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4-7 Counting on Money
7-11 The Cost of Money -
12-14 Savings & Lifeskills 1
14-16 Savings & Lifeskills 2 - 16-18+ Finance World

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Curriculum links
This resource was designed to teach young adults about finance, through six financial themes: Budgeting, Careers, Currency, Documents and Income, Risk, and Saving and Investing. The table below outlines how the resources can be used to meet the objectives set out in the Adult Financial Capability Framework, and which components best link to each objective.
Finance World also links well to other 16+ curricula, scroll down or click here for more information.
Links to the Adult Financial Capability Framework (FSA and BSA, 2006)
Objective (at Extending level) | Related 'Finance World' resources |
---|---|
Different types of money/payments (a) | |
1. Understand the implications of different forms of credit and debt including credit cards, store cards and catalogue shopping |
Game stimulus - Double Agent Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
2. Understand that exchange rates fluctuate and that commission may be charged to change currency |
Game stimulus - Freefall Dossiers:
Teachers'/Professionals' and Parents' sections |
3. Increased understanding of implications of credit and debt including overdrafts and different loan arrangements and ways to compare interest rates |
Game stimulus - Word Hunter Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
Income generation (b) | |
1. Understand the need for money in retirement - pension - and how this could be paid for |
Game stimulus - Double Agent Dossiers:
Parents' section |
2. Begin to understand how companies and other organisations are financed including shares |
Game stimulus - Spot the Agent Dossiers:
Teachers'/Professionals' section |
3. Understand how deductions such as tax, National Insurance and pension contributions are made |
Game stimulus - Spot the Agent Dossiers:
Parents' section |
Income disposal (c) | |
1. Understanding of the range of personal expenditure and how it may be managed |
Game stimuli - Clued Up and Spy Snaps Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
2. Understand local and national taxation and spending and a basic understanding of how and why Government is financed |
Game stimulus - Double Agent Dossier:
Parents' section |
Gathering financial information and record keeping (d) | |
1. Understanding of personal financial statements including bank statements, credit card statements, TV Licence payment arrangements, utility and other bills |
Game stimulus - Double Agent Dossiers:
Teachers'/Professionals' and Parents' sections |
2. Able to reconcile a bank statement to allow for items not yet presented |
Game stimulus - Double Agent |
3. Understand credit card statements and other loan/credit financing documents |
Game stimulus - Double Agent Dossiers:
Teachers'/Professionals' and Parents' sections |
4. Able to gather, compare and contrast information on financial services to inform a decision |
Game stimulus - Word Hunter Dossiers:
Teachers'/Professionals' section |
Financial planning - saving, spending, budgeting (e) | |
1. Understand ways in which to plan, monitor and control personal income and expenditure |
Game stimuli - Clued Up and Spy Snaps Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
2. Fully understand the difference between short, medium and long term financial commitments and how the planning and decision making for these differ |
Game stimulus - Double Agent Dossier:
Case studies Teachers'/Professionals' section |
3. Able to obtain information and analyse it to decide on an appropriate service taking care to evaluate and monitor the situation on an ongoing basis |
Game stimulus - Double Agent Dossiers:
|
4. Begin to understand local government finances (council tax) and the national budget |
Game stimulus - Clued Up Dossier:
Teachers'/Professionals' and Parents' sections |
Risk and return (f) | |
1. Understand the principles of probability and insurance in complex situations, identifying potential risks and how to protect against them |
Game stimuli - Codebreaker and Double Agent Dossiers:
Case studies Teachers'/Professionals' section |
2. Understand that both saving and borrowing are offered on differing terms and interest rates vary over time |
Game stimuli - Double Agent and Word Hunter Dossier:
|
3. Understand that some loans and purchase agreements are secured whilst others are unsecured |
Game stimulus - Codebreaker Dossier:
|
4. Understand the difference in risk and return between saving and investment products |
Game stimulus - Word Hunter Dossier:
|
5. Understand the need to monitor and evaluate financial services to assess performance and relevance over time |
Game stimulus - Word Hunter Case studies |
Personal choices and the financial implications (g) | |
1. Understand the difference between short, medium and long term needs and make appropriate decisions |
Game stimuli - Double Agent and Spot the Agent Dossiers:
Case studies Teachers'/Professionals' section |
2. Understand the difference between manageable, planned debt and unmanageable, unplanned debt including dealing with debt in a crisis |
Game stimuli - Codebreaker and Clued Up Dossiers:
|
3. Able to assess best buy in a variety of financial circumstances |
Game stimulus - Double Agent Case studies Teachers'/Professionals' and Parents' sections |
4. Knowledge and understanding of a range of generic financial products in the short, medium and long term. Ability to identify personal requirements, obtain information/advice, analyse and decide |
Game stimulus - Double Agent Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
5. Ability to analyse consumer information and understand the difference between this and advertising/marketing information |
Game stimulus - Codebreaker Dossier:
Teachers'/Professionals' and Parents' sections |
6. Ability to make informed choices based on personal financial information gathering on resources available, outgoings (both needs and wants) and what is left, if any |
Game stimuli - Double Agent, Clued Up and Spy Snaps Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
7. Ability to put a personal financial value on differing needs/wants and to prioritise these within the constraints of limited resources |
Game stimuli - Clued Up and Spy Snaps Dossiers:
Teachers'/Professionals' and Parents' sections |
8. Ability to undertake ongoing monitoring and evaluation of needs/wants/services based on changing life circumstances |
Game stimuli - Clued Up and Spy Snaps Teachers'/Professionals' section Dossiers:
|
9. Ability to evaluate the choice of a particular product on lifestyle, etc. |
Game stimulus - Clued Up Dossiers:
|
10. Ability to assess the financial implications of personal life choices in terms of education, life-long learning opportunities |
Game stimulus - Spot the Agent Dossiers:
Case studies |
11. Ability to make informed choices when experiencing a drop in income or other changes to financial circumstances |
Game stimulus - Clued Up Dossiers:
|
Consumer rights, responsibilities and sources of advice (h) | |
1. Know about the different sources of generic financial advice, including financial advisers and the Citizens Advice Bureau |
Game stimulus - Spot the Agent Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
2. Know about the different sources of advice and the differences between generic and personal advice |
Game stimulus - Clued Up Dossiers:
Teachers'/Professionals' and Parents' sections |
3. Be able to assess and compare different sources of financial advice and information |
Game stimulus - Double Agent Teachers'/Professionals' and Parents' sections |
4. Understand there are different rights and responsibilities in relation to different financial products |
Game stimulus - Double Agent Case studies Teachers'/Professionals' and Parents' sections |
5. Understand how to identify if it is appropriate to comment or complain and be able to access the procedures |
Game stimulus - Double Agent Case studies Teachers'/Professionals' section |
Implications of finance (i) | |
1. Understand there is an ethical, social and religious dimension to financial decisions |
Game stimulus - Clued Up Dossier:
Teachers'/Professionals' section |
2. Understand how to plan and manage debt |
Game stimuli - Codebreaker and Clued Up Dossiers:
Teachers'/Professionals' and Parents' sections |
3. Understand what to do if difficulties arise in repaying debt |
Game stimuli - Codebreaker and Clued Up Dossiers:
|
4. Understand the role of regulation and consumer protection in financial institutions |
Game stimulus - Clued Up Dossier:
Case studies |
5. Understanding of the wider implications of personal financial decisions, e.g. the pros and cons of ethical investment |
Game stimuli - Double Agent and Spot the Agent Dossier:
Teachers'/Professionals' section |
6. Develop an understanding of how local and national decisions may affect personal finances |
Game stimulus - Clued Up Dossier:
Teachers'/Professionals' and Parents' sections |
7. Develop an understanding that local, national and global finances can impact on one's own life, e.g. setting of interest rates |
Game stimulus - Clued Up Dossier:
Teachers'/Professionals' and Parents' sections |
Links to the learning outcomes for the Business, Administration and Finance (BAF) Diploma
BAF learning outcome | Related 'Finance World' resources |
---|---|
Level 1 (Unit 3) Personal Finance and Financial Studies | |
LO.1 Know the main types, features and sources of money |
Game stimulus - Double Agent Dossiers:
Teachers'/Professionals' and Parents' sections |
LO.2 Understand the importance of avoiding debt |
Game stimuli - Codebreaker and Clued Up Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
LO.3 Know how to plan personal finances |
Game stimuli - Clued Up and Spy Snaps Dossiers:
Teachers'/Professionals' and Parents' sections |
LO.4 Know how to choose and use current and savings accounts |
Game stimulus - Word Hunter Dossiers:
Case studies Teachers'/Professionals' section |
Level 2 (Unit 3) Personal Finance and Financial Studies | |
LO.1 Know the main types, features and sources of money |
Game stimulus - Double Agent Dossiers:
Teachers'/Professionals' and Parents' sections |
LO.2 Understand how sources of financial information and advice differ |
Game stimulus - Clued Up Dossier:
Case studies Teachers'/Professionals' and Parents' sections |
LO.3 Know how to plan and manage personal finances |
Game stimuli - Clued Up and Spy Snaps Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
LO.4 Understand the main features of common financial products and services |
Game stimuli - Word Hunter and Double Agent Dossiers:
Teachers'/Professionals' and Parents' sections |
Level 3 (Unit 3) Personal Finance and Financial Studies | |
LO.1 Understand how to make the most of personal financial transactions |
Game stimuli - Codebreaker and Double Agent Dossiers:
Teachers'/Professionals' and Parents' sections |
LO.2 Understand the key influences on personal finance and financial services |
Game stimuli - Double Agent, Spot the Agent and Spy Snaps Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
LO.3 Understand the relevance and value of sources of financial information and advice |
Game stimulus - Clued Up Dossier:
Case studies Teachers'/Professionals' and Parents' sections |
LO.4 Be able to make appropriate personal financial decisions |
Game stimuli - All games Dossiers:
Case studies Teachers'/Professionals' and Parents' sections |
There are elements of financial capability throughout the 16+ curricula; however the 'Finance World' resources link particularly well to the following:
- A level (GCE)
- Business Studies
- Economics
- Business and Economics
- BTEC Nationals
- Personal and Business Finance
- ASDAN
- Certificate of Personal Effectiveness (CoPE) Levels 1 and 2
- Certificate in Career Planning: Levels 1-3
- Certificate of Personal Effectiveness Level 3
- Certificate of Personal and Social Development (PSD) Levels 1 and 2
- Certificate of Personal and Social Development (PSD) E2 and E3
- Employability: Levels Entry 2 - Level 3
- Scotland's Curriculum for Excellence
- Social studies - Society and the economy
- Numeracy and Mathematics
- The National Curriculum for Wales (ages 16 -19)
- Personal and Social Education
- Careers
- Mathematics