The brief: We were asked to prepare a document that would engage school leaders and teaching teams in thinking critically andcreatively about the possibilities for and inherent complexities in planning interdisciplinary teaching and learning. The case in point was to be consumer and financial literacy as a “real world” context or theme. The document was to take a “big picture” view of the relevance of consumer and financial literacy to achieving the Melbourne Declaration on Educational Goals for Young Australians and outline the key policies that shape the educational agenda – i.e., the National Financial Literacy Framework and National Financial Literacy Strategy. In particular, the importance of teaching and learning for equity and social justice were to be discussed. While the focus was to be on the most relevant Learning Areas (Economics & Business and Mathematics) and General Capabilities, some discussion of potential connections with the Cross-Curriculum Priorities was also promised.Disclaimer: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016. Permission granted. ACARA does not endorse any use of this report by others and makes no representations as to the quality of such use. Any use of this report by others should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.
|Place of Publication||Australia|
|Commissioning body||Australian Curriculum, Assessment and Reporting Authority (ACARA)|
|Number of pages||10|
|Publication status||Published - 2016|
Sawatzki, C. (2016). Consumer and financial literacy in the Australian Curriculum: Identifying opportunities for interdisciplinary teaching and learning through "real world" issues. Monash University.