Growing
Growing - Money, you and community
In
the Growing or intermediate stage, Aboriginal and Torres Strait
Islander students learn more about the different forms that money
can take such as money in the hand (cash) or money in the clouds
(electronic). Students further develop an awareness of their rights
and responsibilities as consumers. They develop skills in making
smart choices with money and aware of the impact of poor choices.
This includes strengthening their skills in planning, budgeting,
comparing and problem solving.
To support teachers in engaging students with this stage the
following are provided:
- An overview of the stage.
- Community and cultural considerations.
- Scene setting scenario to inform and support discussion.
- Four units comprising focus questions and suggested
activities.
This material is intended to be used as a starting point to
generate teaching and learning opportunities that are relevant,
authentic and reflect students' cultural and community contexts and
learning needs.
The suggested activities could be used exactly as described, or
might provide ideas that inspire teachers to develop alternative
activities that meet the specific learning needs of their
students.
The complete Growing stage is also available for download.
Growing stage complete
Growing stage complete
Overview
There are four units in the Growing stage. Although presented as
separate units, it is envisioned that some of the activities within
the units will be ongoing and occur simultaneously. This is
especially the case for activities relating to understanding
invisible money concepts, consumer issues, decision making, and
creating money stories. Each activity builds towards the Money
Yarning event, at which students have the opportunity to share
their learning from the units.
- Money and Me - This unit broadens the concepts
covered in the Knowing stage helping students to gain a deeper
understanding of different forms of money and payment systems with
the view to having the confidence to explain and discuss their
learning with others. Students explore how transactions can be
conducted without physical money; learn about financial cards,
debt, credit and Eftpos forms of payment. Students will consider a
community perspective on transactions.
- Consumer Skills -Students are encouraged to be
aware and savvy consumers with their purchases and expectations and
get to know and understand their consumer rights and
responsibilities.
- Making Choices -In the context of planning for
the future students, identify short and long term goals and
consider how having an understanding of needs and wants can assist
in attaining /reaching goals. They study the risks associated with
making poor money choices and the impact this has on individuals,
families and community.
- Money Yarning - This culminating event
provides students with the opportunity to share what they have
learnt with their community in a creative way. Students become the
teachers of others.
Vocabulary
In undertaking activities in the Growing stage, students may
need to develop an understanding of the following terminology and
concepts.
- Responsibilities, risk, rights, consumer terms and conditions,
protection, warranty
- Consequences, complaint
- Investment, interest
- Service provider
- Electronic transfer, credit, debit, transaction, expenses,
account, PIN
- Spreadsheet, gimmicks
Learning outcomes
Share the Learning outcomes of this stage with students and
encourage a discussion. Students need to know about the importance
of these learnings and how the following activities will help them
meet the learning intentions of the stage.
Students will:
- gain knowledge about the various forms money can take and how
money can be made to grow and work for individuals and
communities.
- develop skills in identifying scams and making judgements on
the value of financial transactions
- understand how sound consumer decisions will have long term
positive effects.
- gain an understanding of how financial resources can be used to
benefit individuals and communities.
Enduring understandings
- Understanding the various forms of money assist in making
effective and appropriate financial transactions.
- Consumer choices can have a long-term impact on the wellbeing
of individuals, groups and communities.
- Goal setting is important in planning for the future.
- As a consumer you have both rights and responsibilities.
Prior knowledge required
To undertake activities in the Growing stage students:
- should become increasingly familiar with the above
vocabulary
- will require experience with digital technologies and
- should understand fractions and percentages and be able to
calculate basic percentages
- should be familiar with and create basic spreadsheets
Students will use their literacy and numeracy skills to navigate
the activities in this unit and their knowledge of money, handling
money gained in the Knowing Stage.
Community and cultural considerations
In the Growing stage of learning, teachers will need to consider
a number of Aboriginal and Torres Strait Islander cultural and
community factors. The overarching challenge and opportunity for
teachers is to make learning meaningful by connecting with, and
building upon, Aboriginal and Torres Strait Islander family
circumstances, community values, world views, and lived
experiences.
The following seven guiding ideas provide support to teach
consumer and financial literacy through the Growing stage in a way
that is meaningful and empowering for Aboriginal and Torres Strait
Islander students. These ideas support the incorporation of
community and cultural considerations in a learning context. They
provide an opportunity for Aboriginal and Torres Strait Islander
people from within the school and in the broader community to share
stories and experiences with students especially where values are
highlighted ensuring student understanding is reflective of their
community.
Guiding ideas
CONNECT with community & cultural
identity
Elders have highly esteemed and important roles in Aboriginal
and Torres Strait Islander communities. Teachers can help
facilitate stronger bonds between the school and the community by
including Elders in the class activities. Working with community
organisations, such as health services, local councils, community
stores, and/or cultural centres assists teachers to organise
visiting speakers and excursions thereby exposing students to real
money in real life.
BUILD on your students' real-life
experiences
Capitalise on the experiences of students as they arise. For
example, if a member of a student's family works in a local
enterprise that uses financial planning and budgeting processes,
then an excursion to a business, health centre or service provider
could be arranged or invited into the class as a guest speaker.
GATHER information about prior experiences with
money
Through questioning and observation teachers can find out more
about what the students are interested in spending their money on.
For instance, mobile phones are very popular among young people.
Teachers could create learning experiences where students are
researching mobile phone plans, including criteria such as signal
coverage, costs (including hidden), plans, and budgets. Through
online research, as an example, students could compare deals and
work out what plan would work best in their community.
RECOGNISE the power of story
Aboriginal and Torres Strait Islander societies are founded on
narrative-based cultures. The power of story has shaped lore,
identity, law and connection to country. In contemporary teaching,
story-telling can be used as a powerful learning tool to share
experiences, explore students' insights and differing perspectives,
find meaning, and shape ethics and morals. Teachers can build upon
the strengths and interests of students by creating and sharing
stories that reflect their cultural experiences of distinguishing
between needs (of the community) and wants (of the individual).
REINFORCE cultural values of sharing
In some communities, the connection between money and culture
may not be immediately apparent and may be seen as incongruent and
inconsistent with Aboriginal and Torres Strait Islander values.
However, by working from an Aboriginal and Torres Strait Islander
values-system point of view, teachers and students consider other
perspectives about how money is used. In class, teachers could
reinforce an Aboriginal and Torres Strait Islander cultural message
that 'money can be used for sharing and caring.' This goes to the
heart of an Aboriginal and Torres Strait Islander ethos of
reciprocity, sharing, and looking after each other. By working from
this perception, students begin to appreciate that money can be a
resource for community wellbeing and not just individual wealth.
Students should reflect on traditional practices of sharing,
caring, resource management, exchange of goods (food, weapons,
clothing, artefacts, etc.) and the reciprocal nature of rights and
responsibilities in any transaction.
EMBRACE diversity
Social and cultural diversity will exist among students and
stereotyping must be avoided. As with all students, Aboriginal and
Torres Strait Islander students will enter school with differing
interests and varying degrees of prior knowledge and skill. Due to
historical factors (such as the Stolen Generations), they may also
enter the school with varying degrees of cultural understanding and
sense of identity. More often than not, Aboriginal and Torres
Strait Islander students have shared cultural values and social
experiences, including a common world view. They are shaped by
their Aboriginal and Torres Strait Islander identity, a deep sense
of obligation to family, and similar upbringings in places of
poverty and financial hardship. Use these realisations and
understandings to facilitate learning experiences that resonate
with your students. By including a diverse range of guest speakers,
students will see and appreciate diversity in the community.
CELEBRATE achievement
Quality teaching in Aboriginal and Torres Strait Islander
contexts means adopting a strengths-based approach to teaching and
learning. This means that you will be continually building upon
what students know, as opposed to highlighting what they do not
know. Adopt a 'two way
learning' approach to your teaching, whereby you share your
knowledge and experiences of consumer and financial literacy while
students share their experiences and knowledge with you and their
peers. Teachers and students will seek to engage with the broader
school community in order to promote what they have learnt and seek
advice about how they could further develop and refine their
learning focus.
Scene setting scenario
Context
This scenario has been developed to provide real life context
that could frame the unit and the learning opportunities as well as
generate discussion on developing an understanding of money and
specific cultural aspects of money relevant to this stage.
Teachers are encouraged to adapt the scenario to suit their
student's context and experience.
Deadlyphones is a new company that has come to the
community. They are promising customers no up-front fees with their
mobile phone plan. Community members receive a brand new handset in
their choice of colour - pink, blue, black, red, or one with
Aboriginal and Torres Strait Islander flags on it. If community
members sign up to Deadlyphones they will need to pay a minimum
$100 per month (excluding national calls and calls to other
mobiles). With the plan, they get $20 of phone credit each month
for local calls.
Carly is interested because she loves the phone with the flags
on it. But, she is worried about the costs and she saw a TV show
recently that was warning people about mobile phone scams.
What should Carly do?
Note for teachers
This scenario focuses on consumer awareness. Students can
reflect on what they would do in this situation. For example, they
could do some online research about Deadlyphones and its
reputation. They could also research plans from other providers and
make comparisons. Furthermore, students could consider what action
they would take to raise community awareness in situations where
community members are being ripped off.
There isn't a right or wrong answer here, but students need to
be able to justify why they have reached their decision. They also
need to consider the advantages and disadvantages of their
decision.
Unit 1 - Money and me
Learning focus
This unit encourages students to explore all aspects of being a
consumer and emphasises the importance of being informed and
confident in making financial transactions using various forms of
money. Students also learn about the pitfalls of being a consumer
including detecting scams and knowing their rights and
responsibilities. Financial transactions are also considered from a
community perspective.
Focus questions
Focus questions are provided as a guide to assist teachers to
engage students in the key concepts addressed in the unit with a
view to addressing the learning intentions of this stage. Teachers
can use guided questioning to gain an understanding of their
students' current knowledge and awareness of money.
Building understanding
- How do people get cash in their pockets and bank accounts?
- Do people always pay with cash? If not - what are some other
ways that people pay for things?
- If cash is not used, how does payment work (consider the
transaction lifecycle - where does the money come from and where
does it go)?
- How do people have enough money to pay for things?
- How did money get into the bank account?
Aboriginal and Torres Strait Islander
experience with money
- How are financial transactions undertaken in Aboriginal and
Torres Strait Islander communities?
- How might this be impacted by location (Remote, Regional,
Urban)?
Personal experience with money
- How are financial transactions made in your family/community?
- How do people pay for food?
- How do people pay bills?
- How do people pay for doctor visits?
- Who pays for schools and roads?
- What are the pros and cons of using something other than cash
to pay for things?
- What are some ways that you can track financial
transactions/spending?
What are the implications of spending more than you have?
Suggested Activities
After consultation and discussion with students (using the focus
questions provided as prompts) teachers could select activities
from the following topics:
- Invisible money
- Money at work (excursion)
- Let's bank
- Follow the money
In the Knowing stage, students developed the skills to use and
manage cash. It is vital for them to understand the increasingly
complex financial landscape of 'invisible money'. In many instances
students will not see actual cash change hands during shopping
transactions.
Building on their knowledge and experience of using cash
transactions, students explore how money transactions take place
and develop an understanding of the various types of financial
transactions and the pros and cons of cashless money
transactions.
Growing Stage Unit 1 Suggested Activities
Growing Stage - Unit 1 Suggested Activities
Unit 2 - Consumer Skills
This unit encourages students, as consumers, to be aware and
savvy with their purchases and expectations and know their consumer
rights.
Focus questions
Focus questions are provided as a guide to assist teachers to
engage students in the key concepts addressed throughout the unit.
Teachers can use guided questioning to gain an understanding of
their students' current knowledge and awareness of money.
Building understanding
- What are consumer rights and responsibilities?
- Do consumers have responsibilities (i.e. to read terms and
conditions, to pay in full upfront, etc.)?
- Do consumers have the right to complain when they are
dissatisfied with products or services?
Aboriginal and Torres Strait Islander
experience with money
- Why is it important for Aboriginal and Torres Strait Islander
communities to be aware of their consumer rights and
responsibilities?
- How might this be impacted by location - (Remote, Regional,
Urban)
- Are Aboriginal and Torres Strait Islander communities targeted
by consumer scams?
Personal experience with money
- In your community, how do you know that you are getting what
you paid for?
- How do you know when an offer is genuine?
- What strategies can you use to determine if a promise is
legitimate and represents 'value for money'?
- What is a 'hidden charge'?
- What does it mean when something is 'too good to be true'?
- What is a consumer warranty? What products in your home would
have a warranty? What steps would you take if one of these products
stopped working?
Where can you go for help if you or your community feel you have
scammed or if you have an issue with a product or service?
Suggested Activities
After consultation and discussion with students (using the focus
questions provided as prompts) teachers could select activities
from the following topics:
- Understanding advertising
- Understanding scams
- Understanding contracts
- Your rights as a consumer
- Need to complain
- Pass it on
Students need to be aware of the pitfalls of being a consumer
because there are many opportunities for people to be misled,
either unintentionally or intentionally. Sometimes this can be a
costly exercise, so it is worth learning how to recognise when
things are not right, find out more information and register a
complaint. Tips like this will put your students on the pathway to
becoming a savvy consumer.
Growing Stage - Unit 2 Suggested Activities
Growing Stage - Unit 2 Suggested Activities
Unit 3 - Making Choices
The capacity to set goals and critically examine needs and wants
assists students to plan for the future. They learn to consider
long and short term goals, as well as the risks associated with
making poor money choices.
Focus questions
Focus questions are provided as a guide to assist teachers to
engage students in the key concepts addressed throughout the unit.
Through guided questioning, teachers can gain an understanding of
their students' awareness of consumer choices.
Building understanding
- What should people consider when setting goals?
- What might get in the way of people achieving their goals?
- How might a person's needs and wants change over time?
Aboriginal and Torres Strait Islander
experience with money
- What do you think about before choosing one product over
another?
- What cultural considerations might influence goal setting in
Aboriginal and Torres Strait Islander communities?
- How might this be impacted by location (Remote, Regional,
Urban)
- What are the consequences of good and bad money choices?
- What kind of tensions can emerge when personal needs and wants
come up against family and community obligations?
Personal experience with money
- Do you have short-term goals that you are trying to reach?
- How will you raise and save the money to do achieve your
goals?
- Do you have long-term goals for your future? E.g. education,
work, lifestyle (e.g. living arrangements, car ownership)?
- Have you considered how you will raise and save the money to
support these goals?
- What influences establishing and achieving these goals?
- What can go wrong when people make poor choices about
money?
- How might the choices you make now shape your ability to
achieve your goals?
Suggested Activities
Making sensible consumer choices sounds easy and logical.
However, given the complexity of needs and wants and the many
factors that influence an individual's choices, making effective
choices can be complicated.
Students explore what influences their spending and consider how
budgeting and planning can help them make informed choices and
assist in navigating personal and family tensions.
Students compare and contrast the needs of past and present
social groups and consider how choices are more / less difficult in
the present.
After consultation and discussion with the students (using the
focus questions provided as prompts), teachers could select
activities from the following topics:
- Making choices
- Needs and wants on a budget
- Mobile phones
- A money story
These activities can be used exactly as described, or might
provide ideas that inspire teachers to develop alternative
activities that meet the specific needs of their students.
Growing Stage - Unit 3 Suggested Activities
Growing Stage - Unit 3 Suggested Activities
Unit 4 - Money Yarning
This culminating event - an expo, provides a creative way for
students to share what they have learnt with their community.
Students become the teachers of their peers and community
members.
The expo is simply about creating an opportunity for students to
tell a story about the role of money in their community. Students
can convey financial messages that are relevant to the community
through art, stories, dance and drama. Many of the pieces of work
developed as part of this stage could be displayed at the expo or
used as tools to raise awareness of issues.
The expo is an opportunity for students to showcase their work
and could itself be used as a learning experience in that the
students could plan how they could involve the school and broader
community and may wish to issue tickets for the showcase or request
a donation.
The following ideas could be explored by students individually
or as a group to feature in the expo. They develop a piece of work
which illustrates an idea /concept that they have learnt about in
this stage that they feel will be of benefit to the community.
- The lifecycle of a financial transaction
- The message: 'only spend what you have'
- The message: 'If it is too good to be true, then it probably
is'
- How to avoid consumer scams
- Raising awareness about consumer rights and
responsibilities
- Consequences of good and bad money choices
- How culture influences money management
Students will have a project plan (e.g. who does what) that
includes a strategy to promote the expo to the community. Students
present at the expo and share their stories to the whole
school.
Note
Preparation for this would need to begin at the commencement of
the unit, and opportunities provided for students to develop the
confidence for this kind of personal prominence. A scripted group
presentation or a digital demonstration could be considered
instead.
Organising a Money Yarning event
This is the opportunity for the students to organise a Community
Consumer Expo. Here, they demonstrate what they have learnt in the
Growing Stage. They present their findings to community members,
other classes and parents. Students plan a number of performance
pieces and also develop take-home materials for the audience. The
event could be organised as a series of stalls or
shows/performances as individuals or in groups depending on their
comfort level.
Planning a Community Consumer Expo
Growing Stage - Unit 4 Suggested Activities
Growing Stage - Unit 4 Suggested Activities
Assessment
An assessment rubric aligning to the Australian Curriculum
content descriptions together with suggestions for assessment are
provided. Assessment material is intended as a guide and available
for download to be modified and adapted to suit teachers'
needs.
Growing - Assessment Rubric
Growing - Assessment Rubric
Curriculum Links
Knowing Growing Showing is a flexible resource which provides a
progression of learning across the three stages. Although some
activities align with year levels in the Australian Curriculum,
activities can be adapted to meet the learning needs of students
across all year levels.
The general capabilities also provide a useful avenue to
personalise learning so that teaching and learning programs take
account of students' current levels of learning, strengths, goals
and interests, and individual learning needs. Teachers can use the
general capabilities to target their teaching and learning programs
so that they meet the learning needs of their students using
age-appropriate content.
The Knowing Growing Showing resource is strongly linked to
several aspects of all general capabilities. This mapping
identifies which elements of each capability the Knowing Growing
Showing resource supports. Depending on student learning and
individual learning needs, teachers can choose the level for each
identified element to develop in their students.
The activities in the resource can be adapted to support or
extend students' development of the general capabilities in the
elements that have been identified.
Growing - Australian Curriculum Learning Areas
mapping
Growing - Australian Curriculum General Capabilities
mapping
Growing - National Consumer and Financial Literacy
mapping
Additional resources
The Australian Competition and Consumer Commission (ACCC)
The ACCC aims to improve consumer welfare, protect competition
or stop conduct that is anti-competitive or harmful to consumers,
and promotes the proper functioning of Australian markets.
https://www.accc.gov.au/consumers
Scamwatch
Scamwatch is a website run by the Australian Competition and
Consumer Commission (ACCC), and provides information to consumers
and small businesses on how to recognise, report and protect
against scams.
https://www.scamwatch.gov.au/
State and Territory Justice and Consumer Affairs
Departments
Help consumers become aware of their rights and responsibilities
as a consumer- Search for state based organisations.
Be Smart Buy Smart
A publication that contains tips for consumers.
https://www.moneysmart.gov.au/media/499158/be-smart-buy-smart.pdf
ASIC's MoneySmart website
ASIC's MoneySmart contains a range of materials to support
consumers
https://www.moneysmart.gov.au/tools-and-resources/publications#indigenous
Last updated: 30 Oct 2018