Course Overview
Strand 1: Money Talks – what does it say about you?
Strand 2: Follow the Money
Strand 3: Taking Control of Your Money
Strand 4: Keeping Yourself Covered
Collaborative and active learning and the development of personal finance skills, research, reflection and action are integrated across each of the group sections A range of suggested projects, at varying degrees of challenge, are provided at key points in the supporting lesson plans and it is also possible for teachers and students to choose any other relevant projects.
The learning outcomes in this course are aligned with the Level Indicators for Level 3 of the National Framework of Qualifications (Appendix 3).
This course has been designed for approximately 100 hours of student engagement.
STRAND 1: Money Talks – what does it say about you?
LEARNING OUTCOMES
| Students learn about… | Students should be able to… |
| Barter versus money systems of exchange | 1.1 Perform a barter task to demonstrate what it would be like to live in a world without money.
1.2 Debate the relative merits of using both barter and money as ways of trading goods and services. |
| Money and me | 1.3 Explain why the three features of money are important when buying and selling goods.
1.4 Design a bank note to symbolise what money means to young people. 1.5 Explain their role and responsibilities in relation to household spending. |
| Influences on attitudes to money and spending | 1.6 Graphically represent the range of influences on attitudes to money.
1.7 Demonstrate ways to be smarter with money. 1.8 Present survey results using a range of methodologies, including reports, graphs, story-boards and posters. 1.9 Evaluate the techniques and methods used in advertising to influence consumers. 1.10 Reflect on learning in this strand. |
STRAND 2: Follow the Money
LEARNING OUTCOMES
| Students learn about… | Students should be able to… |
| The value of keeping a spending diary | 2.1 Evaluate spending habits through analysis of their own spending diary.
2.2 Calculate monthly and annual spending relative to categories such as clothes, food and drink, entertainment etc. |
| The relationship between personal needs and wants considering life events |
2.3 Review personal needs and wants in the light of major life events.
2.4 Consider how personal needs and wants relate to the financial impacts and consequences of future life events. |
| Budgeting | 2.5 Plan the necessary steps to achieve money goals in the short, medium and long-term.
2.6 Carry out a health check on a monthly budget. 2.7 Generate ideas about what can be done when monthly income exceeds monthly expenditure. 2.8 Using a case study, create a budget that will help plan for future events and purchases. 2.9 Reflect on learning in this strand. |
STRAND 3: Taking Control of Your Money
LEARNING OUTCOMES
| Students learn about… | Students should be able to… |
| Banking | 3.1 Design their ideal bank, naming the services and types of accounts that would be offered to customers.
3.2 Research the information sought by a bank when someone wants to open an account – either by visiting, phoning, emailing, writing a letter to the bank, or navigating a bank website. 3.3 Outline the different methods of payment available to bank account holders, giving examples of when someone might use each method. 3.4 Interpret bank statements. |
| Borrowing versus saving | 3.5 Discuss, using correct terminology: the key features of saving and borrowing; common terms and conditions attached to saving and loan accounts.
3.6 Calculate compound interest. 3.7 Using case studies, determine whether it is better to save or to borrow. |
| Dealing with debt | 3.8 Examine the range of unforeseen circumstances leading to, and the emotional impact of, out of control debt.
3.9 List the steps needed when drawing up a ‘Debt Action Plan’. 3.10 Recognise the importance of communication and seeking help if debt gets out of control. 3.11 Reflect on learning in this strand. |
STRAND 4: Keeping Yourself Covered
LEARNING OUTCOMES
| Students learn about… | Students should be able to… |
| Being an informed consumer | 4.1 Share ideas about what it means to be an informed consumer.
4.2 Compare the experience of shopping online with more traditional ways of shopping. 4.3 Contrast online shopping consumer rights with rights when buying in a shop. 4.4 Using case studies, explore specific consumer rights in relation to buying during sales, purchasing concerts tickets online and using gift vouchers. |
4.5 Discuss insurance using the following headings:
4.6 Communicate (orally and in writing) effectively when making a complaint. 4.7 Protect themselves against common scams. 4.8 Take appropriate action in the event of falling victim to a scam. 4.9 Reflect on learning in this strand. |
