Scams and identity theft
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Introduction
As the world becomes more and more digitised, the prevalence of scams has also increased. Scams, including identity theft, present a significant risk to people’s financial situations. In this activity students explore identity theft and how they can manage the risk of identity theft by protecting their personal information, including their TFN.
Achievement standard
By the end of Year 9, students explain the role of Australia’s financial sector and its effect on economic decision-making by individuals and businesses. They explain the interdependence of participants in the global market and the effect on economic decision-making. They explain the reasons for trade and Australia’s pattern of trade with Asia. They explain why businesses seek to create and maintain a competitive advantage. Students explain how individuals and businesses manage consumer and financial risks and rewards.
Students develop and modify questions to investigate an economic and business issue. They locate, select and analyse information and data from a range of sources. They interpret and analyse information and data to explain economic trends and cause-and-effect relationships, and identify consumer and financial impacts. They develop a response to an economic and business issue, taking account of economic, business or financial factors. They evaluate a response using criteria and make decisions about how it is to be implemented. Students use economic and business knowledge, concepts and terms to develop descriptions, explanations and arguments that acknowledge research findings.
Content descriptions
Economics and Business Knowledge and Understanding
How individuals and businesses manage consumer and financial risks and rewards. (AC9HE9K05)
Economics and Business Skills
Locate, select and analyse information and data from a range of sources. (AC9HE9S02)
Interpret information and data, explaining economic and business issues, trends and economic cause-and-effect relationships, and make predictions about consumer and financial impacts. (AC9HE9S03)
Create descriptions, explanations and arguments, using economic and business knowledge, concepts and terms that incorporate and acknowledge research findings. (AC9HE9S05)
Teacher resources
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Protect your personal information
Student learning resources
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Scams and identity theft
Scams and identity theft
Online security quiz
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Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.
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Play: Protect your personal information. This video explains how and why you should protect your personal information.
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Think-pair-share: What information do people need to protect?
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Record student responses on the board.
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Discuss with students which personal information they have at this stage of their lives that they need to protect – Do they have a TFN? Do they have a bank account?
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As a class, read the introductory text in part 1 of the worksheet.
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Discuss answers to the questions in part 1 of the worksheet.
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Brainstorm the meaning of scams and invite students to share examples of how people they know have been scammed.
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Students complete the rest of the worksheet. Students will need access to Scams – Data sheet and will also need to complete the online security quiz.
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When students have finished the activities on the worksheet, post student infographics and posters on the wall.
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Students complete a 3-2-1:
- 3 things the student learned from the activity.
- 2 things the student found interesting and what they’d like to learn more about.
- 1 question they still have.
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Discuss the questions students still have and allow them time to explore answers.