Post on 13-May-2018
Facilitator Guidefor leading consumer and financial literacy
education in primary and secondary schools
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Websites: asic.gov.au, moneysmart.gov.au
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The material in this document is made available for the purpose of providing access to general information about consumer and financial literacy education and is not professional advice. If you intend to rely on the material, you should obtain advice relevant to your particular circumstances to evaluate its accuracy, currency and completeness.
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Version 1.2 January 2015
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Facilitator Guide
Contents
Using this document.................................................................................................................................. 4
ASIC’s MoneySmart Teaching professional learning model..................................................................4
Implementation...................................................................................................................................... 5
Facilitators............................................................................................................................................. 6
Role of the facilitator.............................................................................................................................. 6
Key steps for implementation................................................................................................................. 6
Overview of workshops............................................................................................................................. 9
Workshops............................................................................................................................................. 9
Accreditation........................................................................................................................................ 11
Considerations..................................................................................................................................... 11
Resource 1 – Facilitator task sheet.........................................................................................................12
Resource 2 – Parent/carer sample invitation letter..................................................................................14
Resource 3 – School-based curriculum audit template...........................................................................15
Resource 4 – Preparing to implement a unit of work...............................................................................30
Resource 5 – Reflecting on a unit of work...............................................................................................31
Resource 6 – Parent/carer sample information letter..............................................................................32
Resource 7 – Adapting existing units......................................................................................................33
Resource 8 – Unit of work planner..........................................................................................................35
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Facilitator Guide
Using this documentASIC’s MoneySmart Teaching program is the only national financial literacy program for schools supported by states and territories and endorsed by Education Ministers through a National Partnership Agreement. The program has the following components:
promoting a curriculum-based approach to teaching consumer and financial literacy in Australian schools
building teacher capability and confidence through professional development and personal learning
providing teaching resources, aligned to the Australian Curriculum, that use real-life consumer and financial contexts to build student capability
creating partnerships with education departments and schools to progress financial literacy around Australia.
This Facilitator Guide provides guidance and support for those leading their school on a professional learning journey to embed consumer and financial literacy into their school’s curriculum.
This guide outlines one approach that schools could use to implement consumer and financial literacy education. A step-by-step professional learning model is provided through a series of three teacher workshops and one parent/carer workshop that can be used as is or adapted to suit the school’s professional learning requirements and priorities.
Workshops and supporting resources are all freely available on the moneysmart.gov.au/teaching website.
ASIC’s MoneySmart Teaching professional learning model
The diagram on the following page illustrates the main strategies utilised by ASIC’s MoneySmart Teaching professional learning model.
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Facilitator Guide
ASIC’s MoneySmart
Teaching model
involves:
5 Reflection and refinement; addition to school curriculum
6Presenting outcomes to the staff, students and community
7Embedding consumer and financial literacy education into the school’s curriculum
1 Professional development and awareness raising
2 Leadership and collaborative teamwork
3 The teaching of consumer and financial literacy units of work
4 Mapping resources to the National Consumer and Financial Literacy Framework and the Australian Curriculum
Implementation
A whole-school approach to consumer and financial literacy education is the ideal but this process can be adapted to meet the differing professional development models in schools. It can be undertaken by teaching teams in specific year levels, faculties or learning areas either as a whole process or by using a staggered/staged approach.
Schools often have their own processes in place for curriculum review and renewal. These processes may occur over a period of years. Schools following their own process may find this Facilitator Guide a useful reference.
Note: The term facilitator is used in this document but schools may use other terms relevant to the school setting such as leader or coordinator.
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Facilitator Guide
Facilitators
Facilitators oversee/take carriage of leading the professional development in consumer and financial literacy education for their school.
Any staff member interested in consumer and financial literacy can be the facilitator. Two or more teachers may work together to ensure that consumer and financial literacy education is effectively implemented across their school.
Being a facilitator is not dependent on being an expert in any particular learning area or in consumer and financial literacy education. Consumer and financial literacy can provide a context for teaching and learning in all Australian Curriculum learning areas. ASIC’s MoneySmart Teaching resources have been developed to support this and are all aligned to the Australian Curriculum.
Some states and territories have a project officer to support facilitators in their role of implementing MoneySmart Teaching in their school. Project officer contact details are available at moneysmart.gov.au/teaching.
Role of the facilitator
Facilitators will lead the school community through a suggested curriculum development process centred around three teacher workshops and a parent/carer workshop. These workshops and online modules are on the ASIC MoneySmart website – teaching tab. An overview of the workshops is provided in the next section.
The facilitator's key responsibilities are:
developing an implementation plan in consultation with the school executive
presenting or coordinating the presentation of three teacher workshops to build teachers’ understanding and expertise in consumer and financial literacy education and presenting one parent/carer workshop (see Overview of workshops section) – the most important workshop that all staff should attend is Teacher workshop 1 – Introduction to consumer and financial literacy education for teachers
leading an audit of the school’s curriculum to see where consumer and financial literacy is currently being taught – the template at Resource 3 supports this activity
supporting and encouraging the sharing/showcasing of the consumer and financial literacy teaching and learning outcomes with the school and broader community.
Key steps for implementation
These steps are a guide for facilitators to carry out their role. The steps can be adapted to meet the needs of individual schools and may be a useful reference if a school is using their own model of professional development to implement consumer and financial literacy education into their school.
Step 1: Leadership
To ensure the implementation of ASIC’s MoneySmart Teaching is well received within the school it is suggested that members of the school executive and the curriculum coordinator are involved in the planning of the professional learning workshops. This leadership team could:
provide advice on the implementation process
provide support to ensure the effective implementation of ASIC’s MoneySmart Teaching initiative
endorse and communicate a clear understanding of the role of the facilitator within the school.
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Facilitator Guide
Facilitators oversee the implementation of consumer and financial literacy education in their school and should have an understanding of:
the rationale and benefits of consumer and financial literacy education through ASIC’s MoneySmart Teaching program for students and the school community
the stages in the professional development process
the process/requirements to become a MoneySmart School – refer to the Teacher Guide and/or the ASIC MoneySmart website – teaching tab for more information on MoneySmart Schools.
Facilitators can guide and support all aspects of implementation including:
delivery of workshops 1, 2 and 3
teacher support in delivery of units of work
parent engagement
community engagement.
Step 2: Professional development and resources
It is important to be familiar with the resources on the ASIC MoneySmart website – teaching tab:
the Teacher Guide
this Facilitator Guide
the professional learning workshops and their equivalent online modules
the suite of classroom and parent resources on ASIC’s MoneySmart website – teaching tab – these include units of work, digital resources and videos
ASIC’s MoneySmart Consumer resources and tools.
This will build the facilitator’s knowledge, understanding and confidence in leading the implementation of ASIC’s MoneySmart Teaching in the school.
Step 3: Manage the process
It is advised that a plan be developed in consultation with the school executive and colleagues, outlining the key activities and timeline for the implementation of the project. This will become a tool for personal documentation of the implementation process and support any reporting requirements.
A Facilitator task sheet is provided at Resource 1.
Step 4: Deliver workshops
Facilitators or key staff deliver the series of face-to-face workshops and support staff where appropriate to participate in the online module workshop equivalents. The online modules could be undertaken by teachers who may have been unable to participate in the face-to-face Workshop 1 presentation or may have joined the teaching team after the implementation process has begun.
The workshops support a whole school or teaching team/faculty specific approach to implementing consumer and financial literacy education. It is recommended that the whole school participates in the awareness-raising introductory Teacher workshop 1 – Introduction to consumer and financial literacy education for teachers. Teacher workshop 2 – Exploring consumer and financial literacy education in your classroom and Teacher workshop 3 – Sharing your experiences of teaching consumer and financial literacy focus on implementing consumer and financial literacy units of work and can be delivered using the PowerPoint presentation or more informally with a greater focus on discussion. PowerPoint presentations and online modules are provided to support facilitators in the
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delivery of professional learning to teachers and to help engage with parents of the students. All resources are available on ASIC’s MoneySmart website under the teaching tab.
Step 5: Showcasing outcomes
Sharing/showcasing provides an opportunity to celebrate the achievements of staff, students and community. It is an excellent opportunity for broader interaction with parents and the community and can also be used as a media event to promote the school.
The sharing/showcasing of consumer and financial literacy learning outcomes can take various forms including:
being a feature at a school or year level open day/evening
an information evening
an interactive display involving student presenters
static or digital displays
a roundtable discussion.
Step 6: Culminating tasks
When all the workshops and the sharing have been completed facilitators are encouraged to:
present a short report on the success or otherwise of the consumer and financial literacy professional learning journey to the school’s leadership team
establish a small team who will support the continual focus on consumer and financial literacy education and work to incorporate current informal consumer and financial literacy education activities into the formal school curriculum – see Workshop 3 – Sharing your experiences of teaching consumer and financial literacy PowerPoint presentation for details.
Optional: Self-assess achievements as a facilitator in a summative report against the Australian Professional Standards for Teachers, then provide a report to their supervisor for validation and documented feedback. This would support the accreditation of the professional development they have engaged in as counting towards the requirements for teacher registration.
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Facilitator Guide
Overview of workshopsEach workshop is supported by a PowerPoint presentation complete with presenter notes, which can be adapted to suit your school audience. Workshops and equivalent online modules are provided on the ASIC MoneySmart website – teaching tab.
Workshops
Teacher workshop 2 – Exploring consumer and financial literacy education in your classroom and Teacher workshop 3 – Sharing your experiences of teaching consumer and financial literacy may be presented more informally as a roundtable discussion using the PowerPoint presenter notes to guide discussion.
An overview of content for each workshop is detailed in the following table.
Workshop title Audience Purpose Resources
Teacher workshop 1
Introduction to consumer and financial literacy education for teachers
60–90 mins
Whole school staff to raise awareness of consumer and financial literacy education – why it is important
to show teachers what is in it for them – professionally and personally
to introduce ASIC’s MoneySmart website – teaching tab and all the resources available
to introduce the MoneySmart Schools concept
Teacher workshop 1 PowerPoint
or
Online module 1
Parent/carer workshop
Teaching kids about money
60 mins
Parents/carers and interested community members
to provide an overview of consumer and financial literacy education and why it is so important
to show how the school is recognising its importance
to allow parents/carers to provide input into which issues should be addressed
to provide parents/carers with information on how they can help their children at home
Parent/carer workshop PowerPoint
Resource 2 – Invitation template
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Facilitator Guide
Teacher workshop 2
Exploring consumer and financial literacy education in your classroom
120 mins
Selected teachers or teaching teams interested in teaching consumer and financial literacy – year levels/faculty based or combinations
to review the importance of teaching consumer and financial literacy education
to consider parent/carer responses
to undertake an audit of what consumer and financial literacy is already being taught and identify existing units of work that could be adapted to include a consumer and financial literacy focus
to explore ASIC’s MoneySmart Teaching units of work
to review any existing and adapted units of work with C&FL content to align with the National Consumer and Financial Literacy Framework
to select units of work that will be taught to specific classes
to prepare for Workshop 3
Teacher workshop 2 PowerPoint
Parent/carer responses
Resource 3 – Audit template
Resource 4 – Preparing to implement a unit of work
Resource 5 – Unit of work reflection template
Resource 6 – Information letter to parents template
Teacher workshop 3
Sharing your experiences of teaching consumer and financial literacy
120 mins
Teachers who taught ASIC’s MoneySmart Teaching units, adapted existing units or created new units
to engage teachers in reflective feedback to their teaching teams on the unit taught – student engagement, strengths and possible enhancements
to identify and select ASIC’s MoneySmart Teaching units of work to add to school’s bank of units
to add content descriptions for newly developed C&FL units of work to school’s curriculum bank
to move consumer and financial literacy education activities from the informal to formal curriculum
to prepare for sharing/showcasing the consumer and financial literacy teaching and learning outcomes with the school and broader community
Teacher workshop 3 PowerPoint
Resource 5 – Unit of work reflection template
Resource 7 – Adapting existing units of work
Resource 8 – Unit planner for development of new C&FL units of work
Innovation and enterprising behaviours case study – primary school example
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Facilitator Guide
Accreditation
ASIC’s MoneySmart Teaching professional learning aligns with the Australian Professional Standards for Teachers and is informed by the Australian Charter for Professional Learning of Teachers and School Leaders. Further information is provided in the section titled Professional learning and accreditation in the Teacher Guide.
Considerations
Personal financial planning and consumer awareness may be a sensitive matter for some teachers and parents/carers or an area of passion for others. Some may hold the view that it is the parents/carers who are responsible for educating their children in consumer and financial literacy. The workshops highlight that research and recommendations all point to the need for schools to teach this life skill as early as possible.
Within families there is a wide range of practices and behaviours and this will impact on the attitudes, experiences and expectations of students. It is an area of learning that requires great sensitivity.
Working through the resources will prompt teachers and parents to reflect not only on the needs of young people but also on their own personal financial literacy and consumer habits. Facilitators should avoid personal disclosures in this area, or sharing confidential information about themselves or others, providing advice or making judgements that could be construed as financial advice.
ASIC’s MoneySmart consumer website moneysmart.gov.au is a source of relevant information and resources for teachers or parents and carers who indicate that they would like to seek guidance or discuss this topic further.
Facilitator Guide – Resources
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Resource 1 – Facilitator task sheetThis task sheet is provided to assist facilitators in the implementation of ASIC’s MoneySmart Teaching program and also serves as evidence of their leadership and curriculum development role in the implementation of consumer and financial literacy into the school.
(Note: Suggested plan only – adapt to suit school processes and priorities)
Tasks Date Comments
1 Meet with School Executive including Curriculum Coordinator to:
provide information on ASIC’s MoneySmart Teaching program and seek agreement to implement a program of consumer and financial literacy education into the school
discuss and develop the implementation plan and/or timeline to show how the school will prioritise consumer and financial literacy education
2 Professional learning for whole school/faculties
determine date for Teacher workshop 1 – Introduction to consumer and financial literacy education for teachers and identify possible dates for the other workshops
present Workshop 1 to whole school/faculties
3 Parent/carer awareness and involvement opportunities
identify possible dates for parent/carer workshop – it should occur between Teacher workshop 1 – Introduction to consumer and financial literacy education for teachers and Teacher workshop 2 – Exploring consumer and financial literacy education in your classroom
send out parent/carer invitations for workshop (Resource 2)
present parent/carer workshop
collate parent/carer comments for Teacher workshop 2
4 Identification of implementation team/s
select classes and/or teaching teams to implement consumer and financial literacy units of work
present Teacher workshop 2 to selected classes and teaching teams and hand out Resources 3, 4 and 5
teaching teams select units of work to be taught
set date for Teacher workshop 3
send out parent information letter – this might best be done by the classroom teacher – Resource 6
Facilitator Guide – Resources
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5 Support for units of work implementation/and review
work with teachers to ensure they are confident with teaching the units of work and understand/are aware of the key messages, concepts and timelines
6 Review of implementation process and student outcomes
teachers prepare feedback on units of work – Resource 5 provides a reflection template to assist teachers with this
present Workshop 3
add selected consumer and financial literacy units of work to curriculum/faculty bank of units
7 Showcase student work/outcomes to the school and broader community
Facilitator Guide – Resources
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Resource 2 – Parent/carer sample invitation letter(Note: Adapt this sample letter to meet school context)
Dear parents and carers
Our school is about to introduce a consumer and financial literacy program.
This program uses a consumer and financial literacy context for real-world learning through the Australian Curriculum learning areas of English, mathematics and science. ASIC’s MoneySmart Teaching will assist young people to develop positive attitudes and behaviours in relation to money. Through activities that have a real-life focus they will learn about the concepts of planning, spending, saving, donating and investing.
Teachers will engage in professional learning and curriculum development activities in order to teach this topic.
We would like to invite you to a short parent information session to introduce you to the importance of consumer and financial literacy and the ASIC’s MoneySmart Teaching program. We would like to hear your ideas on the issues and challenges that face your child/children in relation to consumer and financial matters, so that we can work together to address them.
Some focus questions you could consider before the session:
What are the issues and challenges that you are confronted with as your children grow up and engage with the world as consumers?
What do you wish your children knew more about or could do better in relation to their consumer behaviour or money management?
What support can you offer classroom teachers in this area?
Date: ................................................................................................
Time: ...............................................................................................
Venue: .............................................................................................
The meeting will take about one hour.
Please return the RSVP slip by (insert date)
Yours sincerely
Principal: ......................................................................................
Program Facilitator: .....................................................................
Date: ............................................................................................
------------------------------------------------------------------RSVP slip – Return this section
I,...................................................................................................................................will be attending
the information session on (insert date) ......................................
Number attending.........................................................................
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Facilitator Guide – Resources
Resource 3 – School-based curriculum audit templateSchool-based curriculum audit templates aligned to the National Consumer and Financial Literacy Framework. What is being taught currently and how can consumer and financial literacy be taught in the future using ASIC’s MoneySmart Teaching package?
Year 2
Knowledge and Understanding (Year 2) Are you teaching this now? How and when?
How might you teach it in future?
Recognise Australian money includes notes and coins
Recognise that money is limited and comes from a variety of sources
Recognise that money can be saved to meet needs and wants
Explain how money is used to exchange goods and services
Identify and describe the differences between needs and wants
Competence (Year 2) Are you teaching this now? How and when?
How might you teach it in future?
Use money to buy basic goods and services in ‘real-life’ contexts
Recognise common symbols and terms used on a variety of Australian notes and coins
Identify consumer and financial matters that are part of daily life such as earning money, spending, saving, paying bills, making donations
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Facilitator Guide – Resources
Compare the cost of similar items
Order spending preferences and explain reasons for their choices
Describe how advertising can influence consumer choices
Responsibility and Enterprise (Year 2) Are you teaching this now? How and when?
How might you teach it in future?
Identify simple ways in which the consumer decisions of individuals may impact on themselves, their families, the broader community and/or the environment
Identify and explain how peer pressure can affect what you buy
Apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, business ventures and special events
Demonstrate enterprising behaviours through participation in relevant class and/or school activities
Demonstrate an awareness of safe, ethical and responsible behaviour in online and digital consumer and financial contexts
Demonstrate an awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decisions
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Facilitator Guide – Resources
Year 4
Knowledge and Understanding (Year 4) Are you teaching this now? How and when?
How might you teach it in future?
Explain some different forms that ‘money’ can take
Identify different forms of income
Explain the role of work in society and distinguish between paid and unpaid work
Explain how saving money in a financial institution can earn interest
Explain why similar goods and services may vary in price
Identify, explain and prioritise different needs and wants
Recognise that different countries use different currencies
Competence (Year 4) Are you teaching this now? How and when?
How might you teach it in future?
Use money to buy basic goods and services in ‘real-life’ contexts
Create simple budgets for specific purposes
Accurately complete simple financial forms, including for online transactions
Classify and compare goods and services
Order and discuss reasons for spending preferences
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Facilitator Guide – Resources
Discuss some options for paying for goods and services such as cash, debit card, credit card and direct debit
Identify key features of a range of advertisements
Responsibility and Enterprise (Year 4) Are you teaching this now? How and when?
How might you teach it in future?
Identify and describe the impact that the consumer decisions of individuals may have on themselves, their families, the broader community and/or the environment
Identify and explain how some influences, such as advertising and peer pressure, can affect what you buy
Apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, business ventures and special events
Exercise enterprising behaviours through participation in relevant class and/or school activities
Describe safe, ethical and responsible behaviour in online and digital consumer and financial contexts
Explain the role played by the voluntary sector in the community to help those in financial need
Demonstrate an awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decisions
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Facilitator Guide – Resources
Year 6
Knowledge and Understanding (Year 6) Are you teaching this now? How and when?
How might you teach it in future?
Explain how financial transactions can include using more than notes and coins
Describe how an individual can influence their income
Explore the value of unpaid work to the community
Recognise that families use household income to meet regular financial commitments and immediate and future expenses
Analyse the value of a range of goods and services in relation to an identified need
Identify and discuss some rights and responsibilities of consumers and businesses
Explain how money can be borrowed to meet needs and wants and there may be a cost involved
Recognise that the currencies of different countries have different values relative to the Australian dollar
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Facilitator Guide – Resources
Competence (Year 6) Are you teaching this now? How and when?
How might you teach it in future?
Use a range of methods and tools to keep financial records in ‘real-life’ contexts
Create simple budgets for a range of purposes and explain the benefits of saving for future needs and wants
Accurately complete and explain the purpose of financial forms, including for online transactions
Evaluate the value of a range of goods and services in a variety of ‘real-life’ situations
Order and justify reasons for spending preferences
Discuss various payment options for purchasing goods and services such as cash, debit card, credit card, direct debit and PayPal
Interpret information from a variety of invoice accounts including information presented graphically such as in electricity accounts
Identify key features used in advertising, marketing and social media to influence consumer decision-making
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Facilitator Guide – Resources
Responsibility and Enterprise (Year 6) Are you teaching this now? How and when?
How might you teach it in future?
Identify and describe the impact that the consumer decisions of individuals may have on themselves, their families, the broader community and/or the environment
Examine and discuss the external factors that influence consumer choices
Explain there are ethical considerations to some consumer and financial decisions
Apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, product design and development, business ventures and special events
Exercise a range of enterprising behaviours through participation in relevant class and/or school activities
Practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts
Explain the role played by the voluntary sector in the community to help those in financial need
Demonstrate an awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decisions
Recognise that satisfaction derived from spending money varies according to the nature of the purchase, the context in which it is bought and an individual’s personal circumstances and values
Recognise that matching household expenditure against income is important
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Facilitator Guide – Resources
Year 8
Knowledge and Understanding (Year 8) Are you teaching this now? How and when?
How might you teach it in future?
Identify and explain the importance of tracking and verifying transactions and keeping financial records to manage income and expenses
Identify and discuss casual employment opportunities that can earn income
Identify the role of casual employment in the community and some associated rights and responsibilities
Explain why it is important to set and prioritise personal financial goals
Research, identify and discuss the rights and responsibilities of consumers in a range of ‘real-life’ contexts
Research, identify and discuss the legal rights and responsibilities of business regarding goods and services provided to consumers
Identify implications of ‘terms and conditions’ such as fees, penalties, interest and warranties
Identify and discuss the different forms of ‘credit’ and costs involved
Analyse and explain the range of factors affecting consumer choices
Identify where to access reliable information and advice concerning the rights and responsibilities of consumers and business
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Facilitator Guide – Resources
Identify the risks within the consumer and financial landscape such as scams, identity theft, fraudulent transactions and ways of avoiding these
Competence (Year 8) Are you teaching this now? How and when?
How might you teach it in future?
Use a range of methods and tools to keep financial records in ‘real-life’ contexts
Create simple budgets and financial records to achieve specific financial goals
Compare income, spending commitments and life-styles at different stages of life
Accurately complete and explain the purpose of a range of financial forms, including for online transactions
Determine the value of ‘deals’ when purchasing goods and services such as ‘buy one, get one free’
Determine and compare the actual cost of using different ways of paying for goods and services such as cash, credit, lay-by and loans
Justify the selection of a range of goods and services in a variety of ‘real-life’ contexts
Convert from one currency to another in ‘real-life’ contexts
Explore the pros and cons of a range of payment options for goods and services such as: cash, debit card, credit card, direct debit, PayPal, BPay, pre-pay options, phone and electronic funds transfer
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Facilitator Guide – Resources
Explain procedures for safe and secure online banking and shopping
Identify and take precautions to prevent identity theft and explain what to do if this happens to them
Access and evaluate information on strategies to resolve consumer disputes
Identify and explain marketing strategies used in advertising and social media to influence consumer decision-making
Responsibility and Enterprise (Year 8) Are you teaching this now? How and when?
How might you teach it in future?
Explain how individual and collective consumer decisions may have an impact on the broader community and/or the environment
Apply informed and assertive consumer decision-making in a range of ‘real-life’ contexts
Discuss the legal and ethical issues associated with advertising and providing goods and services to consumers
Apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, product design and development, business ventures and special events
Exercise a range of enterprising behaviours through participation in relevant class and/or school activities
Practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts
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Facilitator Guide – Resources
Recognise the importance of planning for their financial futures and appreciate that sacrificing current expenditure can bring long-term benefits
Recognise that people have different ways of living and expectations according to their values and/or financial situation
Recognise that their ability to make informed decisions about personal finance and financial products is strengthened by finding and evaluating relevant information and accessing reliable advice
Explain the role of banks and other deposit-taking institutions (such as building societies and credit unions) in providing financial products and services to individual consumers and business
Explain the role played by governments and the voluntary sector in the community to help those in financial need and explore the cost benefit to the economy
Demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making
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Facilitator Guide – Resources
Year 10
Knowledge and Understanding (Year 10) Are you teaching this now? How and when?
How might you teach it in future?
Identify and explain strategies to manage personal finances
Explain the different ways in which people are paid including wages, salaries, commissions, self-employment and government benefits
Identify and explain common terminology and categories for deductions used on pay slips
Explain the various factors that may impact on achieving personal financial goals
Discuss why some goods and services are provided by government for community benefit and how these are funded
Explain how over-reliance on credit can impact on future choices
Analyse and explain the range of factors affecting consumer choices
Discuss and compare different sources of consumer and financial advice
Identify types of consumer and financial risks to individuals, families and the broader community, and ways of managing them
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Facilitator Guide – Resources
Competence (Year 10) Are you teaching this now? How and when?
How might you teach it in future?
Use a range of methods and tools to keep financial records in ‘real-life’ contexts
Create simple budgets and financial records to achieve specific financial goals, now and in the future
Investigate the financial decisions required at significant life-stage events
Accurately complete and explain the purpose of a range of financial forms, including for online transactions
Discuss the differences between ‘good’ and ‘bad’ debt, including manageability of debt and its long-term impact
Analyse relevant information to make informed choices when purchasing goods and services and/or to resolve consumer choices
Compare overall ‘value’ of a range of goods and services using IT tools and comparison websites as appropriate
Convert from one currency to another in ‘real-life’ contexts
Evaluate the range of payment options for goods and services such as: cash, debit card, credit card, direct debit, PayPal, BPay, pre-pay options, phone and electronic funds transfer across a variety of ‘real-life’ contexts
Explain procedures for safe and secure online banking and shopping
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Facilitator Guide – Resources
Identify and take precautions to prevent identity theft and explain what to do if this happens to them
Explain the procedures for resolving consumer disputes relating to a range of goods and services
Evaluate marketing claims, for example in advertising and in social media, to influence consumers to purchase a range of goods and services
Responsibility and Enterprise (Year 10) Are you teaching this now? How and when?
How might you teach it in future?
Research and identify the ethical and moral dimensions of consumer choices in specific circumstances and the consequences for themselves, their families, the broader community and/or the environment
Explore the economic cost of individual and collective consumer decisions on the broader community and the environment
Apply informed and assertive consumer decision-making in a range of ‘real-life’ contexts
Research and discuss the legal and ethical rights and responsibilities of business in advertising and providing goods and services to consumers
Apply consumer and financial knowledge and skills in relevant class and/or school activities such as student investigations, charity fundraising, product design and development, business ventures and special events
Exercise a range of enterprising behaviours through participation in relevant class and/or school activities
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Facilitator Guide – Resources
Practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts
Appreciate that there is often no one right answer in making financial decisions because these depend on individual circumstances, preferences and values
Understand and explain the legal responsibilities of taking on debt, including the consequences of not paying
Explain how, as financially active citizens, they fit into the broader economy and society through:
generating income and paying taxes
saving
spending
donating
investing.
Explain the role of banks and other deposit-taking institutions (e.g. credit unions, building societies) in collecting deposits, pooling savings and lending them to individuals and business
Explain the role played by governments and the voluntary sector in the community to help those in financial need and explore the cost benefit to the economy
Demonstrate awareness that family and socio-cultural values and customs can influence consumer behaviour and financial decisions
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Resource 4 – Preparing to implement a unit of work
Unit title:
Key implementation issues:
E.g. When will it be taught?
Opportunities for parental involvement:
E.g. class visits, homework activities
Resources required:
Differentiated learning requirements:
Other:
E.g. Cultural sensitivities
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Resource 5 – Reflecting on a unit of work
Unit of work reflections on (insert name of unit)
Issues to consider include:
1 Depth and rigour of student learning and engagement
2 How well the Australian Curriculum content descriptors were covered
3 How well the Capabilities, Proficiencies (mathematics only) and Cross-Curriculum Priorities were addressed
4 How you differentiated activities to meet the learning needs of all students
5 How parents became engaged
6 Recommendations for enhancing the unit of work
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Facilitator Guide – Resources
Resource 6 – Parent/carer sample information letter(Note: Adapt for primary or secondary as required)
Dear parents/carers
During this term, the students in Year/Subject ………………………………………………
will be working on an exciting program called ASIC’s MoneySmart Teaching that will teach
them about consumer and financial matters. This initiative is led by the Australian Securities
and Investments Commission (ASIC). Information on the program is available at
moneysmart.gov.au under the teaching tab.
Many classes in our school will be working on units of work that create a real-world learning
context featuring planning, spending, saving, donating and investing.
Our Year ………unit is called ……………………………………………………………and we will
be looking at ……………………………………………………………………………………
There will be some home-based activities you may wish to share with your child.
Should you have any questions or suggestions about consumer and financial literacy please
call/email/make a time to visit the classroom.
……………………………………………………………
Class teacher
Date: ……………………………………………………
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Facilitator Guide – Resources
Resource 7 – Adapting existing units
Unit of work: (insert title)
Australian Curriculum
For each unit record the Strand, Sub-strand and Content Descriptions that are addressed within the unit.
Strand: Strand: Strand:
Sub-strand: Sub-strand: Sub-strand:
Content Descriptions
Content Descriptions
Content Descriptions
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Facilitator Guide – Resources
National Consumer and Financial Literacy Framework
Examine the appropriate Year level in the Framework.
For each of the three Dimensions: Knowledge and Understanding, Responsibility and Enterprise and Competence, select the Student Learnings that are already addressed in the unit and the Student Learnings that could be added to enhance the consumer and financial literacy content.
Enhancing the Student Learnings will ensure the existing unit clearly addresses consumer and financial literacy and could be added to the faculty bank of units for teacher use.
Dimension: Knowledge and Understanding Dimension: Competence Dimension: Responsibility and Enterprise
Already addressed
Student Learnings:
Student Learnings:
Student Learnings:
Can be added to the unit
Student Learnings:
Student Learnings:
Student Learnings:
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Facilitator Guide – Resources
Resource 8 – Unit of work planner
Unit title (This could be in the form of a question.)
Year level
Duration of unit
Discipline/subject area
Unit description(One or two paragraphs describing what the unit is about and focus of the student learning.)
Enduring understandings/Deep learnings(The knowledge, understandings, skills and behaviours, connected to the real world, which the students will retain in the long term. Typically a unit of work will contain two statements addressing the Australian Curriculum Content Descriptions and two statements addressing the National Consumer and Financial Literacy Student Learnings.)
Australian Curriculum National Consumer and Financial Literacy Framework
StrandSub-strand
Content Descriptions (Used for planning the content and assessment)
———
DimensionStudent Learnings
———
(The student learnings in the National Consumer and Financial Literacy Framework are divided into and applicable over, bands covering two chronological years.)
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Australian Curriculum
General capabilities:
Cross-curriculum priorities:
Proficiency standard: (mathematics only)
Stages of pedagogical model
(Units of work are written to a variety of models including the Five E's, the Inquiry Model, and Backwards by Design. ASIC’s MoneySmart Teaching Units of Work have been developed using a very basic three-step model, which teachers may choose to adapt to the model used at their school.)
Sequenced teaching and learning activities
(These carefully sequenced activities are developed to meet the requirements of the content descriptions and student learnings. The activities are the direct interface of activity between teachers and students and are aligned to the stages of the curriculum model.)
Assessment tasks
(The assessment tasks provide developmental information to both teachers and students.)
Resources
(Print and digital)
1 Introducing
(Sets the context and the purpose for the unit of work)
Activity 1
Activity 2
Activity 3
(Activities should be aligned to the stage of the pedagogical model and assessment tasks. The number of activities per stage will vary from unit to unit.)
Diagnostic
(This assessment may be either formal or informal and provides the teacher with information on what the students know and understand. It provides an opportunity for teachers to address misunderstandings.)
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Facilitator Guide – Resources
2 Developing
(Student acquisition and consolidation of knowledge, understandings and skills)
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Formative
(This assessment, at least some of which will be formal, provides feedback to students on their progress.)
3 Culminating
(Students produce evidence of their learning throughout the unit and show how the learning connects to the real world.)
Activity 10
Activity 11
Activity 12
Summative
(This formal assessment provides a final appraisal of student work.)
Diversity of learners
(The Australian Curriculum is based on the assumptions that each student can learn and that the needs of every student are important. These needs are shaped by individual learning histories and abilities as well as personal, cultural and language backgrounds and socio-economic factors.
Teachers may adapt or plan additional learning activities depending on the multiple, diverse and changing needs of their students.)
Connection to year level Achievement Standards
This unit of work contributes to the bolded sections in the Achievement Standards in (insert key learning area) for Year (insert year level)
(Advice from ACARA is that the relevant complete Achievement Standard for the appropriate discipline and year level is inserted and the statements explicitly addressed are made bold.)