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Helping young people be MoneySmart, ASIC

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1 Helping young people be MoneySmart, ASIC
Slide 1 Presenter notes Good morning/afternoon/evening. Welcome to this workshop on MoneySmart Teaching that has been developed by ASIC — the Australian Securities and Investments Commission. ASIC is the lead Australian Government agency with responsibility for consumer and financial literacy education, and has developed the brand name MoneySmart Teaching. MoneySmart Teaching is about teaching students to become smart when handling and making decisions about money — to help them to become savvy consumers who make informed decisions. This is increasingly being seen as a core life skill — money being a birth-to-death commitment! This first, in a series of four workshops, will take about an hour and a half, and give you a good overview of what consumer and financial literacy education is all about, and why it is so important to teach. After completing this first workshop we will be in a good position to decide whether we want to complete the other workshops. Teacher Workshops 2, 3 and 4 will take our school on a learning journey to embed consumer and financial literacy into our whole-school curriculum, and so become a MoneySmart School. (Note: Schools who are MoneySmart Schools trialing the package have to complete all four workshops.) My name is ………………….. and I am running this workshop because (insert your own story here — you may be a MoneySmart leader, principal, MoneySmart project officer, curriculum leader or someone who is interested in this area and would like to see it being included in your school’s curriculum). (If presenting to a MoneySmart School who is trialing the package say:) You should all have a copy of the MoneySmart professional learning package in front of you to refer to during this workshop. (If presenting to a non-trial school say:) You have a folder in front of you containing all the materials that you will need in this workshop. Helping young people be MoneySmart, ASIC Teacher Workshop 1: Introduction to consumer and financial literacy education in Australia

2 The Australian Curriculum and Consumer and Financial Literacy
Implementing the Australian Curriculum using a consumer and financial literacy context A whole-school curriculum development and teacher professional learning package By teachers, for teachers! Presenter notes The Australian Curriculum is the top priority for Australian schools at the moment. However, consumer and financial literacy is also seen as a core life skill. So Australian teachers from a consortium of professional teacher associations (acknowledged at the bottom of the slide), in partnership with ASIC’s education team, have developed a MoneySmart Teaching professional learning package for primary teachers (the package). This includes units of work addressing content descriptions in English, mathematics and science using a consumer and financial literacy context — killing two birds with one stone, so to speak. By working through the four workshops included in the Facilitator Guide of the package, we will be guided through a process that will not only enable our school to embed consumer and financial literacy into its curriculum overview and become a MoneySmart School, but will also create MoneySmart Kids and MoneySmart Teachers, providing our school with a great point of difference. There is also a workshop for parents/carers. We acknowledge that, by playing an integral part in the education of their children, parents/carers will have already provided them with the first lessons relating to money — particularly about attitudes to money. Because of this, it is important to work with parents/carers and keep them informed about what our school is doing in this important area.

3 Slide 3 Teacher Workshop 1 Introduction to consumer and financial literacy education in Australia Presenter notes This workshop is the first of the four teacher workshops in the MoneySmart Teaching package and will give us an overview of what consumer and financial literacy is all about — what it is, why it is so important, who should teach it and how it should be taught. During this workshop we will unpack the MoneySmart package, developed to help Australian teachers teach this important work, and will look at some great resources that we can use in our classrooms to help our students become MoneySmart. It will show us how we can implement the Australian Curriculum learning areas of English, mathematics and science using financial literacy as a context, and provides a set of prepared units of work to do so.

4 What do the experts think?
Slide 4 What do the experts think? Paul Clitheroe Chairman, Australian Government Financial Literacy Board and Financial Commentator Paul’s video can be found here: Presenter notes So, let’s begin by listening to an expert in the financial field, Paul Clitheroe. Let’s hear what he has to say regarding why teaching about money is so important and why it is that schools are now being asked to get involved. Paul is the Chairman of the Australian Government Financial Literacy Board and he is absolutely passionate about the need to introduce teaching consumer and financial literacy into schools. (Play video clip — 5 minutes.)

5 The MoneySmart Teaching Package for: Primary Teachers
Slide 5 The MoneySmart Teaching Package for: Primary Teachers Teacher Guide Facilitator Guide MoneySmart Units of Work Whole - School Case Study Including four workshops for teachers and one workshop for parents/carers Presenter notes Now that we have heard how important it is for teachers to come on board with teaching consumer and financial literacy, let’s see what is available to support us to do this in our school. ASIC has two main avenues of support — the MoneySmart Teaching package and the MoneySmart Teaching website. The website houses the package and also hosts numerous other resources. So, what is in the package? (If participants have a copy of the package, they might like to take a quick look at that now — if not, you could hold up the sections of your own package.) First of all there is an introduction with a foreword from Greg Medcraft, the Chairman of ASIC, and Paul Clitheroe, Chairman of the Australian Government Financial Literacy Board. There is also an acknowledgment of the work of the consortium of professional teacher associations and other writers of the materials. Then there is a Teacher Guide, which has all the background information we will need to teach consumer and financial literacy in our classrooms. It includes all of the Workshop Materials that are required in this workshop. There are maps of the units of work against the Australian Curriculum, as well as against the National Consumer and Financial Literacy Framework — so useful when designing your own units of work (see Workshop Materials, items 11 (p 75 – 82) and 12 (p ). Next there is the Facilitator Guide, which allows the facilitator, me in this case, to become a lead agent for change in our school community. This will give me accreditation towards my own professional learning according to the National Standards for Teachers and the Certification of Highly Accomplished and Lead Teachers as developed by AITSL (website listed in ‘Useful websites’, see Workshop Materials, item 1 - p ). The Facilitator Guide provides a step-by-step guide on running the four workshops for teachers in our school community, as well as the workshop for parents/carers. Lastly, there is a series of units of work from Foundation to Year 6, a whole-school Enterprise Case Study, as well as a blank nationally endorsed unit of work planner, which will allow you to develop your own units of work if you so desire. (This can be found in the Workshop Materials, item 13. – p ) There is a table of all the units of work describing what they are about in item 11 of the Workshop Materials. You might like to take a few minutes to study this. Integrated: Foundation to Year 2, including a big book, and Years 3–6) Mathematics: Years 4–6)

6 The MoneySmart Units of Work
Slide 6 The MoneySmart Units of Work Foundation to Year 6 Have Australian Curriculum content descriptions Presenter notes Let’s have a closer look at one of the MoneySmart units of work. The units of work have been developed for Foundation to Year 6, and address the learning areas of English, mathematics and science. They all have the Australian Curriculum content descriptions embedded. They also identify the student learning's from the Framework that are addressed. Link to the National Consumer and Financial Literacy Framework

7 The MoneySmart Units of Work
Slide 7 The MoneySmart Units of Work Can be adapted to your local context Allow for the formation of a bank of units of work and can be added to your school’s curriculum map Presenter notes Because all the units will be online in a PDF and Word format, teachers will be able to adapt the units to their local context and needs. This will then allow these units to be added to our school’s bank of units, as well as our school’s curriculum map, which will implement the content of the Australian Curriculum. The units of work provide an explicit whole-school approach to an area that has previously been very implicit and randomly taught. Let’s now have a look at one of the units of work for your year level. You will see that it has three parts — a unit planner that sets out all the sequenced teaching and learning activities that will be covered; a set of Teacher Notes, which elaborate these activities; and a set of Student Materials, which can be photocopied and adjusted for your students’ needs. Provide an explicit whole-school approach

8 Online Support @ www.teaching.moneysmart.gov.au
Slide 8 Online Professional learning modules for primary and secondary teachers A range of digital and other resources Presenter notes As mentioned previously the MoneySmart Teaching website at is a site rich in resources to support teachers in the teaching of consumer and financial literacy. The MoneySmart Teaching package can be found on this site. The site also contains: two interactive online professional learning modules for teachers — one for primary and one for secondary an online section for parents a number of digital resources to support the units of work found in the package a Quality Assured list of websites and resources, including learning materials, to further support your work.

9 How important is money in our lives?
Slide 9 How important is money in our lives? Activity 1: A personal money timeline Presenter notes We have talked about being MoneySmart as being a core life skill, and we have heard Paul Clitheroe talking about how important it is that consumer and financial literacy be taught in schools. However, let’s see for ourselves what part money actually plays in our lives — is it a birth-to-death commitment? Let’s look at what place money has in our lives — is it really something we need to be learning about in school? (Using a large A2 sticky note or a sheet of butcher’s paper, fold it into eighths. Unfold it and hold it landscape, and head each section with: 0–10, 11–20, 21–30, 31–40 etc. until you get to 80. Demonstrate the folds.) This represents a person’s life span. Form into small groups. With your group, brainstorm and list in each column what place money has or what role money plays in that period of a person’s life. Discuss the completed table with your group. Provide feedback on the main observations to the whole group. After doing this activity, I think you would agree that money plays a huge part in our lives and that the informed responsible management of money helps our lives to run more smoothly. International research suggests that education in this area of consumer and financial literacy needs — learning how to manage our money — should start as early as possible and that school is a great place to do this. Research also suggests that our financial wellbeing is not so much about how much we earn, but how well we manage what we earn. Often people on lower incomes are, because of necessity, better money managers. A description of this activity, plus the three that follow, can also be found in the Workshop Materials, item 3 - p

10 Needs and wants — what are they?
Slide 10 Needs and wants — what are they? Activity 2: The needs and wants sort-out! Presenter notes (The next three slides are activities that you can use in the workshop to engage your audience. They can also be used with students. Depending on time, you can carry out some of these activities in the workshop, or you can just read about them so that teachers can use them in their own classes at a later stage. You can refer them to the descriptions of these activities, as well as the description of Activity 1, in item 3 of the Workshop Materials.) (For this activity you will need to hand out an envelope with a number of cards in them to each group. These can be found in item 4 (p 49 – 57) of the Workshop Materials in the folder.) One of the main understandings students need to have is the difference between needs and wants. Needs being defined as something you can’t live without, and wants being defined as all those things we would like to have but are not essential for our survival. This activity will get you thinking about what you need and want and should let you see that people view these differently. A similar activity using appropriate needs and wants will help your students to see that they need to think carefully about what their needs and wants are. One important aim of consumer and financial literacy education is to ensure that students understand the difference between these and realise that spending their money on their needs should come before spending on their wants. You have been given a selection of cards listing some needs and wants. In small groups, sort the cards into two groups under their headings. (If time permits) Now prioritise these needs and wants and discuss your decisions. vs.

11 The push and pull of needs and wants
Slide 10 The push and pull of needs and wants Activity 3: A tug o’ war Presenter notes (Using a rope with a card displaying ‘NEEDS’ attached to one end and a card displaying ‘WANTS’ attached to the other, have a tug o’ war. The first team to pull the other team over a designated mark on the floor is the winner! Repeat with another two teams.) What do you think this activity is demonstrating? We live in a consumer society where powerful advertising aims to convince us that our wants are actually our needs. So, we are often in a situation where we have a tug o’ war within ourselves about whether we should buy something or not. Hopefully this activity will demonstrate to students the tug o’ war that sometimes goes on inside us when we are thinking about buying something. It will show them that sometimes the needs will win but other times our wants get the upper hand. The Year 3 Integrated Unit ‘The House of Needs and Wants’ is a good unit to explore these issues. The Year 5 Mathematics Unit ‘Hey! Let’s have a big day out!’ also looks at purchasing essential and optional items and so is an extension or refinement of the needs and wants issue. The Year 4 Integrated Unit ‘Advertising detectives’ also looks at needs and wants and, in particular, looks at how advertisers try to influence our buying of things that are wants.

12 How do I feel about money?
Slide 12 How do I feel about money? Activity 4: An Oxford debate Presenter notes (Have three cards — AGREE, DON’T KNOW and DISAGREE — lined up on the floor. These can be found in item 5 ( p 59) of the Workshop Materials in the folder. Present signs showing a number of value-laden statements about money. For example: Money is the root of all evil. I need lots of money to be happy. Money can’t buy you happiness. Money doesn’t grow on trees. Take-home income $60 000, annual expenditure $59 500, result happiness. Take-home income $60 000, annual expenditure $60 500, result misery. Adapted from David Copperfield, Charles Dickens.) Stand near the sign that closely aligns with your attitude; discuss reasons with others of the same opinion. Provide feedback on reasons to the group. (Allow people to change positions after hearing the reasons.) For your students, you might come up with some different statements. Can you think of some we might be able to use? (Make a list on the whiteboard.) Before starting to teach your students about money it is a good idea to explore what their attitudes to money are. By carrying out the above activity they can explore some of these attitudes in a supportive environment and can realise that it is okay to change their mind after having been exposed to other points of view. One of the aims of a consumer and financial literacy education program is to change behaviours. However, you cannot change your behaviours unless you first change your values and attitudes.

13 What can we do with money?
Spend Save What is missing? Planning Presenter notes Now that we have seen that money does play a large part in our lives, let’s explore what we can do with it. There are lots of things we can do with money. Let’s brainstorm some of these options and I will note them on the whiteboard. Can you see the four main actions that we undertake with money? Let’s take a look at them. (The PowerPoint presentation should now be clicked to show spending, saving, donating and investing.) In item 6 of the Workshop Materials ( p61, 62), there are some key messages that go with each of these actions, which we could use with our students — perhaps they could make posters to hang up around the school highlighting these messages. Or they could be put into our school newsletter to be sent home to parents. (Click again) However, what is missing from these four? (If the correct answer does not come from participants, click a fourth time to uncover ‘planning’ and discuss the need for planning when dealing with money. Budgeting is an example of this.) The primary units of work are mainly based on the first three of these actions, with investing being dealt with in the secondary units. For example, the Year 4 Mathematics Unit ‘How much love can fit in a shoebox?’ looks at donating, while the Foundation to Year 2 Integrated Unit ‘Pancakes can make a difference’ addresses donating by exploring fundraising for a family in need. The Year 4 Integrated Unit ‘Advertising detectives’ looks at spending when it encourages students to become advertising detectives who search out what persuasive devices advertisers use to persuade us to buy. The Year 5 Integrated Unit ‘Never too young to be MoneySmart with clothes’ looks at responsible spending. The Year 6 Mathematics Unit ‘It’s raining cats and dogs … and chickens?’ looks at spending and saving, and also addresses some enterprising behaviours when looking at setting up a chicken coop to sell eggs. Invest Donate

14 National and International Impetus!
OECD, INFE and PISA NAPLAN ASIC’s involvement National Financial Literacy Strategy National Consumer and Financial Literacy Framework MoneySmart Teaching National MoneySmart Week — September Presenter notes It is not just Australia that is starting to address this issue of consumer and financial literacy in its schools. There is a worldwide movement to embed financial education into schools. This is in part driven by the GFC, but also by the increase in youth debt (e.g. mobile phone debt), particularly in the more affluent countries. The other driver is the research that is showing how financial problems can impact not only on one’s own life, but also on one’s family and community. In fact, it can have an impact on one’s physical and emotional wellbeing. We all know stories of depression, and of families breaking down because of financial problems. The Organisation for Economic Cooperation and Development (OECD), through its International Network on Financial Education (INFE), has been a strong advocate for introducing financial education into schools for a number of years. It originally designed a Program for International Student Assessment (PISA) as an ongoing international comparative study of 15-year-old students’ knowledge and skills in the domains of reading, mathematics and science. From 2012, consumer and financial literacy will feature in PISA. Australia participates in this assessment program. NAPLAN has a number of questions each year on money — usually within the mathematical context of problem solving and other computations with money. Australia has been involved in this area for a number of years and ASIC is the lead Australian Government agency with responsibility for financial literacy. ASIC is committed to raising awareness of financial literacy and its benefits, and creating opportunities for Australians of all ages to learn more about money. It developed the National Financial Literacy Strategy (see ‘Useful websites’, item 1 (p44 – 45) in the Workshop Materials) to provide a national direction for this priority area. It defines financial literacy as being about understanding money and finances, and being able to confidently apply that knowledge to make effective decisions. To enable schools to start implementing consumer and financial literacy education, ASIC then developed the National Consumer and Financial Literacy Framework (see the appendix to the Teacher Guide), which the Ministerial Council for Education Early Childhood Development and Youth Affairs (MCEECDYA) endorsed in 2011 as being the key document for teachers, curriculum designers and education authorities to refer to when developing work in this area. In 2010, financial literacy education received a great boost from the Australian Government when ASIC was given $10m to implement an initiative to produce materials and to provide professional learning to support teachers in this work. This has resulted in the MoneySmart Teaching brand being created and the MoneySmart Teaching package and digital resources being developed. National MoneySmart Week is being launched for the first time this year. It will become an annual event to be held during the first week of September. There will be a School Category Award. More information about this can be found on the MoneySmart website (www.moneysmart.gov.au).

15 Who are consumer and financially literate people?
Individuals who are consumer and financially literate have the ability to apply knowledge, understandings, skills and values in consumer and financial contexts to make informed and effective decisions that have a positive impact on themselves, their families, the broader community and the environment. Source: National Consumer and Financial Literacy Framework, Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA), 2011 Presenter notes Let’s now take a closer look at the National Consumer and Financial Literacy Framework. This definition highlights that consumer and financial literacy is more than just knowing about money and financial matters, and more than having the skills and values to work with this knowledge. It also involves developing the confidence and capacity to successfully apply the necessary skills across a range of contexts and for a range of purposes. This includes being able to identify opportunities and act on the associated risks and responsibilities. The MoneySmart Teaching units of work have been designed to give students many opportunities to practise applying their knowledge in ‘real-life’ contexts — for example, organising and holding a fundraising event in the Foundation to Year 2 Integrated Unit ‘Pancakes can make a difference’, comparing best buys in the Year 4 Integrated Unit ‘Advertising detectives’, and budgeting in the Year 5 Mathematics Unit ‘Hey! Let’s have a big day out!’, as well as in the Year 6 Integrated Unit ‘The fun begins: Budget, plan, profit!’

16 The National Consumer and Financial Literacy Framework
Knowledge and understanding — money and consumer decisions Responsibility and enterprise — making choices Competence — applying knowledge Presenter notes The Framework uses three interrelated dimensions of learning that underpin consumer and financial literacy education. Knowledge and understanding — about the nature and forms of money, how it is used and the consequences of consumer decisions Competence — the application of consumer and financial knowledge and skills in a range of changing contexts Responsibility and enterprise — about making appropriate consumer and financial decisions that display care for self, the family, the community and the environment, as well as providing the opportunity to use initiative, build financial capabilities and manage risk-taking when making consumer and financial decisions. Each of these dimensions has a number of student learning's which are a guide to support the development of students’ knowledge, skills, values and behaviours in a coherent manner over time. All of the units have clearly identified the student learning's that will be addressed in each dimension. Let’s have a look at the Framework (included as an appendix to the Teacher Guide) and find your year level’s student learnings. Think about whether you are currently teaching any of these already. This will be explored more thoroughly in Teacher Workshops 2 and 3.

17 The MoneySmart Brand Consumer website: www.moneysmart.gov.au
…Schools …Teachers …Kids (primary) …Students (secondary) Presenter notes The funding that the Australian Government provided to support the development and delivery of professional learning for teachers resulted in the ASIC education team linking into the ASIC consumer site — MoneySmart — and adopting its name for their products. The MoneySmart website is a great place for you to build up your own knowledge and understandings around finance and we will have a quick look at it to show you what is there. (Click on URL then put cursor over headings in the top menu bar and read out the headings. In ‘Tools & resources’ draw attention to the calculators and the quizzes. They are interesting for teachers to do themselves, or with their older students.) The MoneySmart Teaching website can be accessed from the MoneySmart site, or via its own URL. It is a one-stop-shop for all your teaching resources in this area. (Click on its URL and hover over the headings here. Click on the ‘Resources centre’ and mention that these resources are all linked to the Australian Curriculum and have all gone through a QA process, so can be trusted.) You will find two units of work here called MilbaDjunga, which have been specifically developed for teachers of Aboriginal and Torres Strait Islander students. One is for primary (Do I need it? Do I want it? How can I get it?) and one is for secondary students (How can I start my own business?). They can be used with non-ATI students and will help to develop students’ Indigenous perspective. The primary unit has a practical component where a virtual economy is set up in the classroom. Students get jobs, are paid, have to create a budget, pay bills (needs) and shop at the class shop (wants) and then are encouraged to save leftover money at the bank. There is a Milbadjunga Teacher Resource Booklet (you can print a copy of this off for teachers to have a look at) in the resources section of this online unit to help teachers set this up in their classrooms. We then have MoneySmart Schools, which we will look at in more detail on the next slide, MoneySmart Teachers — who have undergone professional learning and are teaching units in their classrooms, Money Smart Kids — who work through a sequenced financial literacy program in their school and have completed MoneySmart units of work. Products: MoneySmart Teaching website MoneySmart Teaching package

18 Becoming a MoneySmart School
Benefits: a point of difference MoneySmart Kids/MoneySmart Teachers motivated and engaged learners engage with QA assured prepared units of work aligned to the Australian Curriculum opportunity and process provided to engage in whole-school curriculum renewal SuperClubs Plus license Presenter notes We are now nearing the end of the introductory Teacher Workshop of the MoneySmart Teaching professional learning package. Its aim was to show you that teaching consumer and financial literacy is important and that, by using the MoneySmart units of work, you can do this while at the same time implementing the Australian Curriculum in an engaging way. If, now, our school wants to commit to consumer and financial literacy education and become a MoneySmart School, this slide tells us about the benefits of this decision. ‘Becoming a MoneySmart School — benefits’ (item 7 p62 -63) in the Workshop Materials) sets out all the benefits of becoming a MoneySmart School — not only for our whole school, but also for our students and for me as the facilitator. It will set our school apart, by providing a point of difference. It will benefit our students in that they will become MoneySmart Kids with understandings, skills, values and behaviours that will stand them in good stead throughout their lives. It will allow us to bring the Australian Curriculum alive using the real-life context of financial literacy to teach English, maths and science. It will make us MoneySmart Teachers!

19 Becoming a MoneySmart School
Requirements set up school management team develop MoneySmart School implementation plan complete four teacher workshops and parent/carer workshop undertake whole-school audit of financial literacy activities teach at least one unit of work per year level present a report on its implementation to school community add financial literacy to school curriculum map and unit bank each year level to teach at least one MoneySmart unit of work per year after this work is finished contact us at the MoneySmart Teaching website to receive the window ‘decal’ identifying you as a MoneySmart School Presenter notes To be a MoneySmart School there are certain requirements (see Workshop Materials, item 8 – p 63). As the facilitator, I need to do the following tasks: set up a school management team, which includes at least the principal or deputy, the curriculum coordinator and a parent complete a MoneySmart Teaching Facilitator task sheet (Appendix 1 of the Facilitator Guide p – p ) and devise a timeline for implementing the work — particularly the timing of the delivery of Teacher Workshops 2, 3 and 4 lead the school through the next three workshops to take our school on a learning journey which will culminate in adding consumer and financial literacy to our school curriculum map and bank of units of work. When we have completed the learning journey we will receive a colourful ‘decal’ which we can display on a school window identifying us as a MoneySmart School.

20 The MoneySmart School Learning Journey
Slide 20 The MoneySmart School Learning Journey Overview of the 5 workshops Including one for Parents/Carers Presenter notes Let’s take a look at the ‘Table of workshops’ (item 2 - p 46 in the Workshop Materials) and you will get a clearer idea of what the learning journey entails.

21 So is this another learning area?
English: Advertising, contracts, guarantees Science: Environmental and sustainability Mathematics: Financial literacy sub-strand Makes Australian Curriculum subjects come alive in real-life settings Consumer and financial literacy is a cross-curriculum focus Motivates and engages learners Connects learners and their learning to the community Presenter notes Just before finishing, there is a question that teachers often ask about consumer and financial literacy education: Is this another learning area? I’m sure, after today’s presentation, you will see clearly that, no, it is not. It is meant to be taught in a cross-curricular manner, by providing a context for learning in the various learning areas. The units have been developed to cover content descriptions from the Australian Curriculum — in English, mathematics and science — and financial literacy is used as the context. So, for example in English, when looking at the Strand: Language, Sub-strand: Language for interaction, the Content Description ‘Understand differences between the language of opinion and feeling and the language of factual reporting or recording’ lends itself beautifully to the Year 4 Integrated Unit on advertising. In science, when looking at environmental and sustainability issues, the economic perspective is essential. Also in science, when looking at the Strand: Inquiry Skills, Sub-strand: Planning and Conducting, the Content Description ‘With guidance, plan appropriate investigation methods to answer questions or solve problems’, is addressed in the Year 6 Integrated Unit ‘The fun begins: Budget, plan, profit!’ Mathematics has a Sub-strand, in Number and Algebra, called ‘Money and financial mathematics’. So that is of course a very direct link that is used in all the mathematics units and some of the integrated units. Because of the ‘real-life’ contexts of all the units of work, students are engaged and motivated. Consumer and financial literacy education connects learners and their learning to the community, which uses that knowledge, those skills and the attitudes developed as cultural keys for effective living.

22 On closing, MoneySmart Teaching:
Brings the curriculum alive Meets Australian Curriculum responsibilities Focuses on the education of young Australians Creates the opportunity for a whole-school approach ‘To the Max!’ video Date for Teacher Workshop 2 Presenter notes Consumer and financial literacy is a great way to bring the curriculum alive as contextualised learning is a key to engagement and success. If we decide to become a MoneySmart School and commit to the next three workshops we will be: using financial literacy as a context for meeting our Australian Curriculum responsibilities developing skilled, creative and values-driven young people who have the capacity to be self-determined and successful given the opportunity for a whole-school approach to Quality Assured curriculum. (If time permits, finish by showing of the video clip ‘To the Max!’. Otherwise, if your school has decided it wants to become a MoneySmart School, go straight to letting your staff know when Teacher Workshop 2 will take place.) We will finish Teacher Workshop 1 with a video clip called ‘To the Max!’. It tells the story of a young man who finds himself in a great deal of financial trouble due to ill-informed money choices. Hopefully, with an increase of MoneySmart Schools who have embedded consumer and financial literacy into their school’s curriculum, students will be able to avoid these pitfalls.


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