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  • Topic 5 Savings and superannuation (Year 5)

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    Activity 2

    Achievement Standard

    Mathematics

    What students do

    Students explain plans for simple budgets

    A

    plans a range of simple budgets and thoroughly explains how the same goal can be achieved by varying income and/or expenses

    B

    plans a range of simple budgets and explains how the same goal can be achieved by varying income and/or expenses

    C

    plans a simple budget and explains the plan

    D

    plans a budget and partially explains the plan

    E

    with guidance, plans a budget and partially explains the plan

      

    Activity 2 and 4

    Achievement Standard

    Mathematics

    HASS

    What students do

    Students solve simple problems using a range of strategies

    Students recognise that choices need to be made when allocating resources

    A

    correctly solves problems using a range of efficient strategies, and explains and justifies strategies used

    demonstrates a deep understanding of scarcity by making and justifying choices about what to give up in order to reach financial goals and providing a reasoned explanation of why these choices are necessary

    B

    correctly solves problems using a range of efficient strategies and explains strategies used

    demonstrates an understanding of scarcity by making informed choices about what to give up in order to reach financial goals and explaining why these choices are necessary

    C

    solves simple problems using a range of strategies

    demonstrates an understanding of scarcity by making choices about what to give up in order to reach financial goals

    D

    with support, solves simple problems using one or more strategy

    with support, recognises that choices need to be made in order to save

    E

    solves simple problems using strategies as directed

    with direction, recognises that choices need to be made in order to save

      

    Activity 3

    Achievement Standard

    Mathematics

    What students do

    Students check the reasonableness of answers using estimation and rounding

    A

    uses efficient strategies to estimate answers, checks the reasonableness of estimates and explains the strategies they used

    B

    uses effective strategies to estimate answers, checks the reasonableness of estimates and describes the strategies they used

    C

    uses strategies to estimate answers, checks the reasonableness of estimates and identifies the strategies they used

    D

    uses simple strategies to estimate answers and checks the reasonableness of estimates

    E

    with support, estimates answers and checks the reasonableness of estimates

      

    Activity 6

    Achievement Standard

    English

    English

    What students do

    Students create persuasive texts for different purposes and audiences

    Students select specific vocabulary

    A

    shows leadership to collaboratively create a highly effective jingle that promotes the importance of superannuation to members of the proposed ideal community

    judiciously selects specific vocabulary for effect

    B

    shows some leadership to collaboratively create an effective jingle that promotes the importance of superannuation to members of the proposed ideal community

    selects specific vocabulary for effect

    C

    collaboratively creates a jingle that promotes the importance of superannuation to members of the proposed ideal community

    selects specific vocabulary

    D

    with support, contributes to the creation of a jingle that promotes the importance of superannuation to members of the proposed ideal community

    with support, selects specific vocabulary

    E

    with considerable support, contributes to the creation of a jingle that promotes the importance of superannuation to members of the proposed ideal community

    with considerable support, selects specific vocabulary

      

    Activity 7

    Achievement Standard

    English

    What students do

    Students make presentations which include multimodal elements for defined purposes

    A

    effectively makes engaging presentations which include a range of considered and effective multimodal elements selected for audience and purpose

    B

    effectively makes presentations which include a range of effective multimodal elements selected for audience and purpose

    C

    makes presentations which multimodal elements for defined purposes

    D

    makes presentations which include some multimodal elements that vary in suitability

    E

    make presentations that include fragmented multimodal elements

    *Denotes that observations for student performance may be required

      

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    Last modified: 02 Jul 2020QC 61288