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  • Years 3–4

    Unit overview

    In this unit students understand that their identity and welfare is affected by the groups and places they belong to and the services that local government provides. They learn that fair isn’t always equal, the importance of integrity and the role of laws and responsibility in protecting their rights and the rights of others. They develop financial literacy skills including the costs and benefits of saving and spending and strategies that can be used to reach financial goals. They also consider how they can contribute to their own communities.

    The following values of Australian schooling are developed in this unit:

    • care and compassion (kindness and sharing)
    • doing your best
    • fair go
    • honesty and trustworthiness
    • integrity
    • respect
    • responsibility.

    Teacher notes

    These topics have been designed for students in Year 3 and 4. The activities can be adjusted to cater to the needs of learners. Activities have been designed as a sequence; however teachers can select individual activities that suit their students. As Topic 6 is a culminating topic, it may require the study of other topics.

    Topics

    Curriculum mapping

    The curriculum mapping for Year 3 and Year 4 includes:

    Links to the national consumer and financial literacy framework

    Knowledge and understanding

    Students can:

    • identify different forms of income
    • identify, explain and prioritise different needs and wants.

    Competence

    Students can:

    • create simple budgets for specific purposes
    • identify key features of a range of advertisements.

    Responsibility and enterprise

    Students can:

    • identify and explain how some influences, such as advertising and peer pressure, can affect what you buy
    • apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, business ventures and special events
    • exercise a range of enterprising behaviours through participation in relevant class and/or school activities.

    Assessment

    Teachers can gather evidence of student learning throughout this unit of work. Activities that elicit evidence of student learning in relation to the Australian Curriculum achievement standards have been identified. This evidence can be compiled into a student portfolio called 'A world where I know how to share'.

    To support teachers to make judgements about the quality and sophistication of student learning, each topic is accompanied by year level rubrics.

    The tasks that will form part of the assessment portfolio and their links to learning areas are summarised in the table below.

    Topic connections to the curriculum achievement standards

    Topic

    Activities

    Task

    English

    Maths

    HASS

    HPE

    Topic 1

    Activity 2

    Activity 4

    Who am I template

    Personal response

    Yes

    Yes

    Yes

    Topic 2

    Activity 4

    Activity 5

    Activity 8

    Worksheet

    Fraction bars template

    Think Board

    Journal entry

    Yes

    Yes

    Topic 3

    Activity 3

    Activity 5

    Activity 7

    Poster

    Justified decision

    Written explanation

    Yes

    Yes

    Topic 4

    Activity 3

    Activity 5

    Activity 6

    Storyboard

    Grid map with landmarks and written answers

    Worksheet

    Yes

    Yes

    Yes

    Yes

    Topic 5

    Activity 6

    Activity 7

    Budget scenarios

    Print advertisement

    Yes

    Yes

    Yes

    Topic 6

    Activity 1

    Activity 3

    Activity 5

    Activity 6

    Data investigation

    Written letter

    A plan for action

    Presentation

    Yes

    Yes

    Yes

    The assessment package includes:

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    Last modified: 02 Jul 2020QC 61177