Teacher support · Page 1 of 2 · S4.3.9
A simple weekly budget
S4.3 Planning My Week and Wellbeing · Stage 4 · 150 minutes, or two 75-minute sessions
Faculty opportunities
Mathematics; PDHPE; Science; TAS
School authority: Teachers add exact local syllabus outcomes, class adjustments, risk controls and assessment decisions. Use fictional or de-identified information. Kimi and app completion never replace teacher judgement, safeguarding action or human help.
Learning intention
We are learning to allocate $180 across transport, food, recreation and saving.
Success criteria
- I can maintains the budget and explains one trade-off.
- I can follow the My Office workflow and check the result before saving.
- I can explain one accuracy, consent, privacy, safety or audience decision I made.
Outcomes and evidence
Program outcomes: SMC-05, SMC-06, SMC-08, SMC-09
Observable indicator: Maintains the budget and explains one trade-off.
App task: Use the app budget tool and check totals
Vocabulary: budget, simple, weekly, allocate, across
Teaching and learning sequence
1. Connect and establish safety (10 min)
Activate prior knowledge about a simple weekly budget, state the lesson purpose, confirm fictional/de-identified information and identify the human-help pathway.
2. Explicit teaching (20 min)
Teach and model the key concept: Allocate $180 across transport, food, recreation and saving. Define vocabulary and use one worked example and one non-example.
3. App demonstration (20 min)
Model My Office using the eight teacher steps below. Think aloud about accuracy, audience, consent, privacy and consequences.
4. Guided practice (35 min)
Students complete the first part with teacher prompting, visual task analysis or peer rehearsal. Pause for checks for understanding before students save anything.
5. Independent or supported application (40 min)
Students complete the approved task and produce the evidence indicator: Maintains the budget and explains one trade-off.
6. Review and evidence (20 min)
Students check their result, explain a decision, complete the worksheet and submit the saved item, screenshot, demonstration or teacher-observation evidence.
7. Exit reflection (5 min)
Students identify what they learned, what support helped and one next step. Teacher records adjustments and follow-up needs.
Explicit app demonstration
My Office → Planner and budget
- Before class, open My Office and prepare the approved fictional or de-identified practice material.
- Project Planner and budget, identify every control students will use and show where the human-help pathway is located.
- Model the complete task while thinking aloud: Use the app budget tool and check totals.
- Deliberately model one privacy, audience, accuracy or consent check before saving.
- Show students the required file name, screenshot, saved item or teacher-observation evidence.
- During guided practice, pause after each major step and check that students can explain why it is required.
- Do not treat app completion as sufficient evidence; question the student about the concept and decision.
- Close by checking that no live participant information, unknown-adult contact or unmoderated publication was created.
Checks for understanding
- Ask: “What does a simple weekly budget mean in this situation?”
- Ask the student to predict what could happen if the wrong audience, information or action is chosen.
- Observe whether the student can use Planner and budget with the agreed level of support.
- Check the saved product and require the student to explain how it demonstrates: Maintains the budget and explains one trade-off.
Adjustments and extension
- Offer Easy Read, visual schedule, symbol support, audio, captioned demonstration and one instruction at a time.
- Accept speech, writing, signing, AAC, selection, demonstration, role-play or supported digital production.
- Use fewer choices, a shorter fictional scenario, pre-filled fields or repeated guided practice without removing the central concept.
- Provide co-regulation, sensory breaks, additional processing time and an offline printed copy of the student page.
- Extend through a more complex scenario, student leadership, comparison of alternatives or peer explanation.
Required assessment evidence
- A saved planner and budget item, screenshot, export or teacher observation from the fictional School Mode task.
- Student explanation showing the indicator: Maintains the budget and explains one trade-off.
- Completed student worksheet with a decision, safety/privacy check and reflection.
- Teacher record of prompts, adjustments, independence level and any required reteaching.
Teacher prompt for Kimi
Support the teacher to prepare S4.3.9, “A simple weekly budget”, for Stage 4. Explain the concept in plain Australian English, give one fictional worked example and one non-example, suggest three checks for understanding and one Easy Read adjustment. Use only fictional or de-identified information. Do not make safeguarding, health, legal, assessment or competency decisions.