Buy Smart teachers’ resources for years 7 to 10
These resources for students in years 7 to 10 align with the Australian Curriculum for seamless implementation in the classroom.
You can set a Buy Smart topic, task or project to fit a measurable learning outcome in the areas of Mathematics, English, Humanities and social sciences (HASS), Digital technologies and Media arts.
Mathematics curriculum links
The Buy Smart program offers real-life applied contexts for teaching the number and algebra strands of mathematics, with particular application to financial contexts. It can also be used to support data representation and interpretation and other aspects of mathematics.
Find competition ideas that align with versions 9.0 and 8.4 of the Australian Curriculum.
Buy Smart alignment with version 9.0
Competition topic ideas aligning with AC9M7N05 or AC9M7N09 include:
- budgeting
- comparing prices
- unit pricing.
Students can develop skills aligning with AC9M7ST03, including:
- undertaking statistical investigations relevant to their topic
- analysing and interpreting data on this topic
- displaying and reporting on findings.
| AC9M7N05—Round decimals to a given accuracy appropriate to the context and use appropriate rounding and estimation to check the reasonableness of solutions |
| AC9M7N09—Use mathematical modelling to solve practical problems, involving rational numbers and percentages, including financial contexts; formulate problems, choosing representations and efficient calculation strategies, using digital tools as appropriate; interpret and communicate solutions in terms of the situation, justifying choices made about the representation |
| AC9M7ST03—Plan and conduct statistical investigations involving data for discrete and continuous numerical variables; analyse and interpret distributions of data and report findings in terms of shape and summary statistics |
Buy Smart alignment with version 8.4
Competition topic ideas for ACMNA174 include:
- budgeting
- comparing prices
- unit pricing
- smarter shopping.
Students can develop skills aligning with ACMNP169 and ACMSP171, including:
- gathering and working with data relevant to their topic
- interpreting data sets to draw conclusions.
| ACMNA174—Investigate and calculate 'best buys', with and without digital technologies |
| ACMNP169—Identify and investigate issues involving numerical data collected from primary and secondary sources |
| ACMSP171—Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data |
Buy Smart alignment with version 9.0
Competition topic ideas aligning with AC9M8A03 include:
- budgeting
- managing income (e.g. running a micro-business)
- comparing price and value (e.g. service quotes with combination of callout and hourly charges).
Competition topic ideas aligning with AC9M8M07 include:
- evaluating purchases or other expenses that involve currency conversion (e.g. international online shopping)
- evaluating other purchase options using rates or ratios (e.g. phone plans).
Competition topic ideas aligning with AC9M8N05 include:
- comparing prices, including markups and discounts
- unit prices and other value metrics (e.g. 'shrinkflation').
Students can develop skills aligning with AC9M8ST02 where statistical data is available and relevant to a competition entry.
Students can develop skills aligning with AC9M8ST04 where surveys or other statistical investigation would offer pertinent analysis in a competition entry.
| AC9M8A03—Use mathematical modelling to solve applied problems involving linear relations, including financial contexts; formulate problems with linear functions, choosing a representation; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model |
| AC9M8M07—Use mathematical modelling to solve practical problems involving ratios and rates, including financial contexts; formulate problems; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model |
| AC9M8N05—Use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts; formulate problems, choosing efficient calculation strategies and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model |
| AC9M8ST02—Analyse and report on the distribution of data from primary and secondary sources using random and non-random sampling techniques to select and study samples |
| AC9M8ST04—Plan and conduct statistical investigations involving samples of a population; use ethical and fair methods to make inferences about the population and report findings, acknowledging uncertainty |
Buy Smart alignment with version 8.4
Competition topic ideas for ACMNA187 include:
- comparing prices
- smarter shopping.
Competition topic ideas for ACMNA189 include:
- budgeting
- comparing prices
- smarter shopping.
| ACMNA187—Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies |
| ACMNA189—Solve problems involving profit and loss, with and without digital technologies |
Buy Smart alignment with version 9.0
Competition topic ideas aligning with AC9M9A05 include:
- budgeting for an event with a set spending limit and combinations of purchases expressed as linear functions
- comparing price and value (e.g. service quotes with combination of callout and hourly charges).
Students can develop skills aligning with AC9M9ST04 where statistical data is available and relevant to a competition entry.
Students can develop skills aligning with AC9M9ST05 where surveys or other statistical investigation would offer pertinent analysis in a competition entry.
| AC9M9A05—Use mathematical modelling to solve applied problems involving change including financial contexts; formulate problems, choosing to use either linear or quadratic functions; interpret solutions in terms of the situation; evaluate the model and report methods and findings |
| AC9M9ST04—Choose appropriate forms of display or visualisation for a given type of data; justify selections and interpret displays for a given context |
| AC9M9ST05—Plan and conduct statistical investigations involving the collection and analysis of different kinds of data; report findings and discuss the strength of evidence to support any conclusions |
English curriculum links
The Buy Smart program can help teachers delivering English in the middle school years by providing a framework for students to create and analyse texts across a range of media and supporting other language and literacy learning outcomes.
Find competition topic ideas that align with versions 9.0 and 8.4 of the Australian Curriculum.
Buy Smart alignment with version 9.0
Entries on the topic of consumer persuasion texts (e.g. advertising and scams) align with:
- AC9E7LA03
- AC9E7LA07—focus is on visual media texts
- AC9E7LY01—focus is on media texts and current technology
- AC9E7LY03.
Students can develop skills aligning with:
- AC9E7LY02 through a paired or group task/project
- AC9E7LY05 by researching, synthesising and analysing information to prepare their entry
- AC9E7LY06 by developing a persuasive and/or informative text as their entry.
| AC9E7LA03—Identify and describe how texts are structured differently depending on their purpose and how language features vary in texts |
| AC9E7LA07—Analyse how techniques such as vectors, angle and/or social distance in visual texts can be used to create a perspective |
| AC9E7LY01—Explain the effect of current technology on reading, creating and responding to texts including media texts |
| AC9E7LY02—Use interaction skills when discussing and presenting ideas and information including evaluations of the features of spoken texts |
| AC9E7LY03—Analyse the ways in which language features shape meaning and vary according to audience and purpose |
| AC9E7LY05—Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and summarise information and ideas |
| AC9E7LY06—Plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical |
Buy Smart alignment with version 8.4
Entries on the topic of consumer persuasion texts (e.g. advertising and scams) would align with ACELY1721 or ACELY1724.
Students can develop skills aligning with:
- ACELY1723 and ACELY1725 by researching, synthesising and analysing information to prepare their entry
- ACELY1728 by developing a persuasive and/or informative text as their entry.
| ACELY1721—Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose |
| ACELY1723—Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources |
| ACELY1724—Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences |
| ACELY1725—Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas |
| ACELY1728—Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts |
Buy Smart alignment with version 9.0
Entries on the topic of persuasive consumer texts (such as advertising and scams) would align with:
- AC9E8LA02—considering puffery and including the literary devices that provide meaning
- AC9E8LA03—considering hybrid texts with media, visual and/or written elements
- AC9E8LA07—considering visual or multimodal texts
- AC9E8LY01—considering texts presented in context (e.g. social media scams)
- AC9E8LY03—with specific target audiences.
Students can develop skills aligning with:
- AC9E8LY05 by using a Buy Smart project as a framework to research, synthesise and analyse information
- AC9E8LY06 by using a Buy Smart project as a framework for developing a persuasive and/or informative text.
| AC9E8LA02—Understand how layers of meaning can be created when evaluating by using literary devices such as simile and metaphor |
| AC9E8LA03—Explain how texts are structured depending on their purpose and how language features vary, recognising that some texts are hybrids that combine different genres or elements of different genres |
| AC9E8LA07—Investigate how visual texts use intertextual references to enhance and layer meaning |
| AC9E8LY01—Identify how texts reflect contexts |
| AC9E8LY03—Analyse and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text |
| AC9E8LY05—Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts |
| AC9E8LY06—Plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical |
Buy Smart alignment with version 8.4
Entries on the topic of consumer persuasion texts (such as advertising and scams) would align with:
- ACELA1542
- ACELA1543
- ACELA1548.
Students can develop skills aligning with:
- ACELY1731 by developing and delivering presentations for a target audience (filmed as an entry)
- ACELY1736 and ACELY1738 by developing a persuasive and/or informative text as their entry.
| ACELA1542—Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody |
| ACELA1543—Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication |
| ACELA1548—Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning |
| ACELY1731—Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints |
| ACELY1736—Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate |
| ACELY1738—Use a range of software, including word processing programs, to create, edit and publish texts imaginatively |
Buy Smart alignment with version 9.0
Entries on the topic of consumer persuasion texts (e.g. advertising and scams) would align with:
- AC9E9LA02—where texts use literary devices to express—or purport to express—evaluation
- AC9E9LA03—focus on visual or multimodal text elements
- AC9E9LA07—as visual or multimodal texts coded with symbols to augment meaning
- AC9E9LY01—presented in certain contexts (e.g. social media scams)
- AC9E9LY03.
Students can develop skills aligning with:
- AC9E9LY05 by using a Buy Smart project as a framework to research, synthesise and analyse information
- AC9E9LY06 by developing a persuasive and/or informative text as their entry.
| AC9E9LA02—Understand how evaluation can be expressed directly and indirectly using devices such as allusion, evocative vocabulary and metaphor |
| AC9E9LA03—Examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination |
| AC9E9LA07—Analyse how symbols in still and moving images augment meaning |
| AC9E9LY01—Analyse how representations of people, places, events and concepts reflect contexts |
| AC9E9LY03—Analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group |
| AC9E9LY05—Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts |
| AC9E9LY06—Plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical |
Buy Smart alignment with version 8.4
Entries on the topic of consumer persuasion texts (e.g. advertising and scams) would align with:
- ACELA1552
- ACELA1560
- ACELY1740
- ACELY1745.
Students can develop skills aligning with:
- ACELY1741 by developing and delivering presentations for a target audience (filmed as an entry)
- ACELY1746 and ACELY1748 by developing a persuasive and/or informative text as their entry.
| ACELA1552—Investigate how evaluation can be expressed directly and indirectly using devices, for example, allusion, evocative vocabulary and metaphor |
| ACELA1560—Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning |
| ACELY1740—Listen to spoken texts constructed for different purposes (e.g. to entertain and to persuade) and analyse how language features of these texts position listeners to respond in particular ways |
| ACELY1741—Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes |
| ACELY1745—Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts |
| ACELY1746—Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features |
| ACELY1748—Use a range of software, including word processing programs, flexibly and imaginatively to publish texts |
Buy Smart alignment with version 9.0
Entries on the topic of consumer persuasion texts (e.g. advertising and scams) would align with:
- AC9E10LA03
- AC9E10LA07—as visual or multimodal texts
- AC9E10LY01—presented in certain contexts (e.g. social media scams).
Students can develop skills aligning with:
- AC9E10LY05 by using a Buy Smart project as a framework to research, synthesise and analyse information
- AC9E10LY06 by developing a persuasive and/or informative text as their entry.
| AC9E10LA03—Analyse text structures and language features and evaluate their effectiveness in achieving their purpose |
| AC9E10LA07—Evaluate the features of still and moving images, and the effects of those choices on representations |
| AC9E10LY01—Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts |
| AC9E10LY05—Integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas |
| AC9E10LY06—Plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical |
Buy Smart alignment with version 8.4
A competition topic idea aligning with the following content streams is consumer persuasion texts (e.g. advertising and scams):
- ACELA1567
- ACELA1572
- ACELY1752
- ACELY1754.
Students can develop skills aligning with:
- ACELY1751 by developing and delivering targeted, persuasive presentations (filmed as an entry)
- ACELY1756 and ACELY1776 by developing a persuasive and/or informative text as their entry.
| ACELA1567—Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects |
| ACELA1572—Evaluate the impact on audiences of different choices in the representation of still and moving images |
| ACELY1751—Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action |
| ACELY1752—Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences |
| ACELY1754—Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence |
| ACELY1756—Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues |
| ACELY1776—Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user |
Business and economics curriculum links
Teachers can set a Buy Smart project to teach and assess the core content in the business and economics stream of Humanities and social sciences (HASS). The project can also satisfy the requirement for students to plan and conduct investigations and communicate their findings.
Find competition topic ideas that align with versions 9.0 and 8.4 of the Australian Curriculum.
Buy Smart alignment with version 9.0
Competition topic ideas aligning with AC9HE7K01 include:
- needs vs wants
- opportunity cost and evaluating priorities.
Competition topic ideas aligning with AC9HE7K02 include:
- shopping around (choosing which businesses to support)
- online shopping vs ‘bricks and mortar’ shopping.
Competition topic ideas aligning with AC9HE7K05 include:
- consumer rights
- returns and refunds
- product safety.
Students can develop skills aligning with:
- AC9HE7S01—developing a research question
- AC9HE7S02 and AC9HE7S03—conducting research into the issue
- AC9HE7S04—responding to issue and proposing solutions (this is a key marking criterion of the competition)
- AC9HE7S05—communicating the issue and proposed solutions.
| AC9HE7K01—Why opportunity cost exists as decisions are made to allocate limited resources to meet unlimited needs and wants |
| AC9HE7K02—The reasons businesses exist and how different types of businesses provide goods and services |
| AC9HE7K05—The rights and responsibilities of individuals and businesses in relation to consumer and financial products and services |
| AC9HE7S01—Develop questions to investigate a contemporary economic and business issue |
| AC9HE7S02—Locate, select and organise information and data from a range of sources |
| AC9HE7S03—Interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships |
| AC9HE7S04—Develop a response to an economic and business issue, identifying potential costs and benefits |
| AC9HE7S05—Create descriptions and explanations, using economic and business knowledge, concepts and terms, and referencing information and data from sources |
Buy Smart alignment with version 8.4
Competition topic ideas aligning with ACHEK017 include:
- building consumer literacy skills
- unit pricing
- consumer persuasion (e.g. advertising and scams).
Competition topic ideas aligning with ACHEK018 include:
- budgeting
- needs vs wants.
Students can develop skills aligning with:
- ACHES021—developing and investigating a research question
- ACHES025—applying business knowledge and skills into real-life contexts (such as budgeting) and/or project-based activities such as developing a Buy Smart entry
- ACHES026—communicating the issue and proposed solutions.
| ACHEK017—The ways consumers and producers interact and respond to each other in the market |
| ACHEK018—Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives |
| ACHES021—Develop questions about an economic or business issue or event, and plan and conduct an investigation or project |
| ACHES025—Apply economics and business knowledge, skills and concepts in familiar and new situations |
| ACHES026—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 |
Buy Smart alignment with version 9.0
Competition topic ideas aligning with AC9HE8K01 include:
- supply and demand
- shopping around
- cost of living choices.
A competition topic idea aligning with AC9HE8K02 is identifying opportunities to earn (e.g. a microbusiness) as part of an entry about budgeting.
Competition topic ideas aligning with AC9HE8K05 include:
- budgeting and saving
- balancing long and short-term savings goals.
Students can develop skills aligning with:
- AC9HE8S01—developing a research question
- AC9HE8S02 and AC9HE8S03—conducting research into the issue
- AC9HE8S04—responding to issue and proposing a considered solution (this is a key marking criterion of the competition)
- AC9HE8S05—communicating the issue and proposed solutions.
| AC9HE8K01—How markets influence decisions about the allocation of resources to the production of goods and services, and the effect of prices on these decisions |
| AC9HE8K02—Different ways that businesses adapt to opportunities in the market and respond to the changing nature of work |
| AC9HE8K05—Processes that individuals and/or businesses use to plan and budget to achieve short-term and long-term financial objectives |
| AC9HE8S01—Develop questions to investigate a contemporary economic and business issue |
| AC9HE8S02—Locate, select and organise information and data from a range of sources |
| AC9HE8S03—Interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships |
| AC9HE8S04—Develop a response to an economic and business issue, identifying potential costs and benefits |
| AC9HE8S05—Create descriptions and explanations, using economic and business knowledge, concepts and terms, and referencing information and data from sources |
Buy Smart alignment with version 8.4
Competition topic ideas aligning with ACHEK027 include:
- Australian Consumer Law
- other Australian consumer protection laws.
Competition topic ideas aligning with ACHEK029 include:
- consumer rights
- product safety
- Australian Consumer Law
- other Australian consumer protection laws.
Competition topic ideas aligning with ACHEK036 include:
- budgeting
- any topic applying skills to complete a task.
Students can develop skills aligning with:
- ACHES032 and ACHES033—developing and investigating a research question
- ACHES037—communicating the issue and proposed solutions.
| ACHEK027—The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government |
| ACHEK029—The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making |
| ACHEK036—Apply economics and business knowledge, skills and concepts in familiar and new situations |
| ACHES032—Develop questions about an economic or business issue or event, and plan and conduct an investigation or project |
| ACHES033—Gather relevant data and information from a range of digital, online and print sources |
| ACHES037—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 |
Buy Smart alignment with version 9.0
Competition topic ideas for AC9HE9K01 include:
- credit and debt
- budgeting
- 'buy now—pay later' services
- cryptocurrency.
A competition topic idea under AC9HE9K04 is marketing and advertising, including the role of influencers.
Competition topic ideas aligning with AC9HE9K05 include:
- budgeting and saving
- credit and debt
- scam awareness
- identity theft
- pros and cons of consumer reward programs
- product safety, including recalls
- legal protections for consumers (e.g. cooling-off periods)
- how and why consumers use their power of choice.
Students can develop skills aligning with:
- AC9HE9S01—developing a research question
- AC9HE9S02 and AC9HE9S03—conducting research into the issue
- AC9HE9S04—proposing a considered solution to the issue (this is a key marking criterion of the competition)
- AC9HE9S05—effectively communicating the issue and proposed solutions.
| AC9HE9K01—Why and how people manage financial risks and rewards in the current Australian and global financial landscape |
| AC9HE9K04—Processes that businesses use to create and maintain competitive advantage, including the role of entrepreneurs |
| AC9HE9K05—How individuals and businesses manage consumer and financial risks and rewards |
| AC9HE9S01—Develop and modify questions to investigate a contemporary economic and business issue |
| AC9HE9S02—Locate, select and analyse information and data from a range of sources |
| AC9HE9S03—Interpret information and data, explaining economic and business issues, trends and economic cause-and-effect relationships, and make predictions about consumer and financial impacts |
| AC9HE9S04—Develop and evaluate a response to an economic and business issue, using cost-benefit analysis or criteria to decide on a course of action |
| AC9HE9S05—Create descriptions, explanations and arguments, using economic and business knowledge, concepts and terms that incorporate and acknowledge research findings |
Buy Smart alignment with version 8.4
Competition topic ideas aligning with ACHEK040 include:
- scam awareness
- identity theft
- credit and debt
- budgeting.
Competition topic ideas aligning with ACHEK047 include:
- scam awareness
- any topic applying skills to complete a project.
Students can develop skills aligning with:
- ACHES043—developing a research question and planning an investigation
- ACHES044 and ACHES045—gathering and analysing information and data
- ACHES048 and ACHES049 —communicating the issue and proposed solutions.
| ACHEK040—Why and how people manage financial risks and rewards in the current Australian and global financial landscape |
| ACHEK047—Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations |
| ACHES043—Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation |
| ACHES044—Gather relevant and reliable data and information from a range of digital, online and print sources |
| ACHES045—Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives |
| ACHES048—Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts |
| ACHES049—Reflect on the intended and unintended consequences of economic and business decisions |
Buy Smart alignment with version 9.0
Competition topic ideas aligning with AC9HE10K03 include:
- buying a first car, including variable purchase choices (e.g. dealer vs private purchases), short and long-term costs, and other important factors
- other major purchases (e.g. phone contracts)
- comparative prices
- consumer persuasion and marketing
- consumer behaviour
- credit and debt
- 'buy now—pay later' services.
Students can develop skills aligning with:
- AC9HE10S01—developing and refining a research question
- AC9HE10S02 and AC9HE10S03—conducting effective research into the issue
- AC9HE10S04—recommending a course of action in response to the issue (this is a key marking criterion of the competition)
- AC9HE10S05—effectively communicating the issue and proposed solutions.
| AC9HE10K03—Factors that influence major consumer and financial decisions, and the short- and long-term consequences of these decisions |
| AC9HE10S01—Develop and modify questions to investigate a contemporary economic and business issue |
| AC9HE10S02—Locate, select and analyse information and data from a range of sources |
| AC9HE10S03—Interpret information and data, explaining economic and business issues, trends and economic cause-and-effect relationships, and make predictions about consumer and financial impacts |
| AC9HE10S04—Develop and evaluate a response to an economic and business issue, using cost-benefit analysis or criteria to decide on a course of action |
| AC9HE10S05—Create descriptions, explanations and arguments, using economic and business knowledge, concepts and terms that incorporate and acknowledge and research findings |
Buy Smart alignment with version 8.4
Competition topic ideas aligning with ACHEK053 include:
- comparative pricing
- consumer persuasion and marketing
- credit and debt
- major purchases (e.g. buying a car)
- consumer behaviour.
Competition topic ideas aligning with ACHEK059 include:
- credit and debt
- any topic applying skills to complete a Buy Smart project.
Students can develop skills aligning with:
- ACHES055—developing questions and hypotheses to inform an investigation
- ACHES056—gathering and analysing information and data
- ACHES058—recommending a course of action in response to the issue (this is a key marking criterion of the competition)
- ACHES060—communicating the issue and proposed solutions.
- ACHES061—reflect on consequences of action or inaction toward chosen issue.
| ACHEK053—Factors that influence major consumer and financial decisions and the short-term and long-term consequences of these decisions |
| ACHEK059—Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations |
| ACHES055—Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation |
| ACHES056—Gather relevant and reliable data and information from a range of digital, online and print sources |
| ACHES058—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 |
| ACHES060—Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts |
| ACHES061—Reflect on the intended and unintended consequences of economic and business decisions |
Digital technologies curriculum links
Teachers can use the Buy Smart program to challenge students to engage with end users on a digital technologies research topic.
Online safety—including avoiding scams and protecting personal online information—falls within the scope of the competition.
Student projects can use any platform or system, but make sure you consider whether we'll need any specialised technology to access your students' work.
Find competition topic ideas that align with versions 9.0 and 8.4 of the Australian Curriculum.
Buy Smart alignment with version 9.0
Students using digital platforms to create and develop an entry (including as a group project) can develop skills aligning with:
- AC9TDI8P01
- AC9TDI8P02
- AC9TDI8P04
- AC9TDI8P07
- AC9TDI8P09
- AC9TDI8P11
- AC9TDI8P12.
Competition topic ideas aligning with AC9TDI8P13 include:
- personal information (e.g. identity theft)
- recognising online scams.
| AC9TDI8P01—Acquire, store and validate data from a range of sources using software, including spreadsheets and databases |
| AC9TDI8P02—Analyse and visualise data using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends |
| AC9TDI8P04—Define and decompose real-world problems with design criteria and by creating user stories |
| AC9TDI8P07—Design the user experience of a digital system |
| AC9TDI8P09—Implement, modify and debug programs involving control structures and functions in a general-purpose programming language |
| AC9TDI8P11—Select and use a range of digital tools efficiently, including unfamiliar features, to create, locate and communicate content, consistently applying common conventions |
| AC9TDI8P12—Select and use a range of digital tools efficiently and responsibly to share content online, and plan and manage individual and collaborative agile projects |
| AC9TDI8P13—Explain how multi-factor authentication protects an account when the password is compromised and identify phishing and other cyber security threats |
Buy Smart alignment with version 8.4
Students using digital platforms to create and develop an entry (including as a group project) can develop skills aligning with:
- ACTDIP025
- ACTDIP028
- ACTDIP030.
Competition topic ideas aligning with ACTDIP032 include:
- personal information (e.g. identity theft)
- recognising scams.
| ACTDIP025—Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness |
| ACTDIP028—Design the user experience of a digital system, generating, evaluating and communicating alternative designs |
| ACTDIP030—Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language |
| ACTDIP032—Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account |
Buy Smart alignment with version 9.0
Students can develop skills aligning with AC9TDI10K02 where a Buy Smart project is presented as an online document.
Students using digital platforms to create and develop an entry (including as a group project) can develop skills aligning with:
- AC9TDI10P02
- AC9TDI10P04
- AC9TDI10P07
- AC9TDI10P10
- AC9TDI10P11
- AC9TDI10P12.
Competition topic ideas aligning with AC9TDI10P13 include:
- personal information (e.g. identity theft)
- recognising online scams.
| AC9TDI10K02—Represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important |
| AC9TDI10P02—Analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers |
| AC9TDI10P04—Define and decompose real-world problems with design criteria and by interviewing stakeholders to create user stories |
| AC9TDI10P07—Design and prototype the user experience of a digital system |
| AC9TDI10P10—Evaluate existing and student solutions against the design criteria, user stories, possible future impact and opportunities for enterprise |
| AC9TDI10P11—Select and use emerging digital tools and advanced features to create and communicate interactive content for a diverse audience |
| AC9TDI10P12—Use simple project management tools to plan and manage individual and collaborative agile projects, accounting for risks and responsibilities |
| AC9TDI10P13—Develop cyber security threat models, and explore a software, user or software supply chain vulnerability |
Buy Smart alignment with version 8.4
Students can develop skills aligning with ACTDIP034, ACTDIP039 or ACTDIP044 by using digital platforms to create and develop an entry (including as a group project).
Competition topic ideas aligning with ACTDIP043 and ACTDIP044 include:
- personal information (e.g. identity theft)
- recognising scams.
| ACTDIP034—Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements. |
| ACTDIP039—Design the user experience of a digital system by evaluating alternative designs against criteria, including functionality, accessibility, usability and aesthetics. |
| ACTDIP043—Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities. |
| ACTDIP044—Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability. |
Media arts curriculum links
The Buy Smart program can provide a framework for projects in media arts, including engaging an identified target audience—for example, analysing how advertisers use media languages and/or technologies as persuasive tools may fall within the competition's scope.
Find competition topic ideas that align with versions 9.0 and 8.4 of the Australian Curriculum.
Buy Smart alignment with version 9.0
Students creating a media artwork as a competition entry can develop skills aligning with:
- AC9AMA8D01
- AC9AMA8D02
- AC9AMA8C01
- AC9AMA8C02
- AC9AMA8P01.
Competition topic ideas aligning with AC9AMA8E01 include:
- advertising as media artworks conveying meaning in their own right
- product placement conveying meaning in other media artworks.
| AC9AMA8C01—Design and structure media arts works to communicate ideas, perspectives and meaning for an intended audience |
| AC9AMA8C02—Apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning for specific audiences using responsible media practice |
| AC9AMA8D01—Develop media production skills throughout the production process to construct representations using media languages and media technologies |
| AC9AMA8D02—Reflect on their own and others' media arts works and practices to inform choices they make during the production process |
| AC9AMA8E01—Investigate the ways that media arts concepts are used in media arts works and practices across cultures, times, places and/or other contexts |
| AC9AMA8P01—Present media arts works, using responsible media practices and considering potential relationships the work could create with audiences |
Buy Smart alignment with version 8.4
Students creating a media artwork as a competition entry can develop skills aligning with:
- ACAMAM066
- ACAMAM067
- ACAMAM068
- ACAMAM069
- ACAMAM070.
A competition topic aligning with ACAMAR071 is media advertisements and their impact on consumer audiences.
| ACAMAM066—Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text |
| ACAMAM067—Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander peoples |
| ACAMAM068—Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning |
| ACAMAM069—Plan, structure and design media artworks that engage audiences |
| ACAMAM070—Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues |
| ACAMAR071—Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences |
Buy Smart alignment with version 9.0
Students creating a media artwork as a competition entry can develop skills aligning with:
- AC9AMA10C01
- AC9AMA10C02
- AC9AMA10D01
- AC9AMA10D02
- AC9AMA10P01.
Competition topic ideas for AC9AMA10E01 include:
- advertising as media artworks conveying meaning in their own right
- product placement conveying meaning in other media artworks.
| AC9AMA10C01—Design and structure media arts works that examine and communicate ideas, perspectives and/or meaning |
| AC9AMA10C02—Apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning, and confirm or challenge the expectations of specific audiences |
| AC9AMA10D01—Experiment with ways to construct representations that reflect ideas, perspectives and/or meaning, and/or use of media conventions, media languages and media technologies |
| AC9AMA10D02—Reflect on their own or others’ media arts works and/or practices to refine and inform choices they make during stages of the production process |
| AC9AMA10E01—Investigate the ways that media artists use media arts concepts to construct representations in media arts works and practices across cultures, times, places and/or other contexts |
| AC9AMA10P01—Present media arts works to audiences and plan approaches for creating relationships with audiences if/when media arts works are distributed in selected personal, community and/or institutional contexts using responsible media practice |
Buy Smart alignment with version 8.4
Students can develop skills aligning with ACAMAM075 or ACAMAM076 by creating a Buy Smart project as a competition entry.
A competition entry idea for ACAMAM078 is media advertisements and their impact on consumer audiences.
| ACAMAM075—Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style |
| ACAMAM076—Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes |
| ACAMAM078—Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences |
General capabilities
| Version 9.0 | Version 8.4 |
|---|---|
| Creative and critical thinking | Literacy |
| Digital literacy | Numeracy |
| Ethical understanding | Information and Communication Technology (ICT) capability |
| Literacy | Creative and critical thinking |
| Numeracy | Personal and social capability |
| Personal and social capability | Ethical understanding |
More information
- Access video presentations on existing topics to support online learning and remote delivery, including:
- Find out how to request a classroom presentation on Buy Smart topics.
“Content codes and descriptors © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (accessed December 2019 to February 2025) and was not modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product."
