BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Contents

THE RUBY HUTCHISON STORY ............................................................................................................ 2

EARNING MONEY AND MAKING A BUDGET ..................................................................................... 7

BUYING AND USING DIGITAL TECHNOLOGY ................................................................................. 12

AVOIDING SNEAKY SCAMMERS ......................................................................................................... 17

BECOMING SMARTER SHOPPERS .................................................................................................... 22

BUY SMART ACTIVITIES (Online vs. bricks and mortar shopping & Vocabulary shopping bag activity) ............................................................................................................................................... 26

Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework 1 | P a g e

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

THE RUBY HUTCHISON STORY

The Ruby Hutchison Story

Content descriptions

Humanities and Social Sciences English

Why regulations and laws are enforced and the personnel involved (ACHASSK117)1

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)2

Use interaction skills, for example paraphrasing, questioning and interpreting nonverbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Evaluate evidence to draw conclusions (ACHASSI101)

Work in groups to generate responses to issues and challenges (ACHASSI102)

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

1 Alignment in this case refers to why regulations and laws are enforced and the role of regulatory bodies. The activity does not cover the personnel involved in the enforcement of law. 2 In relation to consumers understanding their rights.

2 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

The Ruby Hutchison Story

Achievement standards

Humanities and Social Sciences English By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

3 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

The Ruby Hutchison Story

Achievement standards

Humanities and Social Sciences English and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

4 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

The Ruby Hutchison Story

General capabilities

Literacy Critical and creative thinking Ethical Understanding

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

• navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

• identify and clarify relevant information and prioritise ideas

• explain what constitutes an ethically better or worse outcome and how it might be accomplished

• listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, and respond to and interpret information and opinions presented

• assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome

• evaluate the consequences of actions in familiar and hypothetical scenario

• interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies

• scrutinise ideas or concepts, test conclusions and modify actions when designing a course of action

• explain a range of possible interpretations and points of view when thinking about ethical dilemmas

• use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts

• use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes

• use vocabulary, including subject-specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning

5 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

The Ruby Hutchison Story

Consumer and Financial Literacy National Framework

Knowledge and understanding Responsibility and enterprise

By the end of Year 6, students can:

• identify and discuss some rights and responsibilities of consumers and business

• explain there are ethical considerations to some consumer and financial decisions

• exercise a range of enterprising behaviours through participation in relevant class and/or school activities

6 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

EARNING MONEY AND MAKING A BUDGET

Earning and making a budget

Content descriptions

Mathematics Humanities and Social Sciences

Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)

The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)

Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)

Create simple financial plans (ACMNA106) Evaluate evidence to draw conclusions (ACHASSI101)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

7 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Earning and making a budget

Achievement standards

Mathematics Humanities and Social Sciences By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of

8 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Earning and making a budget

Achievement standards

Mathematics Humanities and Social Sciences their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Earning and making a budget

General Capabilities

Literacy Numeracy Information and communication technology

Critical and creative thinking

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

• navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

• solve problems and check calculations using efficient mental and written strategies

• locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways

• assess and test options to identify the most effective solution and to put ideas into action

• use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for

• create simple financial plans, budgets and cost predictions

• identify and justify the thinking behind choices they have made

9 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Earning and making a budget

General Capabilities

Literacy Numeracy Information and communication technology

Critical and creative thinking

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

creating texts

• use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes

• solve problems using equivalent fractions, decimals and simple percentages

• assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome

• evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria

10 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Earning and making a budget

Consumer and Financial Literacy National Framework

Knowledge and understanding Competence Responsibility and enterprise

By the end of Year 6, students can:

• describe how an individual can influence their income

• use a range of methods and tools to keep financial records in ‘real-life’ contexts • create simple budgets for a range of purposes and explain the benefits of saving for future needs and wants

• identify and describe the impact that the consumer decisions of individuals may have on themselves and their families, the broader community and/or the environment

• analyse the value of a range of goods and services in relation to an identified need

• use a range of methods and tools to keep financial records in ‘real-life’ contexts • create simple budgets for a range of purposes and explain the benefits of saving for future needs and wants

• recognise that matching household expenditure against income is important

• evaluate the value of a range of goods and services in a variety of ‘real-life’ situations

• order and justify reasons for spending preferences

11 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

BUYING AND USING DIGITAL TECHNOLOGY

Buying and using digital technology

Content descriptions

Mathematics Humanities and Social Sciences

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)

The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)

Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)

Describe and interpret different data sets in context (ACMSP120) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

Evaluate evidence to draw conclusions (ACHASSI101)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

12 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Buying and using digital technology

Achievement standards

Mathematics Humanities and Social Sciences By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They

13 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Buying and using digital technology

Achievement standards

Mathematics Humanities and Social Sciences present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Buying and using digital technology

General capabilities

Literacy Numeracy Information and Communication Technology

Critical and creative thinking

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

• navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

• solve problems and check calculations using efficient mental and written strategies

• independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments

• assess and test options to identify the most effective solution and to put ideas into action

• use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts

• collect, compare, describe and interpret data as 2-way tables, double column graphs and sector graphs, including from digital media

• identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts

• identify and justify the thinking behind choices they have made

• explain the main uses of ICT at school, home and in the local

• assess whether there is adequate reasoning and

14 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Buying and using digital technology

General capabilities

Literacy Numeracy Information and Communication Technology

Critical and creative thinking

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

community, and recognise its potential positive and negative impacts on their lives

evidence to justify a claim, conclusion or outcome

• locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways

• evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria

15 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Buying and using digital technology

Consumer and Financial Literacy National Framework

Knowledge and Understanding Competence Responsibility and enterprise

By the end of Year 6, students can:

• identify and discuss some rights and responsibilities of consumers and business

• interpret information from a variety of invoice accounts including information presented graphically such as in electricity accounts

• identify and describe the impact that the consumer decisions of individuals may have on themselves and their families, the broader community and/or the environment

• recognise that the currencies of different countries have different values relative to the Australian dollar.

16 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

AVOIDING SNEAKY SCAMMERS

Avoiding sneaky scammers

Content descriptions

Humanities and Social Sciences English Health and Physical Education

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Examine the influence of emotional responses on behaviour and relationships (ACPPS056)

Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)

Use interaction skills, for example paraphrasing, questioning and interpreting nonverbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Evaluate evidence to draw conclusions (ACHASSI101)

17 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Avoiding sneaky scammers

Achievement standards

Humanities and Social Sciences English By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary

By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.

Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.

18 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Avoiding sneaky scammers

Achievement standards

Humanities and Social Sciences English and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

19 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Avoiding sneaky scammers

General Capabilities

Literacy Information and Communication Technology

Critical and creative thinking Personal and Social Capability

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

• navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

• identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts

• identify and justify the thinking behind choices they have made

• explain the influence of emotions on behaviour, learning and relationships

• use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts

• assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome

20 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Avoiding sneaky scammers

Consumer and Financial Literacy National Framework

Competence Responsibility and enterprise

By the end of Year 6, students can:

• identify key features used in advertising, marketing and social media to influence consumer decision-making.

• identify and describe the impact that the consumer decisions of individuals may have on themselves and their families, the broader community and/or the environment

• practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts

21 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

BECOMING SMARTER SHOPPERS

Becoming smarter shoppers

Content descriptions

Mathematics Humanities and Social Sciences

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)

The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Create simple financial plans (ACMNA106) Evaluate evidence to draw conclusions (ACHASSI101)

Becoming smarter shoppers

Achievement standards

Mathematics Humanities and Social Sciences By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places

22 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Becoming smarter shoppers

Achievement standards

Mathematics Humanities and Social Sciences transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

23 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Becoming smarter shoppers

General capabilities

Literacy Numeracy Critical and creative thinking

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

• use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts

• solve problems and check calculations using efficient mental and written strategies

• identify and justify the thinking behind choices they have made

• use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes

• create simple financial plans, budgets and cost predictions

• solve problems using equivalent fractions, decimals and simple percentages

24 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

Becoming smarter shoppers

Consumer and Financial Literacy National Framework

Knowledge and Understanding Competence

By the end of Year 6, students can:

• analyse the value of a range of goods and services in relation to an identified need

• order and justify reasons for spending preferences

25 | P a g e Mapping to the Australian Curriculum and National Consumer and Financial Literacy Framework

BUY SMART RESOURCES: YEAR 5 CURRICULUM MAPPING

BUY SMART ACTIVITIES (Online vs. bricks and mortar shopping & Vocabulary shopping bag activity)

Buy Smart activities

Content descriptions

Humanities and Social Sciences English

Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)

Use interaction skills, for example paraphrasing, questioning and interpreting nonverbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Evaluate evidence to draw conclusions (ACHASSI101)

Work in groups to generate responses to issues and challenges (ACHASSI102)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103,)

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Content descriptions

Humanities and Social Sciences English

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 (ACHASSI105)

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Achievement standards

Humanities and Social Sciences English By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they

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Achievement standards

Humanities and Social Sciences English Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

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General Capabilities

Literacy Information and communication technology

Critical and creative thinking

Personal and Social Capability

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

• navigate, read and view subject-specific texts with some challenging features and a range of graphic representations

• locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways

• pose questions to clarify and interpret information and probe for causes and consequences

• contribute to groups and teams, suggesting improvements in methods used for group investigations and projects

• interpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies

• identify and clarify relevant information and prioritise ideas

• identify factors that influence decision making and consider the usefulness of these in making their own decisions

• use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts

• analyse, condense and combine relevant information from multiple sources

• plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences

• assess and test options to identify the most effective solution and to put ideas into action

• use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes

• identify and justify the thinking behind choices they have made

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General Capabilities

Literacy Information and communication technology

Critical and creative thinking

Personal and Social Capability

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

• use vocabulary, including subject-specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning

• assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome

• evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria

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Consumer and Financial Literacy National Framework

Knowledge and Understanding Competence Responsibility and enterprise

By the end of Year 6, students can:

• identify and discuss some rights and responsibilities of consumers and business

• discuss various payment options for purchasing goods and services such as: cash, debit card, credit card, direct debit and PayPal

• identify and describe the impact that the consumer decisions of individuals may have on themselves and their families, the broader community and/or the environment

• recognise that the currencies of different countries have different values relative to the Australian dollar.

• examine and discuss the external factors that influence consumer choices

• explain there are ethical considerations to some consumer and financial decisions

• apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, product design and development, business ventures and special events

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