed for particular purposes, and identify how sociocultural values, attitudes and beliefs are presented in texts.

Writing

… produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing.

Speaking and listening

… sustain a point of view and provide succinct accounts of personal experiences or events.

… identify the main idea and supporting details and summarise them for others.

… identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.

Discipline-based Learning

The Humanities - Economics

Economic knowledge and understanding

… describe the nature of the economic problem (scarcity) and explain how selected goods and services are produced and distributed.

… describe the difference between needs and wants, and their own roles as producers and consumers of goods and services.

… explain the need to be an informed consumer.

… explain the role of work in society and distinguish between paid and unpaid work.

… compare different types of work and enterprise in the local community.

… demonstrate basic understanding of personal money management and the role of banking, budgeting and saving.

Economic reasoning and interpretation

… use the inquiry process to plan economics investigations about economic issues in the home, school or local community and form conclusions supported by evidence.

Discipline-based Learning

Mathematics

Number

… place integers, decimals and common fractions on a number line.

… decimals, ratios and percentages to find equivalent representations of common fractions (for example, 3/4 = 9/12 = 0.75 = 75% = 3 : 4 = 6 : 8).

… explain and use mental and written algorithms for the addition, subtraction, multiplication and division of natural numbers (positive whole numbers).

… add, subtract, and multiply fractions and decimals (to two decimal places) and apply these operations in practical contexts, including the use of money.

… use estimates for computations and apply criteria to determine if estimates are reasonable or not.

Discipline-based Learning

Science

Science knowledge and understanding

… explain change in terms of cause and effect.

Science at work

… analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives.

… design their own simple experiments to collect data and draw conclusions

… use diagrams and symbols to explain procedures used when reporting on their investigations

… use the terms relationships and cause and effect when discussing and drawing conclusions from the data they collect.

Interdisciplinary Learning

Information and Communications Technology (ICT)

ICT for visualising thinking

… apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships.

… use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them.

ICT for creating

… safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences.

ICT for communicating

… use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts.

… refine their search strategies to locate information quickly.

… evaluate the integrity of the located information based on its accuracy and the reliability of the web host.

Interdisciplinary Learning

Thinking Processes

Reasoning, processing and inquiry

… develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth.

… distinguish between fact and opinion.

… use the information they collect to develop concepts, solve problems or inform decision making.

… develop reasoned arguments using supporting evidence.

Creativity

… use creative thinking strategies to generate imaginative solutions when solving problems.

… demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.

Reflection, evaluation and metacognition

… use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness.

… articulate their thinking processes.

… document changes in their ideas and beliefs over time.

Strand/Domain

Dimension

Elements of the Level 5 standards

Students:

Physical, Personal and Social Learning 

Civics and Citizenship

… present points of view on contemporary issues and events using appropriate supporting evidence.

… explain the different perspectives on some contemporary issues and propose possible solutions to problems.

… participate in school and community events and participate in activities to contribute to environmental sustainability or action on other community issues.

Discipline-based Learning

English

Reading

… read and view informative texts that explore ideas and information related to challenging topics, themes and issues.

… identify the ideas, themes and issues explored in these texts, and provide supporting evidence to justify their interpretations.

… infer meanings and messages in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts, and identify cause and effect in informative texts.

Writing

… write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues.

Speaking and listening

… express creative and analytical responses to texts, themes and issues.

… identify main issues in a topic and provide supporting detail and evidence for opinions.

… ask clarifying questions and build on the ideas of others.

… identify key ideas and take notes.

Discipline-based Learning

The Humanities - Economics

Economic, knowledge and understanding

… explain the nature of the economic problem and how economic choices involve trade-offs that have both immediate and future consequences.

… explain key factors that influence the Australian economy, including the quantity and quality of factors involved in production, resource use, ownership and management, and types of businesses.

… make informed economic and consumer decisions, demonstrating the development of personal financial literacy.

… describe factors that affect choice of employment and opportunities for current and future work, and explain the relationship between education, training and work opportunities.

… identify and describe ways the government influences economic outcomes at the personal, local and national level.

Economic reasoning and interpretation

… use the inquiry process to plan economics investigations, analyse and interpret data, and form conclusions supported by evidence.

… form and express opinions on economic issues that interest and/or impact on them personally, or locally and/or nationally.

Discipline-based Learning

Mathematics

Number

… write equivalent fractions for a fraction given in simplest form (for example, 2/3 = 4/6 = 6/9 = … ).

… know the decimal equivalents for the unit fractions 1/2, 1/3, 1/4, 1/5, 1/8, 1/9 and find equivalent representations of fractions as decimals, ratios and percentages (for example, a subset: set ratio of 4:9 can be expressed equivalently as 4/9 = 0.4 ≈ 44.44%).

… understand ratio as both set: set comparison (for example, number of boys : number of girls) and subset: set comparison (for example, number of girls : number of students), and find integer proportions of these, including percentages (for example, the ratio number of girls: the number of boys is 2 : 3 = 4 : 6 = 40% : 60%).

… use a range of strategies for approximating the results of computations, such as front-end estimation and rounding (for example, 925 ÷ 34 ≈ 900 ÷ 30 = 30).

… use efficient mental and/or written methods for arithmetic computation involving rational numbers, including division of integers by two-digit divisors

… use technology for arithmetic computations involving several operations on rational numbers of any size.

Working mathematically

… develop simple mathematical models for real situations (for example, using constant rates of change for linear models).

… develop generalisations by abstracting the features from situations and expressing these in words and symbols.

… predict using interpolation (working with what is already known) and extrapolation (working beyond what is already known).

… analyse the reasonableness of points of view, procedures and results, according to given criteria, and identify limitations and/or constraints in context.

… use technology such as graphic calculators, spreadsheets, dynamic geometry software and computer algebra systems for a range of mathematical purposes including numerical computation, graphing, investigation of patterns and relations for algebraic expressions, and the production of geometric drawings.

Discipline-based Learning

Science

Science knowledge and understanding

… analyse what is needed for living things to survive, thrive or adapt, now and in the future.

Science at work

… make systematic observations and interpret recorded data appropriately, according to the aims of the study.

… justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the conclusions drawn against the prediction or hypothesis investigated.

… use appropriate diagrams and symbols when reporting on their investigations.

Interdisciplinary Learning

Design, Creativity and Technology (DCT)

Investigating and designing

… understand and logically sequence major stages of production, and calculate and list materials/ingredients and quantities needed for production.

Analysing and evaluating

… describe and analyse the social and environmental impacts of their own and others’ designs, products and technological systems.

Interdisciplinary Learning 

Information, Communications and Technology (ICT)

ICT for visualising thinking

… select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas.

… use rule-using software to assist with problem solving and decision making.

ICT for creating

… prepare designs that identify the structure and layout of the products, the evaluation criteria, and the plans for managing collaborative projects …

ICT for communicating

… select the most appropriate search engines to locate information on websites.

… use complex search strategies to refine their searches.

… judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness.

… share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose.

Interdisciplinary Learning

Thinking Processes

Reasoning, processing and inquiry

… use a range of question types, and locate and select relevant information from varied sources when undertaking investigations.

… use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view.

… use a range of discipline-based methodologies.

… complete activities focusing on problem solving and decision making which involve an increasing number of variables and solutions.

Creativity

… apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions.

… demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts.

Reflection, evaluation and metacognition

… explain the purpose of a range of thinking tools and use them in appropriate contexts.

… use specific language to describe their thinking and reflect on their thinking processes during their investigations.

… modify and evaluate their thinking strategies.

… describe and explain changes that may occur in their ideas and beliefs over time.

Strand/Domain

Dimension

Elements of the Level 6 standards

Students:

Physical, Personal and Social Learning

Civics and Citizenship

Community engagement

… draw on a range of resources, including the mass media to articulate and defend their own opinions about political, social and environmental issues in national and global contexts.

… contest, where appropriate, the opinions of others.

… develop an action plan which demonstrates their knowledge of a social or environmental issue and suggest strategies to raise community awareness of it.

… participate in a range of citizenship activities including those with a national or global perspective, at school and in the local community.

Physical, Personal and Social Learning

Personal Learning

Managing personal learning

… initiate personal short-term and long-term learning goals and negotiate appropriate courses of action to achieve them.

… review and modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make appropriate changes to completed tasks using these criteria.

Discipline-based Learning

English

Reading

… read, view, analyse, critique, reflect on and discuss contemporary … texts that explore personal, social, cultural and political issues of significance to their own lives.

… read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created.

… explain how texts are shaped by the time, place and cultural setting in which they are created.

… compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.

Writing

… write persuasive texts dealing with complex ideas and issues … that support the presentation of different perspectives on complex themes and issues.

… select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of … ideas and information.

… compose a range of other texts, such as feature articles, webpages and workplace texts.

… plan and deliver presentations, sequencing and organising complex ideas.

Speaking and listening

… compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue.

… make effective use of the structures and features of spoken language (in presentations) to deal with complex subject matter in a range of situations.

Discipline-based Learning

The Humanities - Economics

Economic, knowledge and understanding

… describe how markets, government policies, enterprise and innovation affect the economy, society and environment in terms of employment, economic growth, the use and provision of resources, exports and imports, and ecological sustainability.

… analyse how goods and services are produced and how markets work.

… predict how prices will change when there is either a surplus or shortage, and explain how this might influence the behaviour of consumers and producers …

… discuss and explain what it means to be an ethical consumer and producer and identify examples of ways values can affect the economic decision making of consumers, producers and governments …

… explain the role and significance of saving and investment for individuals and for the economy, and demonstrate the skills required to successfully plan and manage personal finances.

Economic reasoning and interpretation

… use economic reasoning, including cost-benefit analysis, to research and propose solutions to economic issues and problems of global significance, and to clarify and justify values and attitudes.

… plan and conduct investigations in order to research an economic problem and/or argue the validity or otherwise of their own hypotheses.

… use relevant economic concepts and relationships to evaluate economic propositions, proposals and policies, and debate the costs and benefits of contentious economics-related issues of local, national or international concern.

… interpret reports about current economic conditions, both national and global, and explain how these conditions can influence decisions made by consumers, producers and government policymakers.

… demonstrate an awareness of the impact of values and beliefs on economic issues, and how differences may be identified, negotiated, explained and possibly resolved.

Discipline-based Learning

Mathematics

Structure

… recognise and explain the roles of the relevant constants in the relationships f(x) = ax + c, with reference to gradient and y axis intercept, f(x) = a(x + b)2 + c and f(x) = cax.

… solve equations of the form f(x) = k, where k is a real constant (for example, x(x + 5) = 100) and simultaneous linear equations in two variables (for example, {2x – 3y = – 4 and 5x + 6y = 27} using algebraic, numerical (systematic guess, check and refine or bisection) and graphical methods.

Measurement, chance and data

… comprehend the difference between a population and a sample.

… generate data using surveys, experiments and sampling procedures.

… calculate summary statistics for centrality (mode, median and mean), spread (box plot, inter-quartile range, outliers) and association (by-eye estimation of the line of best fit from a scatter plot).

… distinguish informally between association and causal relationship in bi-variate data, and make predictions based on an estimated line of best fit for scatter-plot data with strong association between two variables.

Working mathematically

… select and use technology in various combinations to assist in mathematical inquiry, to manipulate and represent data, to analyse functions and carry out symbolic manipulation.

Discipline-based Learning 

Science

Science at work

… formulate their own hypotheses and plan and conduct investigations in order to prove or disprove them.

… select appropriate equipment and measurement procedures that will ensure a high degree of reliability in data collected and enable valid conclusions to be drawn.

Interdisciplinary Learning

Design, Creativity and Technology (DCT)

Investigating and designing

… take account of function and performance, energy requirements, aesthetics, costs, and ethical and legal considerations that address the requirements of design briefs.

Analysing and evaluating

… synthesise data, analyse trends and draw conclusions about the social, cultural, legal and environmental impacts of their own and others’ designs and the products/systems, and evaluate innovative new technology in the manufacturing industry.

Interdisciplinary Learning 

Information, Communications and Technology (ICT)

ICT for visualising thinking

… use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding.

… use visualising thinking tools and apply ICT techniques to support causal reasoning and to model and describe the dynamic relationship between variable and constant data values to test hypotheses.

… use … appropriate ICT tools and editing techniques for assisting in visualising thinking.

… discriminate between … tools and strategies based on their suitability for problem solving in new situations.

ICT for creating

… appraise different strategies for organising and managing resources involved in problem solving and creating information products.

… use ICT to devise detailed plans that sequence tasks to be done, resources needed, and timelines for completion …

ICT for communicating

… exchange ideas and considered opinions with others through online forums and websites.

… apply techniques to locate more precise information from websites, including searching general and specialised directories, and applying proximity operators.

Interdisciplinary Learning

Thinking Processes

Reasoning, processing and inquiry

… discriminate in the way they use a variety of sources.

… generate questions that explore perspectives.

… process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions.

… employ appropriate methodologies for creating and verifying knowledge in different disciplines.

… make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information.

Creativity

… experiment with innovative possibilities within the parameters of a task.

… take calculated risks when defining tasks and generating solutions.

… apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas.

Reflection, evaluation and metacognition

… explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions.

… explain the different methodologies used by different disciplines to create and verify knowledge.

… use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.