Overview of the Consumer and Financial Literacy Professional Learning Program

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Overview of the Consumer and Financial Literacy
Professional Learning Program

• Consumer and Financial Literacy Professional
  Learning Program
• Website www.financialliteracy.edu.au
• Consumer and Financial Literacy Professional
  Learning Package
• Facilitator Guide with CD-ROM of slides
• Teacher Guide with DVD - Consumer and Financial
  Literacy through Enterprise Learning Maitland
  Lifeskills Program

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Aims of the Consumer and Financial Literacy
Professional Learning Package

• The Consumer and Financial Literacy Professional
  Learning Package aims to
• build participants knowledge, understanding and
  skills to enable them to effectively deliver and
  influence consumer and financial literacy
  education across the curriculum from P10
• strengthen the professional capacity of
  participants to make connections across learning
  areas and to support a range of learning styles
• assist participants to relate consumer and
  financial literacy education to existing
  curriculum frameworks and to provide students
  with opportunities to engage with real-world
  financial contexts
• develop and support the ability of participants
  to encourage and sustain a whole-school culture
  oriented to improving understanding of consumer
  and financial literacy.

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Aims of Module 2

• Module 2 aims to develop strategies which build
  teacher capacity to adapt, integrate and sustain
  consumer and financial literacy into the existing
  primary school curriculum based on State and
  Territory learning outcomes.

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Outcomes of Module 2

• Module 2 will
• identify opportunities in the State/Territory
  curriculum where consumer and financial literacy
  knowledge and skills might be developed and
  integrated, particularly in primary school
  contexts
• examine methods of implementing consumer and
  financial literacy into classroom practice
• develop teacher knowledge, understanding, skills
  and values to build confidence for ongoing
  planning and integration
• raise awareness of importance of consumer and
  financial literacy and resources which could help
  teachers achieve outcomes.

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Engaging students Lower primary

• Learning to use money independently and
  confidently, for example at the canteen or
  tuckshop
• Understanding that money is not just notes and
  coins, for example through storytelling, books
  and role playing of a bartering system for
  context setting
• Realising that some people have more money than
  others, for example through images of life in
  different countries around the world

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Engaging students Middle primary

• Ideas for making pocket money grow, for example
  payment for chores at home
• Making decisions on how best to use money saved
  identifying needs and wants
• Analysing simple financial documents, for example
  deposit forms
• Playing games that require use of money, for
  example Monopoly
• Realising that some people have more money than
  others, for example through examining catalogues
  and advertisements from different kinds of shops

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Engaging students Upper primary

• Saving and budgeting for a particular item, for
  example a gift for someone special fashionable
  clothing a school trip sports equipment
• Ideas for making pocket money grow, for example
  jobs in the local neighbourhood or making and
  selling gift cards
• Analysing if and how to buy online and the hidden
  dangers of doing so
• Exploring the implications of overusing devices
  such as mobile phones
• Playing games that require use of money, for
  example The Real Game Primary
• Realising that some people have more money than
  others, for example creating a poster of poverty
  and wealth in different countries around the world

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Implementing consumer and financial literacy

• Which curriculum outcomes might this task
  address? (Local curriculum)
• How are the financial literacy dimensions
  covered? (National Consumer and Financial
  Framework)
• Will our needs and objectives be addressed?

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Checklist for inclusivity

• Does the content acknowledge the diverse
  backgrounds of students?
• Does the content build on students prior
  knowledge and skills?
• Do resources reflect diversity (gender, culture,
  (dis)ability, learning styles)?
• How will teaching support enable all students to
  develop consumer and financial literacy skills?

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Reflection

• Consumer and financial literacy is an important
  part of my future planning.
• I can easily map consumer and financial literacy
  to my local curriculum outcomes.
• The examples provided by the facilitator and
  colleagues will help me plan for the future.
• I am now more inclined to use some of the listed
  resources.