$20 boss - mapped to the australian curriculum€¦ · australian curriculum how it works the $20...
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$20 Boss - Mapped to the Australian Curriculum
How it Works
The $20 Boss program has been mapped to relevant Learning areas and General capabilities of the Australian Curriculum for years 7-10 of secondary school.
It is hoped that this mapping document will guide assessment of student achievement during their participation in the program. While every effort has been made to map to the relevant Learning areas and General capabilities, professional discretion is advised- after all, you know your students best!
The flexible nature of the $20 Boss program ensures that there are plenty of more general learning opportunities for students.
Below is an additional list of the Australian Curriculum General capabilities that could be developed while participating in the $20 Boss program:
- Numeracy
- ICT Capability
- Critical and Creative Thinking
- Personal and Social Capability
- Ethical Understanding
- Intercultural Understanding
fya.org.au
MODULE ONE : GETTING STARTED
HASS – Economics and Business – Year 7 HASS – Economics and Business – Year 8 - Characteristics of entrepreneurs and successful
businesses (ACHEK019) - Why individuals work, types of work and how
people derive an income (ACHEK020) - Apply economics and business knowledge, skills
and concepts in familiar and new situations (ACHES025)
- Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
General Capabilities (Level 5)
Literacy Personal and Social Capability
Navigate, read and view learning area texts - navigate, read and view a variety of challenging
subject-specific texts with a wide range of graphic representations
Listen and respond to learning area texts - listen to extended spoken and audio texts,
respond to and interpret stated and implied meanings, and evaluate information and ideas
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Recognise personal qualities and achievements - make a realistic assessment of their abilities and
achievements, and prioritise areas for improvement
Work independently and show initiative - critique their effectiveness in working
independently by identifying enablers and barriers to achieving goals
Become confident, resilient and adaptable - assess, adapt and modify personal and safety
strategies and plans, and revisit tasks with renewed confidence
Appreciate diverse perspectives - acknowledge the values, opinions and attitudes of
different groups within society and compare to their own points of view
Communicate effectively - analyse enablers of and barriers to effective
verbal, nonverbal and digital communication Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Make decisions - assess individual and group decision making
processes in challenging situations Develop leadership skills
- plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
Critical and Creative Thinking Imagine possibilities and connect ideas
- draw parallels between known and new ideas to create new ways of achieving goals
Consider alternatives - generate alternatives and innovative solutions,
and adapt ideas, including when information is limited or conflicting
Reflect on processes - evaluate and justify the reasons behind choosing a
particular problem solving strategy Transfer knowledge into new contexts
- justify reasons for decisions when transferring information to similar and different contexts
Draw conclusions and design a course of action - differentiate the components of a designed course
of action and tolerate ambiguities when drawing conclusions
Information and Communication Technology (ICT) Generate ideas, plans and processes
- use appropriate ICT to collaboratively generate ideas and develop plans
Collaborate, share and exchange - select and use appropriate ICT tools safely to lead
groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
HASS – Economics and Business – Year 9 HASS – Economics and Business – Year 10
- The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
General Capabilities: Literacy (Level 6)
fya.org.au
Literacy Personal and Social Capability Recognise personal qualities and achievements
- assess their strengths and challenges and devise personally appropriate strategies to achieve future success
Work independently and show initiative - establish personal priorities, manage resources
effectively and demonstrate initiative to achieve personal goals and learning outcomes
Become confident, resilient and adaptable - evaluate, rethink and refine approaches to tasks to
take account of unexpected or difficult situations and safety considerations
Appreciate diverse perspectives - articulate their personal value system and analyse
the effects of actions that repress social power and limit the expression of diverse views
Communicate effectively - formulate plans for effective communication
(verbal, nonverbal, digital) to complete complex tasks
Work collaboratively - critique their ability to devise and enact strategies
for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Make decisions - develop and apply criteria to evaluate the
outcomes of individual and group decisions and analyse the consequences of their decision making
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national, regional and global levels, and communicate these widely
Navigate, read and view learning area texts - navigate, read and view a wide range of more
demanding subject-specific texts with an extensive range of graphic representations
Listen and respond to learning area texts - listen to a range of extended spoken and audio
texts and respond to, interpret and evaluate ideas, information and opinions
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Understand learning area vocabulary - use subject-specific vocabulary to express abstract
concepts, and refine vocabulary choices to discriminate between shades of meaning
Critical and Creative Thinking Imagine possibilities and connect ideas
- create and connect complex ideas using imagery, analogies and symbolism
Consider alternatives - speculate on creative options to modify ideas
when circumstances change Reflect on processes
- balance rational and irrational components of a complex or ambiguous problem to evaluate evidence
Transfer knowledge into new contexts - identify, plan and justify transference of
knowledge to new contexts Draw conclusions and design a course of action
- use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
Information and Communication Technology (ICT) Generate ideas, plans and processes
- select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
Collaborate, share and exchange - select and use a range of ICT tools efficiently and
safely to share and exchange information, and to collaboratively and purposefully construct knowledge
fya.org.au
MODULE TWO : IDEA GENERATION
HASS – Economics and Business – Year 7 HASS – Economics and Business – Year 8 - Characteristics of entrepreneurs and successful
businesses (ACHEK019) - Why individuals work, types of work and how
people derive an income (ACHEK020) - Develop questions about an economic or business
issue or event, and plan and conduct an investigation or project (ACHES021)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
General Capabilities (Level 5)
Literacy Personal and Social Capability
Navigate, read and view learning area texts - navigate, read and view a variety of challenging
subject-specific texts with a wide range of graphic representations
Listen and respond to learning area texts - listen to extended spoken and audio texts,
respond to and interpret stated and implied meanings, and evaluate information and ideas
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Recognise personal qualities and achievements - make a realistic assessment of their abilities and
achievements, and prioritise areas for improvement
Work independently and show initiative - critique their effectiveness in working
independently by identifying enablers and barriers to achieving goals
Become confident, resilient and adaptable - assess, adapt and modify personal and safety
strategies and plans, and revisit tasks with renewed confidence
Appreciate diverse perspectives - acknowledge the values, opinions and attitudes of
different groups within society and compare to their own points of view
Contribute to civil society - analyse personal and social roles and
responsibilities in planning and implementing ways of contributing to their communities
Communicate effectively - analyse enablers of and barriers to effective
verbal, nonverbal and digital communication Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Make decisions - assess individual and group decision making
processes in challenging situations Develop leadership skills
- plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
Critical and Creative Thinking Pose questions
- pose questions to probe assumptions and investigate complex issues
Imagine possibilities and connect ideas - draw parallels between known and new ideas to
create new ways of achieving goals Consider alternatives
- generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
Seek solutions and put ideas into action - predict possibilities, and identify and test
consequences when seeking solutions and putting ideas into action
Reflect on processes - evaluate and justify the reasons behind choosing a
particular problem solving strategy Transfer knowledge into new contexts
- justify reasons for decisions when transferring information to similar and different contexts
Draw conclusions and design a course of action
Information and Communication Technology (ICT)
Generate ideas, plans and processes - use appropriate ICT to collaboratively generate
ideas and develop plans Collaborate, share and exchange
- select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
fya.org.au
- differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
Evaluate procedures and outcomes - explain intentions and justify ideas, methods and
courses of action, and account for expected and unexpected outcomes against criteria they have identified
HASS – Economics and Business – Year 9 HASS – Economics and Business – Year 10 - The nature of innovation and how and why
businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
General Capabilities: Literacy (Level 6)
Literacy Personal and Social Capability Recognise personal qualities and achievements
- assess their strengths and challenges and devise personally appropriate strategies to achieve future success
Work independently and show initiative - establish personal priorities, manage resources
effectively and demonstrate initiative to achieve personal goals and learning outcomes
Become confident, resilient and adaptable - evaluate, rethink and refine approaches to tasks to
take account of unexpected or difficult situations and safety considerations
Appreciate diverse perspectives - articulate their personal value system and analyse
the effects of actions that repress social power and limit the expression of diverse views
Contribute to civil society - plan, implement and evaluate ways of contributing
to civil society at local, national regional and global levels
Communicate effectively - formulate plans for effective communication
(verbal, nonverbal, digital) to complete complex tasks
Work collaboratively - critique their ability to devise and enact strategies
for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Make decisions - develop and apply criteria to evaluate the
outcomes of individual and group decisions and analyse the consequences of their decision making
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national,
Navigate, read and view learning area texts - navigate, read and view a wide range of more
demanding subject-specific texts with an extensive range of graphic representations
Listen and respond to learning area texts - listen to a range of extended spoken and audio
texts and respond to, interpret and evaluate ideas, information and opinions
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Express opinion and point of view - use language that indirectly expresses opinions
and constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary - use subject-specific vocabulary to express abstract
concepts, and refine vocabulary choices to discriminate between shades of meaning
Critical and Creative Thinking
Pose questions - pose questions to critically analyse complex issues
and abstract ideas Imagine possibilities and connect ideas
- create and connect complex ideas using imagery, analogies and symbolism
Consider alternatives - speculate on creative options to modify ideas
when circumstances change Seek solutions and put ideas into action
fya.org.au
- assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
Reflect on processes - balance rational and irrational components of a
complex or ambiguous problem to evaluate evidence
Transfer knowledge into new contexts - identify, plan and justify transference of
knowledge to new contexts Draw conclusions and design a course of action
- use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
Evaluate procedures and outcomes - evaluate the effectiveness of ideas, products and
performances and implement courses of action to achieve desired outcomes against criteria they have identified
regional and global levels, and communicate these widely
Information and Communication Technology (ICT) Generate ideas, plans and processes
- select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
Collaborate, share and exchange - select and use a range of ICT tools efficiently and
safely to share and exchange information, and to collaboratively and purposefully construct knowledge
fya.org.au
MODULE THREE : BUSINESS FOR GOOD
HASS – Economics and Business – Year 7 HASS – Economics and Business – Year 8 - The ways consumers and producers interact and
respond to each other in the market (ACHEK017) - Characteristics of entrepreneurs and successful
businesses (ACHEK019) - Why individuals work, types of work and how
people derive an income (ACHEK020) - Develop questions about an economic or business
issue or event, and plan and conduct an investigation or project (ACHES021)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
General Capabilities (Level 5)
Literacy Personal and Social Capability
Navigate, read and view learning area texts - navigate, read and view a variety of challenging
subject-specific texts with a wide range of graphic representations
Listen and respond to learning area texts - listen to extended spoken and audio texts,
respond to and interpret stated and implied meanings, and evaluate information and ideas
Interpret and analyse learning area texts - interpret and evaluate information, identify main
ideas and supporting evidence, and analyse different perspectives using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer sustained learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Become confident, resilient and adaptable - assess, adapt and modify personal and safety
strategies and plans, and revisit tasks with renewed confidence
Appreciate diverse perspectives - acknowledge the values, opinions and attitudes of
different groups within society and compare to their own points of view
Contribute to civil society - analyse personal and social roles and
responsibilities in planning and implementing ways of contributing to their communities
Communicate effectively - analyse enablers of and barriers to effective verbal,
nonverbal and digital communication Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Make decisions - assess individual and group decision making
processes in challenging situations Develop leadership skills
- plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
Critical and Creative Thinking Pose questions
- pose questions to probe assumptions and investigate complex issues
Imagine possibilities and connect ideas - draw parallels between known and new ideas to
create new ways of achieving goals Consider alternatives
- generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
Seek solutions and put ideas into action - predict possibilities, and identify and test
consequences when seeking solutions and putting ideas into action
Reflect on processes - evaluate and justify the reasons behind choosing a
particular problem solving strategy Transfer knowledge into new contexts
Information and Communication Technology (ICT) Generate ideas, plans and processes
- use appropriate ICT to collaboratively generate ideas and develop plans
Collaborate, share and exchange - select and use appropriate ICT tools safely to lead
groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
fya.org.au
- justify reasons for decisions when transferring information to similar and different contexts
Draw conclusions and design a course of action - differentiate the components of a designed course
of action and tolerate ambiguities when drawing conclusions
Evaluate procedures and outcomes - explain intentions and justify ideas, methods and
courses of action, and account for expected and unexpected outcomes against criteria they have identified
HASS – Economics and Business – Year 9 HASS – Economics and Business – Year 10 - The nature of innovation and how and why
businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
General Capabilities: Literacy (Level 6)
Literacy Personal and Social Capability Become confident, resilient and adaptable
- evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations and safety considerations
Appreciate diverse perspectives - articulate their personal value system and analyse
the effects of actions that repress social power and limit the expression of diverse views
Contribute to civil society - plan, implement and evaluate ways of contributing
to civil society at local, national regional and global levels
Communicate effectively - formulate plans for effective communication
(verbal, nonverbal, digital) to complete complex tasks
Work collaboratively - critique their ability to devise and enact strategies
for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Make decisions - develop and apply criteria to evaluate the
outcomes of individual and group decisions and analyse the consequences of their decision making
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national, regional and global levels, and communicate these widely
Navigate, read and view learning area texts - navigate, read and view a wide range of more
demanding subject-specific texts with an extensive range of graphic representations
Listen and respond to learning area texts - listen to a range of extended spoken and audio
texts and respond to, interpret and evaluate ideas, information and opinions
Interpret and analyse learning area texts - interpret and evaluate information within and
between texts, comparing and contrasting information using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer and more complex learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to convey complex ideas, build and support arguments, and change emphasis
Express opinion and point of view - use language that indirectly expresses opinions
and constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary
fya.org.au
- use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
Critical and Creative Thinking Pose questions
- pose questions to critically analyse complex issues and abstract ideas
Imagine possibilities and connect ideas - create and connect complex ideas using imagery,
analogies and symbolism Consider alternatives
- speculate on creative options to modify ideas when circumstances change
Seek solutions and put ideas into action - assess risks and explain contingencies, taking
account of a range of perspectives, when seeking solutions and putting complex ideas into action
Reflect on processes - balance rational and irrational components of a
complex or ambiguous problem to evaluate evidence
Transfer knowledge into new contexts - identify, plan and justify transference of knowledge
to new contexts Draw conclusions and design a course of action
- use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
Evaluate procedures and outcomes - evaluate the effectiveness of ideas, products and
performances and implement courses of action to achieve desired outcomes against criteria they have identified
fya.org.au
MODULE FOUR : DESIGN THINKING
HASS – Economics and Business – Year 7 HASS – Economics and Business – Year 8 - The ways consumers and producers interact and
respond to each other in the market (ACHEK017) - Characteristics of entrepreneurs and successful
businesses (ACHEK019) - Develop questions about an economic or business
issue or event, and plan and conduct an investigation or project (ACHES021)
- Gather relevant data and information from a range of digital, online and print sources (ACHES022)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
General Capabilities (Level 5)
Literacy Personal and Social Capability Navigate, read and view learning area texts
- navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations
Listen and respond to learning area texts - listen to extended spoken and audio texts,
respond to and interpret stated and implied meanings, and evaluate information and ideas
Interpret and analyse learning area texts - interpret and evaluate information, identify main
ideas and supporting evidence, and analyse different perspectives using comprehension strategies
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Recognise personal qualities and achievements - make a realistic assessment of their abilities and
achievements, and prioritise areas for improvement
Develop reflective practice - predict the outcomes of personal and academic
challenges by drawing on previous problem solving and decision making strategies and feedback from peers and teachers
Become confident, resilient and adaptable - assess, adapt and modify personal and safety
strategies and plans, and revisit tasks with renewed confidence
Contribute to civil society - analyse personal and social roles and
responsibilities in planning and implementing ways of contributing to their communities
Communicate effectively - analyse enablers of and barriers to effective
verbal, nonverbal and digital communication Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Make decisions - assess individual and group decision making
processes in challenging situations Develop leadership skills
- plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
Critical and Creative Thinking
Imagine possibilities and connect ideas - draw parallels between known and new ideas to
create new ways of achieving goals
fya.org.au
Information and Communication Technology (ICT) Consider alternatives - generate alternatives and innovative solutions,
and adapt ideas, including when information is limited or conflicting
Seek solutions and put ideas into action - predict possibilities, and identify and test
consequences when seeking solutions and putting ideas into action
Reflect on processes - evaluate and justify the reasons behind choosing a
particular problem solving strategy Transfer knowledge into new contexts
- justify reasons for decisions when transferring information to similar and different contexts
Draw conclusions and design a course of action - differentiate the components of a designed course
of action and tolerate ambiguities when drawing conclusions
Evaluate procedures and outcomes - explain intentions and justify ideas, methods and
courses of action, and account for expected and unexpected outcomes against criteria they have identified
Generate ideas, plans and processes - use appropriate ICT to collaboratively generate
ideas and develop plans Collaborate, share and exchange
- select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
HASS – Economics and Business – Year 9 HASS – Economics and Business – Year 10
- The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
General Capabilities: Literacy (Level 6)
Literacy Personal and Social Capability Navigate, read and view learning area texts
- navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations
Listen and respond to learning area texts - listen to a range of extended spoken and audio
texts and respond to, interpret and evaluate ideas, information and opinions
Interpret and analyse learning area texts - interpret and evaluate information within and
between texts, comparing and contrasting information using comprehension strategies
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information
Recognise personal qualities and achievements - assess their strengths and challenges and devise
personally appropriate strategies to achieve future success
Develop reflective practice - reflect on feedback from peers, teachers and other
adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability
Become confident, resilient and adaptable - evaluate, rethink and refine approaches to tasks to
take account of unexpected or difficult situations and safety considerations
Contribute to civil society
fya.org.au
and ideas, refine opinions and arguments in preparation for creating texts
Express opinion and point of view - use language that indirectly expresses opinions
and constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary - use subject-specific vocabulary to express abstract
concepts, and refine vocabulary choices to discriminate between shades of meaning
- plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
Communicate effectively - formulate plans for effective communication
(verbal, nonverbal, digital) to complete complex tasks
Work collaboratively - critique their ability to devise and enact strategies
for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Make decisions - develop and apply criteria to evaluate the
outcomes of individual and group decisions and analyse the consequences of their decision making
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national, regional and global levels, and communicate these widely
Information and Communication Technology (ICT) Critical and Creative Thinking Generate ideas, plans and processes
- select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
Collaborate, share and exchange - select and use a range of ICT tools efficiently and
safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Imagine possibilities and connect ideas - create and connect complex ideas using imagery,
analogies and symbolism Consider alternatives
- speculate on creative options to modify ideas when circumstances change
Seek solutions and put ideas into action - assess risks and explain contingencies, taking
account of a range of perspectives, when seeking solutions and putting complex ideas into action
Reflect on processes - balance rational and irrational components of a
complex or ambiguous problem to evaluate evidence
Transfer knowledge into new contexts - identify, plan and justify transference of
knowledge to new contexts Draw conclusions and design a course of action
- use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
Evaluate procedures and outcomes - evaluate the effectiveness of ideas, products and
performances and implement courses of action to achieve desired outcomes against criteria they have identified
fya.org.au
MODULE FIVE : CREATIVE MARKETING
HASS – Economics and Business – Year 7 HASS – Economics and Business – Year 8 - The ways consumers and producers interact and
respond to each other in the market (ACHEK017) - Characteristics of entrepreneurs and successful
businesses (ACHEK019) - Develop questions about an economic or business
issue or event, and plan and conduct an investigation or project (ACHES021)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
General Capabilities (Level 5)
Literacy Personal and Social Capability Navigate, read and view learning area texts
- navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations
Listen and respond to learning area texts - listen to extended spoken and audio texts, respond
to and interpret stated and implied meanings, and evaluate information and ideas
Interpret and analyse learning area texts - interpret and evaluate information, identify main
ideas and supporting evidence, and analyse different perspectives using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer sustained learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Develop reflective practice - predict the outcomes of personal and academic
challenges by drawing on previous problem solving and decision making strategies and feedback from peers and teachers
Develop self-discipline and set goals - select, use and analyse strategies that assist in
regulating behaviour and achieving personal and learning goals
Become confident, resilient and adaptable - assess, adapt and modify personal and safety
strategies and plans, and revisit tasks with renewed confidence
Communicate effectively - analyse enablers of and barriers to effective verbal,
nonverbal and digital communication Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Make decisions - assess individual and group decision making
processes in challenging situations Develop leadership skills
- plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
Critical and Creative Thinking
Imagine possibilities and connect ideas - draw parallels between known and new ideas to
create new ways of achieving goals Consider alternatives
- generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
Seek solutions and put ideas into action - predict possibilities, and identify and test
consequences when seeking solutions and putting ideas into action
Reflect on processes
fya.org.au
Information and Communication Technology (ICT) - evaluate and justify the reasons behind choosing a particular problem solving strategy
Draw conclusions and design a course of action - differentiate the components of a designed course
of action and tolerate ambiguities when drawing conclusions
Evaluate procedures and outcomes - explain intentions and justify ideas, methods and
courses of action, and account for expected and unexpected outcomes against criteria they have identified
Identify the impacts of ICT in society - explain the benefits and risks of the use of ICT for
particular people in work and home environments Generate ideas, plans and processes
- use appropriate ICT to collaboratively generate ideas and develop plans
Generate solutions to challenges and learning area tasks - design and modify simple digital solutions, or
multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
Collaborate, share and exchange - select and use appropriate ICT tools safely to lead
groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
HASS – Economics and Business – Year 9 HASS – Economics and Business – Year 10
- The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
General Capabilities: Literacy (Level 6)
Literacy Personal and Social Capability Navigate, read and view learning area texts
- navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations
Listen and respond to learning area texts - listen to a range of extended spoken and audio
texts and respond to, interpret and evaluate ideas, information and opinions
Interpret and analyse learning area texts - interpret and evaluate information within and
between texts, comparing and contrasting information using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer and more complex learning area texts
Use language to interact with others
Develop reflective practice - reflect on feedback from peers, teachers and other
adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability
Develop self-discipline and set goals - critically analyse self discipline strategies and
personal goals and consider their application in social and work-related contexts
Become confident, resilient and adaptable - evaluate, rethink and refine approaches to tasks to
take account of unexpected or difficult situations and safety considerations
Communicate effectively - formulate plans for effective communication
(verbal, nonverbal, digital) to complete complex tasks
fya.org.au
- use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to convey complex ideas, build and support arguments, and change emphasis
Express opinion and point of view - use language that indirectly expresses opinions and
constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary - use subject-specific vocabulary to express abstract
concepts, and refine vocabulary choices to discriminate between shades of meaning
Work collaboratively - critique their ability to devise and enact strategies
for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Make decisions - develop and apply criteria to evaluate the outcomes
of individual and group decisions and analyse the consequences of their decision making
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national, regional and global levels, and communicate these widely
Information and Communication Technology (ICT) Critical and Creative Thinking Identify the impacts of ICT in society
- assess the impact of ICT in the workplace and in society, and speculate on its role in the future and how they can influence its use
Generate ideas, plans and processes - select and use ICT to articulate ideas and concepts,
and plan the development of complex solutions Generate solutions to challenges and learning area tasks
- Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes
Collaborate, share and exchange - select and use a range of ICT tools efficiently and
safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Imagine possibilities and connect ideas - create and connect complex ideas using imagery,
analogies and symbolism Consider alternatives
- speculate on creative options to modify ideas when circumstances change
Seek solutions and put ideas into action - assess risks and explain contingencies, taking
account of a range of perspectives, when seeking solutions and putting complex ideas into action
Reflect on processes - balance rational and irrational components of a
complex or ambiguous problem to evaluate evidence
Draw conclusions and design a course of action - use logical and abstract thinking to analyse and
synthesise complex information to inform a course of action
Evaluate procedures and outcomes - evaluate the effectiveness of ideas, products and
performances and implement courses of action to achieve desired outcomes against criteria they have identified
fya.org.au
MODULE SIX : BUILDING YOUR FINANCIALS
HASS – Economics and Business – Year 7 HASS – Economics and Business – Year 8 - Why and how individuals and businesses plan to
achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- Characteristics of entrepreneurs and successful businesses (ACHEK019)
- Why individuals work, types of work and how people derive an income (ACHEK020)
- Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
- Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
Mathematics - Year 7 Mathematics - Year 8 - Investigate and calculate ‘best buys’, with and
without digital technologies (ACMNA174) - Identify and investigate issues involving numerical
data collected from primary and secondary sources (ACMSP169)
- Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
- Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)
General Capabilities (Level 5)
Literacy Personal and Social Capability Navigate, read and view learning area texts
- navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations
Interpret and analyse learning area texts - interpret and evaluate information, identify main
ideas and supporting evidence, and analyse different perspectives using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer sustained learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Develop reflective practice - predict the outcomes of personal and academic
challenges by drawing on previous problem solving and decision making strategies and feedback from peers and teachers
Develop self-discipline and set goals - select, use and analyse strategies that assist in
regulating behaviour and achieving personal and learning goals
Become confident, resilient and adaptable - assess, adapt and modify personal and safety
strategies and plans, and revisit tasks with renewed confidence
Understand relationships - identify indicators of possible problems in
relationships in a range of social and work related situations
Communicate effectively - analyse enablers of and barriers to effective verbal,
nonverbal and digital communication Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Make decisions - assess individual and group decision making
processes in challenging situations Negotiate and resolve conflict
- assess the appropriateness of various conflict resolution strategies in a range of social and work-related situations
Develop leadership skills
fya.org.au
- plan school and community projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
Numeracy Critical and Creative Thinking Understand and use numbers in context
- compare, order and use positive and negative numbers to solve everyday problems
Estimate and calculate - solve complex problems by estimating and
calculating using efficient mental, written and digital strategies
Use money - identify and justify ‘best value for money’ decisions
Imagine possibilities and connect ideas - draw parallels between known and new ideas to
create new ways of achieving goals Consider alternatives
- generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
Seek solutions and put ideas into action - predict possibilities, and identify and test
consequences when seeking solutions and putting ideas into action
Reflect on processes - evaluate and justify the reasons behind choosing a
particular problem solving strategy Draw conclusions and design a course of action
- differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
Evaluate procedures and outcomes - explain intentions and justify ideas, methods and
courses of action, and account for expected and unexpected outcomes against criteria they have identified
Information and Communication Technology (ICT) Generate ideas, plans and processes
- use appropriate ICT to collaboratively generate ideas and develop plans
Collaborate, share and exchange - select and use appropriate ICT tools safely to lead
groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
HASS – Economics and Business – Year 9 HASS – Economics and Business – Year 10 - The nature of innovation and how and why
businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
Mathematics - Year 9 Mathematics - Year 10 - Solve problems involving simple interest
(ACMNA211) - Connect the compound interest formula to
repeated applications of simple interest using appropriate digital technologies (ACMNA229)
General Capabilities: Literacy (Level 6)
Literacy Personal and Social Capability Navigate, read and view learning area texts Develop reflective practice
fya.org.au
- navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations
Interpret and analyse learning area texts - interpret and evaluate information within and
between texts, comparing and contrasting information using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer and more complex learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to convey complex ideas, build and support arguments, and change emphasis
Express opinion and point of view - use language that indirectly expresses opinions and
constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary - use subject-specific vocabulary to express abstract
concepts, and refine vocabulary choices to discriminate between shades of meaning
- reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability
Develop self-discipline and set goals - critically analyse self discipline strategies and
personal goals and consider their application in social and work-related contexts
Become confident, resilient and adaptable - evaluate, rethink and refine approaches to tasks to
take account of unexpected or difficult situations and safety considerations
Understand relationships - explain how relationships differ between peers,
parents, teachers and other adults, and identify the skills needed to manage different types of relationships
Communicate effectively - formulate plans for effective communication
(verbal, nonverbal, digital) to complete complex tasks
Work collaboratively - critique their ability to devise and enact strategies
for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Make decisions - develop and apply criteria to evaluate the outcomes
of individual and group decisions and analyse the consequences of their decision making
Negotiate and resolve conflict - generate, apply and evaluate strategies such as
active listening, mediation and negotiation to prevent and resolve interpersonal problems and conflicts
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national, regional and global levels, and communicate these widely
Numeracy Understand and use numbers in context
- use different ways to represent very large and very small numbers including scientific notation
Estimate and calculate - solve and model problems involving complex data
by estimating and calculating using a variety of efficient mental, written and digital strategies
Use money - evaluate financial plans to support specific financial
goals
Information and Communication Technology (ICT) Critical and Creative Thinking Generate ideas, plans and processes
- select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
Collaborate, share and exchange - select and use a range of ICT tools efficiently and
safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Imagine possibilities and connect ideas - create and connect complex ideas using imagery,
analogies and symbolism Consider alternatives
- speculate on creative options to modify ideas when circumstances change
Seek solutions and put ideas into action - assess risks and explain contingencies, taking
account of a range of perspectives, when seeking solutions and putting complex ideas into action
Reflect on processes - balance rational and irrational components of a
complex or ambiguous problem to evaluate evidence
Draw conclusions and design a course of action - use logical and abstract thinking to analyse and
synthesise complex information to inform a course of action
Evaluate procedures and outcomes - evaluate the effectiveness of ideas, products and
performances and implement courses of action to achieve desired outcomes against criteria they have identified
fya.org.au
MODULE SEVEN : PLANNING FOR SUCCESS
HASS – Economics and Business – Year 7 HASS – Economics and Business – Year 8
- Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- Why individuals work, types of work and how people derive an income (ACHEK020)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
General Capabilities (Level 5)
Literacy Personal and Social Capability
Navigate, read and view learning area texts - navigate, read and view a variety of challenging
subject-specific texts with a wide range of graphic representations
Listen and respond to learning area texts - listen to extended spoken and audio texts,
including audio-visual texts, respond to and interpret stated and implied meanings, and evaluate information and ideas
Interpret and analyse learning area texts - interpret and evaluate information, identify main
ideas and supporting evidence, and analyse different perspectives using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer sustained learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Deliver presentations - plan, research, rehearse and deliver presentations
on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Understand how visual elements create meaning
Develop self-discipline and set goals - select, use and analyse strategies that assist in
regulating behaviour and achieving personal and learning goals
Work independently and show initiative - critique their effectiveness in working independently
by identifying enablers and barriers to achieving goals
Communicate effectively - analyse enablers of and barriers to effective verbal,
nonverbal and digital communication Work collaboratively
- assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
Develop leadership skills - plan school and community projects, applying
effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
fya.org.au
- analyse the effects of different visual elements upon the reader/viewer, and how visual texts such as advertisements and informative texts draw on and allude to other texts to enhance meaning
Critical and Creative Thinking Information and Communication Technology (ICT)
Imagine possibilities and connect ideas - draw parallels between known and new ideas to
create new ways of achieving goals Transfer knowledge into new contexts
- justify reasons for decisions when transferring information to similar and different contexts
Draw conclusions and design a course of action - differentiate the components of a designed
course of action and tolerate ambiguities when drawing conclusions
Generate ideas, plans and processes - use appropriate ICT to collaboratively generate ideas
and develop plans Collaborate, share and exchange
- select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
Numeracy
Use money ● identify and justify ‘best value for money’ decisions
HASS – Economics and Business – Year 9 HASS – Economics and Business – Year 10
- The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
General Capabilities (Level 6)
Literacy Personal and Social Capability
Navigate, read and view learning area texts - navigate, read and view a wide range of more
demanding subject-specific texts with an extensive range of graphic representations
Listen and respond to learning area texts - listen to a range of extended spoken and audio
texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions
Interpret and analyse learning area texts
Develop self-discipline and set goals - critically analyse self discipline strategies and
personal goals and consider their application in social and work-related contexts
Work independently and show initiative - establish personal priorities, manage resources
effectively and demonstrate initiative to achieve personal goals and learning outcomes
Communicate effectively - formulate plans for effective communication (verbal,
nonverbal, digital) to complete complex tasks
fya.org.au
- interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer and more complex learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Deliver presentations - plan, research, rehearse and deliver presentations
on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to convey complex ideas, build and support arguments, and change emphasis
Express opinion and point of view - use language that indirectly expresses opinions
and constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary - use subject-specific vocabulary to express
abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
Understand how visual elements create meaning - evaluate the impact of different visual choices in
the composition of images, including symbolic images and movement of camera or light, to achieve different nuances
Work collaboratively - critique their ability to devise and enact strategies for
working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national, regional and global levels, and communicate these widely
Information and Communication Technology (ICT) Critical and Creative Thinking
Generate ideas, plans and processes - select and use ICT to articulate ideas and
concepts, and plan the development of complex solutions
Collaborate, share and exchange - select and use a range of ICT tools efficiently and
safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Imagine possibilities and connect ideas - create and connect complex ideas using imagery,
analogies and symbolism Transfer knowledge into new contexts
- identify, plan and justify transference of knowledge to new contexts
Draw conclusions and design a course of action - use logical and abstract thinking to analyse and
synthesise complex information to inform a course of action
Numeracy
Use money - evaluate financial plans to support specific financial
goals Understand and use numbers in context
- compare, order and use positive and negative numbers to solve everyday problems
fya.org.au
MODULE EIGHT : BUSINESS TRADING
HASS – Economics and Business – Year 7 General Capabilities: Literacy (Level 5) - Why and how individuals and businesses plan to
achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- Why individuals work, types of work and how people derive an income (ACHEK020)
- Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
Navigate, read and view learning area texts - navigate, read and view a variety of challenging
subject-specific texts with a wide range of graphic representations
Interpret and analyse learning area texts - interpret and evaluate information, identify main
ideas and supporting evidence, and analyse different perspectives using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer sustained learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
HASS – Economics and Business – Year 8 - Types of businesses and the ways that businesses
respond to opportunities in Australia (ACHEK030) - Develop questions about an economic or business
issue or event, and plan and conduct an investigation or project (ACHES032)
- Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
HASS – Economics and Business – Year 9 General Capabilities: Literacy (Level 6) - The nature of innovation and how and why
businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using
Navigate, read and view learning area texts - navigate, read and view a wide range of more
demanding subject-specific texts with an extensive range of graphic representations
Interpret and analyse learning area texts - interpret and evaluate information within and
between texts, comparing and contrasting information using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer and more complex learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to convey complex ideas, build and support arguments, and change emphasis
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economics and business conventions, language and concepts (ACHES048)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
Express opinion and point of view - use language that indirectly expresses opinions and
constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary - use subject-specific vocabulary to express abstract
concepts, and refine vocabulary choices to discriminate between shades of meaning
MODULE NINE : CELEBRATION
HASS: Economics and Business – Year 7 HASS: Economics and Business – Year 8 - Why and how individuals and businesses plan to
achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- Characteristics of entrepreneurs and successful businesses (ACHEK019)
- Why individuals work, types of work and how people derive an income (ACHEK020)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
General Capabilities (Level 5)
Literacy Critical and Creative Thinking
Listen and respond to learning area texts - listen to extended spoken and audio texts, respond
to and interpret stated and implied meanings, and evaluate information and ideas
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer sustained learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
Deliver presentations - plan, research, rehearse and deliver presentations
on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience
Use knowledge of text structures - use wide knowledge of the structure and features of
learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others
Use knowledge of sentence structures - control a range of simple, compound and complete
sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
Express opinion and point of view - use language to evaluate an object, action or text,
and language that is designed to persuade the reader/viewer
Imagine possibilities and connect ideas - draw parallels between known and new ideas to
create new ways of achieving goals Reflect on processes
- evaluate and justify the reasons behind choosing a particular problem solving strategy
Draw conclusions and design a course of action - differentiate the components of a designed course
of action and tolerate ambiguities when drawing conclusions
Evaluate procedures and outcomes - explain intentions and justify ideas, methods and
courses of action, and account for expected and unexpected outcomes against criteria they have identified
Personal and Social Capability Recognise personal qualities and achievements
- make a realistic assessment of their abilities and achievements, and prioritise areas for improvement
Develop reflective practice - predict the outcomes of personal and academic
challenges by drawing on previous problem solving and decision making strategies and feedback from peers and teachers
Work collaboratively - assess the extent to which individual roles and
responsibilities enhance group cohesion and the achievement of personal and group objectives
Develop leadership skills - plan school and community projects, applying
effective problem-solving and team-building
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Understand learning area vocabulary - use a wide range of new specialist and topic
vocabulary to contribute to the specificity, authority and abstraction of texts
Understand how visual elements create meaning - analyse the effects of different visual elements
upon the reader/viewer, and how visual texts such as advertisements and informative texts draw on and allude to other texts to enhance meaning
strategies, and making the most of available resources to achieve goals
Information and Communication Technology (ICT) Collaborate, share and exchange
- select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
HASS: Economics and Business – Year 9 HASS: Economics and Business – Year 10 - The nature of innovation and how and why
businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
General Capabilities (Level 6)
Literacy Critical and Creative Thinking Listen and respond to learning area texts
- listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinions
Compose spoken, written, visual and multimodal learning area texts
- compose and edit longer and more complex learning area texts
Use language to interact with others - use pair, group and class discussions and formal
and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Deliver presentations - plan, research, rehearse and deliver presentations
on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
Use knowledge of text structures - use comprehensive knowledge of the structure and
features of learning area texts to comprehend and
Imagine possibilities and connect ideas - create and connect complex ideas using imagery,
analogies and symbolism Reflect on processes
- balance rational and irrational components of a complex or ambiguous problem to evaluate evidence
Draw conclusions and design a course of action - use logical and abstract thinking to analyse and
synthesise complex information to inform a course of action
Evaluate procedures and outcomes - evaluate the effectiveness of ideas, products and
performances and implement courses of action to achieve desired outcomes against criteria they have identified
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compose complex texts in innovative ways, using conventions for citing others
Use knowledge of sentence structures - control a range of simple, compound and complex
sentence structures to convey complex ideas, build and support arguments, and change emphasis
Express opinion and point of view - use language that indirectly expresses opinions and
constructs representations of people and events, and consider expressed and implied judgments
Understand learning area vocabulary - use subject-specific vocabulary to express abstract
concepts, and refine vocabulary choices to discriminate between shades of meaning
Understand how visual elements create meaning - evaluate the impact of different visual choices in the
composition of images, including symbolic images and movement of camera or light, to achieve different nuances
Information and Communication Technology (ICT) Collaborate, share and exchange
- select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Personal and Social Capability Recognise personal qualities and achievements
- assess their strengths and challenges and devise personally appropriate strategies to achieve future success
Develop reflective practice - reflect on feedback from peers, teachers and other
adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability
Work collaboratively - critique their ability to devise and enact strategies
for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
Develop leadership skills - propose, implement and monitor strategies to
address needs prioritised at local, national, regional and global levels, and communicate these widely
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