Unit overview
In this unit students understand that their identity and welfare is affected by the groups and places they belong to and the services that local government provides. They learn that fair isn’t always equal, the importance of integrity and the role of laws and responsibility in protecting their rights and the rights of others. They develop financial literacy skills including the costs and benefits of saving and spending and strategies that can be used to reach financial goals. They also consider how they can contribute to their own communities.
The following values of Australian schooling are developed in this unit:
- care and compassion (kindness and sharing)
- doing your best
- fair go
- honesty and trustworthiness
- integrity
- respect
- responsibility.
Teacher notes
These topics have been designed for students in Year 3 and 4. The activities can be adjusted to cater to the needs of learners. Activities have been designed as a sequence; however teachers can select individual activities that suit their students. As Topic 6 is a culminating topic, it may require the study of other topics.
Topics
- 1. Belonging and inclusion
- 2. Fairness and equity
- 3. Rights, rules and responsibilities
- 4. Government services in our community
- 5. Saving and budgets
- 6. Improving my community
Curriculum mapping
The curriculum mapping for Year 3 and Year 4 includes:
- Australian Curriculum mapping for Year 3 and Year 4
- NSW syllabuses mapping for Year 3 and Year 4
- Victorian syllabuses mapping for Year 3 and Year 4
- Western Australia syllabuses mapping for Year 3 and Year 4
Links to the national consumer and financial literacy framework
Knowledge and understanding
Students can:
- identify different forms of income
- identify, explain and prioritise different needs and wants.
Competence
Students can:
- create simple budgets for specific purposes
- identify key features of a range of advertisements.
Responsibility and enterprise
Students can:
- identify and explain how some influences, such as advertising and peer pressure, can affect what you buy
- apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, business ventures and special events
- exercise a range of enterprising behaviours through participation in relevant class and/or school activities.
Assessment
Teachers can gather evidence of student learning throughout this unit of work. Activities that elicit evidence of student learning in relation to the Australian Curriculum achievement standards have been identified. This evidence can be compiled into a student portfolio called 'A world where I know how to share'.
To support teachers to make judgements about the quality and sophistication of student learning, each topic is accompanied by year level rubrics.
The tasks that will form part of the assessment portfolio and their links to learning areas are summarised in the table below.
Topic |
Activities |
Task |
English |
Maths |
HASS |
HPE |
|---|---|---|---|---|---|---|
Topic 1 |
Activity 2 Activity 4 |
Who am I template Personal response |
Yes |
– |
Yes |
Yes |
Topic 2 |
Activity 4 Activity 5 Activity 8 |
Worksheet Fraction bars template Think Board Journal entry |
Yes |
Yes |
– |
– |
Topic 3 |
Activity 3 Activity 5 Activity 7 |
Poster Justified decision Written explanation |
– |
– |
Yes |
Yes |
Topic 4 |
Activity 3 Activity 5 Activity 6 |
Storyboard Grid map with landmarks and written answers Worksheet |
Yes |
Yes |
Yes |
Yes |
Topic 5 |
Activity 6 Activity 7 |
Budget scenarios Print advertisement |
Yes |
Yes |
Yes |
– |
Topic 6 |
Activity 1 Activity 3 Activity 5 Activity 6 |
Data investigation Written letter A plan for action Presentation |
Yes |
– |
Yes |
Yes |
The assessment package includes:
- Year 3
- Year 4
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