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Download WA State Mapping for Consumer and Financial Literacy

  1. 1. Western Australia: State Mapping for Consumer and Financial Literacy Introduction The following materials that highlight Western Australian curriculum links to consumer and financial literacy are derived from K-10 Syllabuses which are based on the Western Australian Curriculum Framework and relevant Curriculum Guides. They are available on the Curriculum Council website Public school teachers can access syllabuses through the Department of Education and Training Intranet DET Portal. Examples used in this document have been contextualised to consumer and financial literacy and may not be the examples used in the K-10 Syllabuses. English, Mathematics, Society and Environment and Technology and Enterprise learning areas have strong connections to consumer and financial literacy. Consumer and financial literacy can provide the context for developing integrated programs. Subjects such a Design and Technology and Home Economics that include design challenges and Visual Arts and Health that could include project planning also address consumer and financial literacy concepts. Reference to the MCEETYA National Consumer and Financial Literacy Framework,14429.html will be useful when using the K-10 table below to develop classroom learning activities. The Curriculum Framework Values support the dimensions of the National Consumer and Financial Literacy Framework. Some senior years of schooling courses address consumer and financial literacy particularly in stage 1 units. These include Unit 1A of the Economics and Accounting and Finance Courses and stage 1 English units which address texts that are used in everyday life. Other learning areas that address consumer and financial literacy include Mathematics which has a content organiser for financial mathematics and Business Management and Enterprise. Courses that include project planning or design challenges can also address consumer and financial literacy concepts. The courses can be found on the Curriculum Council website * Denotes connection to NCCO ICTs Learning Area Learning Outcome, Aspect of learning area Year 3 Year 7 Year 10 brief overview including descriptor outcome Consumer and Financial Consumer and Financial Literacy Consumer and Financial Literacy Content Literacy Content links Content links links 1
  2. 2. Society and Environment Resources Management and •ways that money can be kept •ways people manage their money to •personal financial management involves The Society and Environment Students understand that Enterprise (saved) for the future (eg savings make the best use of it (eg children prioritising potential spending (eg ranking learning area develops students’ people attempt to meet their Students understand that in a piggy bank or bank account) may save pocket money towards the choices such as repairing the car or going on understanding of how individuals needs and wants by making innovative management •ways that money can be earned, purchase of a special item) holiday) and groups live together and optimum use of limited and enterprise practices saved and budgeted to purchase •how budgeting processes help people •personal financial management involves interact with their environment. resources in enterprising make for efficient use of goods and services in the future manage their money trade-offs (eg ‘economic cost’ or what is lost Students develop a respect for ways. limited resources. •that people need to make choices through decisions made about limited cultural heritage and a when managing the money of an resources, the cost of using credit) commitment to social justice, the organisation or business •management of resources is influenced by a democratic process and (eg budgeting, employment costs, range of factors that may influence each other ecological sustainability. stock costs, advertising, financial (eg consumer demands, the role of advice, income, expenditure, advertising, social justice or environmental sustainability) issues) •personal income is derived from a number of sources with different levels of reliability (eg employment, investments, gifts) •personal finances can be managed (eg analysing bank statements, comparative shopping, evaluate methods of payment, family budgets) •consequences for self and others of spending decisions (eg evaluate marketing techniques, ethical implications of consumer choice, teenage debt) •management of resources is influenced by a range of factors that may influence each other (eg consumer demands, the role of advertising, social justice or environmental issues) Natural and Social Systems Economic systems • that buying involves an • the flows that exist in the •consequences for self and others of spending Students understand that Students understand that exchange of money for goods production of goods and services decisions (eg evaluate marketing techniques, systems provide order to the structures for production, or services (eg setting up a (eg the role of the consumer in the ethical implications of consumer choice, dynamic natural and social exchange and class shop; purchasing goods production and distribution of teenage debt) relationships occurring in the consumption determine at the school canteen; paying goods and services) world. the nature of economic bus fares) but in some systems. communities people barter goods and services • that money comes from a variety of sources and is limited (eg pocket money, wages, gifts, investments) • ways advertising can influence consumer choices (eg advertisers use sports figures, hero figures and ‘in’ groups) Active Citizenship •developing ethical behaviours (eg Students demonstrate active being aware of the needs and wants of citizenship through their other groups, determining behaviours and practices in environmentally friendly goods and the school environment, in services, and considering socially- accordance with the responsible methods of spending and principles and values saving money) associated with the •fundraising (eg make and sell democratic process, social products like toys, cakes, shopping justice and ecological bags; determine a need → devise a sustainability. plan and budget → target the 2
  3. 3. Technology and Enterprise Technology Process Investigating •technology has been developed • how to identify design features of • ways to relate design features of The Technology and Enterprise Students apply a technology Students investigate over time to meet human needs technologies, especially aesthetic technologies, especially functional, aesthetic, learning area relates to the process to create or modify issues, values, needs and wants* (money is used to qualities and the social and environmental and ethical impacts, to needs processes of applying products, processes, and opportunities. exchange for goods and services environmental impacts (eg use of and circumstances knowledge, skills and resources systems, services or and includes more than notes and cash versus credit, printed and (eg create a PMI chart to determine the role to satisfy human needs and environments to meet human coins, difference between needs electronic advertising) of financial records in preventing consumer wants, extending capabilities and needs and realise and wants) • technologies are created that reflect debt) realising opportunities. opportunities. Design task Year 3 •individuals make different beliefs and values of both the user • ways to determine appropriateness of a Eg Setting up a class choices about technology based and the developer* (eg factors that product or process that reflects the values of shop on what they think is important affect choice such as advertising, the user and the developer* (eg consumer according to their values, peer pressure and income, using feedback sheets, questionnaires, peer Design task Year 7 attitudes and beliefs cash, cheques or electronic money evaluations and reviews) Eg Fundraising (eg using cash, cheques or systems, telephone fundraising) • ways to identify and use relevant and valid electronic money systems, that • factors affecting technological information sources and research methods Design task Year 10 advertising can influence people development (eg Internet banking (eg consumer feedback sheets, Eg Management of to buy things) due to changing lifestyles, questionnaires, peer evaluations and personal finances communication methods and level of reviews) personal skills such as familiarity with • ways to safely collect information and computers) investigate issues and opportunities (eg use of credible online resources and applying safe practice when testing and choosing materials, processes and designs) • ways to explore the suitability of products or processes, giving consideration to the social and environmental issues and the needs of consumers (eg use of a concept map to determine the suitability of different savings accounts for a variety of customers) Devising • strategies for generating ideas • strategies for examining alternative • strategies to select and justify, the most Students devise and when selecting and using ways to meet identified needs and appropriate solution to a problem based on generate ideas and resources and equipment*(eg wants* (eg attribute listing or SWOT identified criteria and constraints for a range prepare production Placemat activities to explore analysis) of options (eg apply decision making proposals. ideas for goods in a shop that • that aesthetic, environmental and strategies such as graphic organisers meet needs and wants) social factors need to be considered including PMI, fishbone or SWOT to satisfy • ways to consider and compare when devising technology designs design challenge criteria) alternative ideas* (eg when planning food sales for • ways to generate ideas and designs that Design task Year 3 (eg comparison charts, card fundraising, dietary considerations reflect aesthetic, social and environmental Eg Setting up a class clusters, thinking hats, can and availability of materials need to values (eg use of Venn diagrams, shop compare the value of similar be taken into account) appropriate technology chart, sustainability items) • ways of presenting and chart and other graphic organisers to Design task Year 7 •practical constraints when communicating personal ideas, consider and prioritise ideas and designs) Eg Fundraising creating products* (eg limited considering such factors as delivery • to compare and select appropriate amounts of materials, equipment, medium (eg paper, electronic, techniques to document and communicate Design task Year 10 time when creating products for graphical), time and available the components of the design proposal (eg Eg Management of the class shop) resources use a range of ICT appropriate for the personal finances •specific terminology relevant to • a range of representations* purpose and audience, to distribute particular technologies* (eg diagrams, computer graphics, information, to collaborate and exchange (eg consumer and financial scale models, prototypes and written ideas) terminology) instructions) • ways to use recognised conventions, • recognisable conventions, symbols symbols and technical terms, diagrams, and technical terms that describe the prototypes or models to communicate and components of personal designs compare design solutions (eg consistently apply presentation and communication protocols when preparing budgets and records) 3
  4. 4. Information Creating information •strategies for determining the •strategies for identifying alternative Business Education scope and Students design, adapt, use Students apply an intended use of an information ways to meet identified needs and sequence and present information that understanding of the product when deciding its form* wants* (eg SWOT analysis) • specific technical terms and explanations is appropriate to achieving nature of information (eg survey class members, •contextual considerations when associated with industry and commercial solutions to technology when designing and brainstorm, make lists) examining information products* information practice and financial literacy challenges. presenting information •ways to identify and document (eg cultural values of intended (eg business letters, spreadsheets, products and processes needs and uses for information audience) database, brochures, flyers, financial to meet needs. products* (eg charts, surveys, •conventions and terminology that literacy terminology, bank reconciliations, PMI) apply to particular information petty cash and internal control) Design task Year 3 •ways to describe the products and technologies* • techniques for creating and adapting Eg Setting up a class requirements of specific (eg terms associated with digital, still information products and processes to shop information products* and movie cameras) meet detailed specifications and standards Design task Year 7 (eg letterbox flyer to promote the •conventions for acknowledging and the needs of different audiences (eg sale of goods or services) sources of information used* manual versus electronic recording of Eg Fundraising •specific terminology associated (eg writing bibliographies, not business transactions and classified with information products* (eg an submitting work as one’s own) financial statements) Design task Year 10 Eg Management of advertisement) •ways to plan and design information • criteria for determining appropriateness of personal finances •ways to differentiate between products, given a design brief* (eg information products or processes taking personal work and the work of creating a time plan, using a into account needs of users (eg market others* (eg use of electronic placemat strategy to generate design surveys, target market, age, education information when creating ideas) level, economic status, trends, patterns, advertisements) •factors to consider when choosing product sampling and price comparison of •specific features of, and ideas media and methodology for an products) for, information products (eg a information product* (eg available • established methods of analysing existing table for a saving plan or to resources, skills and the target information products and processes (eg record income from doing chores) audience) advertising and marketing techniques. •ways to combine information •ways to organise the practicalities of Does the product inform, entertain, from a number of sources to creating information products* persuade and is it directed at the create an end product* (eg using (eg check list of jobs that need to be appropriate audience, evaluative text, digital images and real-life done) processes such as cost benefit analysis, PMI and SWOT?) samples to create a report about •methods of recording, sorting and running class shop) retrieving information using • practices associated with referencing •practical constraints when recognised techniques* (eg burning a particular sources of information according creating and using information CD-ROM, accessing a network or file to an established system (eg library products (eg limited amounts of management) referencing, bibliography) materials, equipment, time and •specific, detailed processes for • a range of planning and thinking skills when making posters, price working with information products techniques to aid in developing original tags, packaging) relevant to particular technology solutions (eg brainstorming, use of •ways to create, store, use, challenges* (eg creating a storyboard questionnaires, mind maps, six thinking transmit and retrieve simple before video production) hats, explosion charts, jigsaw and KWL) information products using •a range of ways to classify, sort and • frameworks and templates used to formally everyday resources* (eg tables to analyse information products and deliver design proposals (eg record sales) processes for a range of specific collaboratively compile a check list to •simple, sequenced production audiences and purposes* complete a design brief) processes for making information (eg attributes analysis, Venn • recognised problem-solving techniques, products* (eg roster for working diagrams, tables, check lists, including strategies for fault-finding (eg in class shop) Fishbone or Placemat strategy) modifying, feedback from peers on quality •a range of ways to classify, sort •criteria by which to assess success in and Decision Making Matrix [DMM]) and interpret information using a technology process to create • established methods of making design products* (eg bar graphs, Venn information products* (eg choices when planning and designing an diagrams, pictographs, simple management of time and resources) information product or process, taking into tables or diagrams) •ways to communicate and compare account industry and commercial practices •ways to identify and document ideas and conclusions* (eg group (eg business documents, business plans needs and uses for information discussion, cooperative learning and financial statements) products* (eg charts, surveys, strategies) • recognised ways to identify and manage 4
  5. 5. PMI) risks and hazards (eg office layout, ergonomic furniture, First Aid training, identifying and reporting health and safety issues, ergonomics, OS&H) • recognised standards and criteria for evaluation of information products (eg market survey, collect data using questionnaires, analyse results and draw conclusions) Systems The nature of systems •a system is a combination of • technological systems comprise Business Education scope and Students design, adapt and Students understand that parts that work together to components which are connected sequence use systems that are systems have elements achieve a specific result (eg together to enable an activity to be •how systems and subsystems are interrelated appropriate to achieving and processes. posting a letter, a roster system performed* (eg essential services and work together through a variety of solutions to technology for working in a shop, bank) such as schools and hospitals are sequences (eg cash receipts, cash payments, challenges. Design task Year 3 •systems are built for specific provided by governments) and profit and loss statement, business and Eg Setting up a class purposes (eg cash register) • component parts impact on the taxation – BAS and GST, OS&H, petty cash, shop •to examine a range of familiar cause and effect relationships employment and legal system) systems to understand how they within systems (eg having proof of •the differing systems are adopted for a variety Design task Year 7 purchase when returning goods) work (eg organisational, banking of purposes (eg primary, secondary, tertiary, Eg Fundraising systems) • structure, organisation, control and manufacturing, trading service, sole trader, Design task Year 10 •to identify the basic components evaluation methods affect how the partnership, company, clubs and not-for-profit of a system and the specific job elements of a system interact (eg organisations) Eg Management of personal finances or function that they have to resolving consumer disputes) •the structure, organisation and control of make the system work (eg • there is a relationship between the systems have functional, social and human components that make up role of people and controls of environmental implications (eg issues of a shop system – checkout systems (eg registration and a security and privacy, legal considerations of persons, shelf packing, shop password for Internet banking) user trust when using electronic commerce, manager, goods delivery people) • systems have been developed advertising and contracts) •the important role that people over time to meet changing needs •how feedback from one part of the system to play in creating, controlling and and wants (eg Internet shopping another allows outputs to be optimised (eg operating a system* (eg discuss and banking) record keeping, stock control, profit the role of a person serving in the • there are ethical and social issues determination, business plan and taxation) shop) associated with systems* •we constantly interact with (eg consumer rights and systems* (eg using telephones as responsibilities) a means of communication, banking money, using different ways of paying for goods) •particular safety issues of systems in the immediate environment* (eg security of credit card) Systems The Use of Systems •how to control simple systems* • methods of experimenting with Business Education scope and Students design, adapt and Students appropriately (eg paying for a purchase) systems so as to gain an sequence use systems that are select and safely use •to follow graphical and written understanding of how the •to apply criteria and standards for using appropriate to achieving systems. instructions when operating component parts interact, resources safely when operating systems (eg solutions to technology systems (eg keeping records of considering structure, organisation, ‘Does the e-commerce/Internet banking site challenges. Design task Year 3 money saved) control and evaluation encrypt customers’ financial details against Eg Setting up a class (eg deconstructing a past •ways to describe and illustrate unauthorised access and misuse?’) shop fundraising event) the basic parts and functions of a •to operate and control a range of systems to system (eg flow charts, diagrams, • ways to examine and evaluate understand their structure, sequences and Design task Year 7 systems with an understanding that explanations, labelling) controls and identify the interrelationships Eg Fundraising needs and wants can be met in •to examine the basic between these components (eg system relationships between the different ways (eg comparing capacity – does the home page load and Design task Year 10 5
  6. 6. Eg Management of components in a system (eg systems on the basis of client reload efficiently and can the secondary and personal finances saving in a bank) needs being met) lower level pages be viewed with ease, record •how to use and control systems • how to adapt and operate systems keeping, accounting equation, legal system and models of systems* (eg given a design brief (eg to resolve and taxation – BAS and GST) using a bank to save money) consumer dispute) •ways to identify and avoid risks •strategies for testing the performance and hazards* (eg losing money, of systems that involve factors such keeping credit cards secure) as speed, time, movement, energy inputs and outputs (eg trial runs, timed races) •ways to set criteria and evaluation methods based on design requirements to assess systems developed and used (eg listing needs of users) •criteria by which to assess success in using a technology process* (eg criteria that consider management of time and resources when developing a budget for a family outing) Systems The Development of •methods of defining and •how to identify and consider the origin, Business Education scope and sequence Students design, adapt and Systems examining particular needs and nature and operation of a range of • to use techniques for analysing, devising, use systems that are Students develop and wants that may be met through systems (eg researching and reporting adapting and using systems according to appropriate to achieving adapt appropriate the use and development of a on specific examples such as banking) detailed specifications and standards to solutions to technology technology systems. system (eg brainstorm, survey, •ways to design and make systems for meet the needs of intended users (eg challenges. PMI) given audiences, purposes and apply recognised criteria for design Design task Year 3 •a range of everyday components situations (eg develop simple budgets effectiveness, information provided and Eg Setting up a class are used in constructing and and financial records) protection of customers’ financial details to shop the testing simple systems (eg •methods to identify specific factors storing money in piggy bank or that should be addressed when e-commerce website for a client, classified Design task Year 7 alternative containers) financial statements – profit and loss developing a system (eg user needs Eg Fundraising statement and balance sheet, cash versus •methods of describing and and wants, availability of resources, illustrating the main parts, terminology) accrual accounting methods) Design task Year 10 •to apply formal problem-solving, management Eg Management of functions and relationships •techniques for communicating ideas in between the components of a ways appropriate to audience and and monitoring techniques, including personal finances techniques for fault-finding, managing risks, system (eg using diagrams and purpose (eg slide show, written oral reports to describe money reports, posters, plans) resources and equipment organisation and use in a shop) maintenance •the conventions, symbols and •sequenced production processes (eg children maintain a safe work terminology appropriate to the specific (eg steps in producing an environment, use a check list to identify and systems under development (eg advertisement) report computer faults and hazards, develop financial report) simple dispute resolution techniques, •ways to modify systems and •how to select and vary processes teamwork and group meetings) processes in response to according to circumstances (eg a discussion* (eg asking for and •to apply appropriate conventions, terminology marketing strategy to increase sales) responding to peer feedback, and techniques for communicating ideas to •ways to use plans critically, and ways specific audiences (eg use specialist check list of requirements) to overcome constraints and problems terminology and appropriate technologies •ways to compare their system (eg ensuring resources are available such as flow charts, block diagrams and with their original intentions as a for planned fundraising event) electronic visual presentations to convey means of determining the •ways to share workload and manage ideas to specific audiences) effectiveness of the system groups (eg appointing a developed (eg PMI charts, oral spokesperson, using a jobs roster, reports, self-evaluation allocating roles to group members worksheet) when fundraising) •how to modify, improve and adapt •how to develop functional, social and work based upon reactions and environmental criteria that may 6
  7. 7. comparisons* determine suitability of systems •formal ways to compare products developed and used (eg criteria that created with original intentions* address a class fundraising or school (eg an oral report presented to wastepaper reuse and recycling class, PMI chart) system) Mathematics Number For example •read, make and write small •count in tenths* (eg 2.3, 2.4, 2.5) and •scientific notation to interpret very small or In the Mathematics learning area, Students use numbers and amounts of money using simple hundredths for money and measures large numbers* (eg where a total national students learn about operations and the Number outcome combinations of coins and notes (eg use the scale on a tape measure debt of $234 billion = 234 000 000 000 = 2.34 mathematics, what it is and how it relationships between them Understands number •money is used to buy things or to count forwards by 0.05 m from a x 1011 is represented as 2.34 E11) is used in making decisions and efficiently and flexibly. • Decimals pay for services given length [0.90 m, 0.95 m, 1.00 m, •calculating involving two integers and a single solving problems. • Fractions •identify different value of coins 1.05 m]) operation using effective written methods* (eg Understands •count money and record the •money and measures using a decimal the amount left to be paid off at a given time operations amount (eg count a two dollar point on a house loan based on a recent statement These examples are NOT an Calculate •write money amounts with a decimal from the bank; 546 x –389; 20 billion divided coin, a ten cent piece and a fifty extensive list but a sample point between the whole number by 350 000) cent piece together, read as ‘two dollars sixty’ and write as $2.60) (dollar) part and the fractional (cents) •increasing or reducing a quantity in a given Working part •read amounts of money written ratio or by a given percentage using shortcuts mathematically •interpret a calculator display involving (eg ‘How much will a $225 000 house cost if it with a decimal point separating the dollars from the parts of a money (eg that, in a money context, appreciated by 10% over two years?’ This can Understanding 1.5 on the calculator screen translates be answered by calculating 110% of $225 dollar (eg $72.45 is said as numbers and decimals to $1.50) 000) ‘seventy two dollars forty-five’ or ‘seventy two dollars and forty-five •read, write and order money and •increasing or decreasing a quantity by a cents’ measures where a decimal point is percentage is multiplying by a number greater •multiplication can be used for used (eg 3.2 kg is heavier than or less than one (eg to add 5% is to multiply situations involving repeating 3.12 kg) by 1.05; to subtract 5% is to multiply by 0.95 equal quantities (eg ‘Ida gets $5 •write money with only one symbol (eg and to add 5% a year for 3 years is to multiply pocket money each week, how seventy five cents is written as 75c or by 1.05, 3 times) much does she have after 6 $0.75 not $0.75c) weeks’ can be written as •round money to the nearest 5c repeated addition or (eg amounts ending in 1, 2, 6 or 7 multiplication) round down, so 32c would be rounded •division can be used for to 30c and 37c rounded to 35c) situations involving sharing an •interpret a calculator display involving object or a group of objects (eg money and measurements when the share a mini pizza between four number has been truncated (eg 1.2 on friends; 15 cards shared between the calculator might relate to 1.2 m, three people can be written as 120 cm or $1.20) ‘15 ÷ 3’) 7
  8. 8. English English Learning Area Overviews Teachers select a range of imaginative, information and argument texts from a variety of print and electronic sources relevant In the English learning area, to the phase of development to consolidate and extend students’ reading skills. students learn about the English The texts that children study as part of their learning in English address a range of issues, values, attitudes and topics from a language: how it works and how variety of perspectives (i.e. Financial Literacy). to use it effectively. They develop an understanding of the ways in Listening and Speaking Contextual • speakers and listeners interact • speakers and listeners interact in • speakers and listeners interact in different which language operates as a Students listen with purpose, Understandings in different ways depending on different ways depending on the ways depending on the context and social process and how to use understanding and critical Conventions the purpose and context context and purpose including to purpose including: to persuade including language in a variety of forms awareness in a wide range of Processes and including: persuade through providing a strong advancing an argument and refuting and situations. situations. Students speak Strategies o to instruct through telling argument for or against a particular counter-arguments using evidence and with purpose and effect in a the steps of a simple point of view in a debate reasoning* Please note this is NOT an wide range of contexts. procedure • discussions and conversations • particular contexts of spoken texts reflect extensive list but merely a o to explain through telling provide opportunities to explore and broader cultural, political and social values sample. how something works consider ideas and issues, advance (eg the promotion of causes/products can • speakers and listeners interact opinions, and influence and affect the content of a radio program) in different ways depending on persuade others to a point of view • conversation/discussion conventions such the purpose and context • speakers engage the interests and as adapting to unfamiliar or challenging including: attention of their listeners by using situations and using pace and register to o to persuade through giving their assumptions about the negotiate meaning whilst considering and justifying an opinion characteristics of listeners others’ contexts, beliefs, allegiances or • ways to consider the opinions • conversational skills including agendas of others including agreeing or negotiating meaning, managing • active listening behaviours to influence the disagreeing with reference to topic and situation changes and speaker (eg mirroring the body language of their own opinions responding to the contributions of others, non-verbal cues of understanding • ways to recognise others* and probing questions) miscommunication including • non-verbal techniques • forms of questions to influence listeners reading body language and (eg gestures) and spoken such as flattery or satire (eg pertinent ways to respond to techniques (eg pace, pausing for questions to extract specific information or miscommunication including effect) to emphasise meaning and to sought answers) stopping and rephrasing appeal to different audiences • ways to use terminology to evaluate • ways to compare and contrast listening, speaking and thinking strategies opinions expressed by others (eg interpersonal, register, agenda, including questioning, justifying and rhetoric, discourse and argument) advancing their own opinions to • ways to evaluate spoken texts such as influence and persuade others to a identifying the misuse of evidence, point of view distortion of truth and connotations of • ways to repair and reflect on examples to infer the speaker’s bias miscommunication including • ways to use advertising techniques to clarifying the message and promote a cause such as background confirming details music, voice-overs, testimonials and • ways to ask and respond to audiovisual technology questions including: probing • presentation techniques used in the media questions to clarify ambiguity; and the news, ‘infotainment’, ‘infomercials’ speculative questions to consider and ‘advertorials’ such as graphic imagery, other possibilities and evaluative speech rhythm and audiovisual technology questions to reflect on the • ways to interrogate texts such as drawing significance of personal experiences inferences about others’ agendas, or events presented in succinct comparing ideas to own understandings, accounts* challenging distortions of information or reality Viewing Contextual •viewers understand that visual • viewers understand that visual texts • visual texts are created for different Students view a wide range Understandings texts are created for different are created for different purposes purposes, including of visual texts with purpose, Conventions purposes including: including to persuade o to entertain in order to raise complex understanding and critical Processes and o to persuade through • visual texts are created using social issues and examine attitudes (eg awareness Strategies catalogues etc subject matter that appeals to target feature film) • visual texts can represent audiences* o to explore representations of values and • viewers’ interpretations of texts are 8
  9. 9. Writing Contextual • writers create texts for different • writers create texts for different •Texts are written for different purposes, Students write for a range of Understandings purposes including to persuade purposes including to persuade including: purposes and in a range of Conventions through opinions • writers can influence others by o to entertain, move, question and forms using conventions Processes and • writers describe people and systematically using a formal, logical explore ideas and attitudes, which appropriate to audience, Strategies events and give opinions* structure to argue a case* writers achieve, for example, by purpose and context. • writers express an opinion • writers can select ideas and writing stories, plays or poems which may be positive or information to support their position o to inform and inquire, which writers negative* or purpose, and to appeal to or suit achieve, for example, by writing • writers formulate an opinion on different audiences* reports, feature articles or web logs a topic and give reasons or a o to persuade, which writers achieve, simple explanation based on for example, by writing analytical personal judgement to support essays or editorials the opinion • writers want readers to empathise with the ideas and emotions expressed or implied in their writing • writers select subject matter and language to try to position readers to accept particular views of people, characters, events, ideas and information* • vocabulary is used to create particular effects • literary devices to create humour, tone or mood including extended metaphor and symbolism or evocative language* • ways to reflect on and evaluate writing using metalanguage to explain how the reader is positioned by inclusion/omission of information and the devices used 9
  10. 10. Resources currently in development Society and Environment Resource development ‘Financial Literacy’ New writing resource with specific focus on: • early adolescence ‘Students with diverse needs’ • long and short term financial goals and savings plans • financial scams • consumer protection • the effects of advertising • linking careers to training, education • income and wealth • keeping simple personal financial records or a portfolio Technology and Enterprise Resource development ‘Financial Literacy’ • Interactive Pay slip • Interactive Invoice and Receipt • Interactive Bank Statement • Fish-Tank: Business Start-up Mathematics Resource development ‘Financial Literacy’ New writing resource with specific focus on: • early adolescence ‘Students with diverse needs’ • the nature and forms of money, how it is used and the consequences of consumer decisions • the application of consumer and financial knowledge and skills in a range of changing contexts • use money to buy basic goods and services • understand that money can be borrowed • understand that savings can earn interest • justify selection of a range of goods and services (eg examine comparative costs when purchasing goods and services, evaluate and recommend value for money purchases, use critical literacy and numeracy skills to assess the accuracy and appropriateness of advertising) • develop simple budgets and financial records (eg develop budgets that take account of particular needs and wants and established priorities, compile a budget for a family meal or outing) English Resource development ‘Financial Literacy’ New writing resource with specific focus on: • early adolescence ‘Students with diverse needs’ • writing and reading English outcomes • consumer literacy • financial needs • planning – goals, saving, spending, budgeting • understanding paperwork – types of paperwork, bills, reading fine print • everyday banking and financial products • buyers’ rights and responsibilities • compare the value of similar items • order spending preferences • identify that advertising can influence people to buy goods and services • take account of peer pressure when buying something. • justify selection of a range of goods and services (eg examine comparative costs when purchasing goods and services, evaluate and recommend value for money purchases, use critical literacy and numeracy skills to assess the accuracy and appropriateness of advertising) • resolve consumer disputes (eg apply a process of consumer redress such as completing a consumer complaint form, seek help from other consumer agencies; apply assertive behaviours in everyday transactions based on an understanding of consumer rights) 10
  11. 11. • justify selection of a range of goods and services (eg examine comparative costs when purchasing goods and services, evaluate and recommend value for money purchases, use critical literacy and numeracy skills to assess the accuracy and appropriateness of advertising) 11