Years 4 to 6

ACMNA080

Solve problems involving purchases and the calculation of change to the nearest 5¢ with and without digital technologies.

• Budgeting
• Comparing prices
• Smarter shopping

ACMNA081

Explore and describe number patterns resulting from performing multiplication.

• Budgeting
• Comparing prices
• Smarter shopping

ACMSP096

Construct suitable data displays—with and without the use of digital technologies—from given or collected data. Include tables, column graphs and picture graphs where a picture can represent many data values.

• Any topic (used as a research task)

ACELY1689

Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences.

• Any topic (used as a   research task)

ACELY1690

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text.

• advertising
• scams

ACELY1692

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas, and analysing and evaluating texts.

• advertising
• scams

ACELY1694

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features.

• Any topic (students choice)
• Suggested project types: picture book, PowerPoint presentation, flyer, poster

ACELY1697

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements.

• Any topic (as framework)

ACHASSI073

Pose questions to investigate people, events, places and issues.

• Any topic (using project as framework)

ACHASSI074

Locate and collect information and data from different sources, including observations.

• Any topic (using project as framework)

ACHASSI077

Examine information to identify different points of view and distinguish facts from opinions.

• Consumer persuasion (including advertising and scams)
• Any other topic (using project as framework)

ACHASSI079

Draw simple conclusions based on analysis of information and data.

• Any topic (using project as framework)

ACHASSI081

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions.

• Any topic (using project as framework)

• Product safety laws (e.g. toy safety)
• Refunds and returns (shop rules vs. consumer laws)

• Any topics (using project as framework)

• Personal information (identity theft)
• Recognising scams
• Any other topics (using project as framework)

• Any topic (using project as framework)

• Any topic (using project as framework)

ACAMAM061

Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander peoples.

• Advertising as a form of media artwork

• Budgeting
• Needs vs. wants
• Comparing prices
• Smarter shopping

• Any topic (used as a research task)

• Any topic (used as a research task)

• Any topic (used as a research task)

• Any topic (using project as framework)

• Consumer persuasion (including advertising and scams)

• Any topic (set as a research task)

• Any topic (set as a research task)

• Any topic (set as a research task)

• Any topic (set as a research task)

ACHASSI094

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

• Any HASS topic in Civics & citizenship and/or Business & economics content   streams (using project as framework)

ACHASSI095

Locate and collect relevant information and data from primary sources and secondary sources.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI100

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as   framework)

ACHASSI101

Evaluate evidence to draw conclusions.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI102

Work in groups to generate responses to issues and challenges.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI103

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

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI104

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

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI105

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.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSK117

Why regulations and laws are enforced, and the personnel involved.

• Consumer law
• Product safety (e.g. toy safety)

ACHASSK119

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

• Needs vs. wants
• Shopping around
• Using money wisely

ACHASSK121

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

• Needs vs. wants
• Budgeting and saving
• Using money wisely
• Advertising (how it influences our choices)

• Any topic (using project as framework)

• Personal information (identity theft)
• Recognising scams
• Any other topic (using project as framework)

ACAMAM062

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text.

• Any topic (project is presented in the form of a media artwork)

ACAMAM063

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text.

• Any topic (project is presented in the form of a media artwork)

ACAMAM064

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice.

• Any topic (project is presented in the form of a media artwork)

• Budgeting
• Comparing prices
• Smarter shopping

• Budgeting
• Comparing prices
• Smarter shopping

• Any topic (used as a research task)

• Any topic (used as a research task)

ACELY1710

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

• Any topic (where project is in a performative format, e.g. a filmed speech or instructional video)

ACELY1712

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings.

• Any topic (while undertaking research for a project)

ACELY1714

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.

• Any topic (where project is published in a written and/or visual format, e.g. a poster or storybook)

ACELY1715

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices.

• Any topic (while finalising a project in a written format)

ACELY1717

Use a range of software, including word processing programs, learning new functions as required to create texts.

• Any topic (where project is in a digital format, e.g. a slideshow)

ACHASSI122

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

• Any HASS topic in Civics & citizenship and/or Business & economics content   streams (using project as framework)

ACHASSI123

Locate and collect relevant information and data from primary sources and secondary sources.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI126

Examine primary sources and secondary sources to determine their origin and purpose.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI127

Examine different viewpoints on actions, events, issues and phenomena in the past and present.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI129

Evaluate evidence to draw conclusions.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as   framework)

ACHASSI130

Work in groups to generate responses to issues and challenges.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI131

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

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as   framework)

ACHASSI132

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

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as framework)

ACHASSI133

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.

• Any HASS topic in Civics & citizenship and/or Business & economics content streams (using project as   framework)

ACHASSK144

The roles and responsibilities of Australia’s 3 levels of government.

• Consumer law
• Product safety (e.g. toy safety)

ACHASSK149

How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs.

• Needs vs. wants
• Shopping around and making choices
• Budgeting and saving
• Using money wisely

ACHASSK150

The effect that consumer and financial decisions can have on the individual, the broader community and the environment.

• Needs vs. wants
• Shopping around and making choices
• Using money wisely

ACHASSK146

Where ideas for new laws can come from and how they become law.

• Any recent change to consumer law and why it was made

• Any topic (using project as framework)

• Personal information (identity theft)
• Recognising scams
• Any other topic (using project as framework)

• Any topic (using project as framework)

• Any topic (using project as framework)