Making a difference with financial literacy education
Each module is a self-contained, featuring a teaching booklet, exercises, worksheets, an A3 wall poster, and A5 take-home card.
Students learn the difference between buying with cash and buying with credit. They'll describe the qualities that would be desirable in a person who borrows a favourite personal possession, plus describe steps that a person could take to begin to regain a lender's trust after losing or damaging borrowed personal property.
Students learn about identity theft and various methods used to steal identities, and will develop an identity theft prevention tip sheet and propose ways to share their tips with their families and friends.
Students describe the advantages and disadvantages of saving for a short-term goal. Students will identify a short-term financial goal (i.e. purchase an MP3 player, go to the movies, buy sports gear) and develop a plan and timetable for achieving it, including ways to earn money and ways to reduce expenses.
Students identify examples of risks that individuals and households face (such as illness and theft). They'll describe how valuable items might be damaged or lost and ways to protect them. Given a scenario or activity, students will analyse how to reduce and avoid different kinds of risk.
There are four hour long modules that can be taught across one week, two weeks or one month. Each module follows the same format, with four timed activities totalling an hour each. We also ask that the classroom teacher takes time to meet and greet the PwC coach who will be facilitating the classroom lessons. This meet and greet would be around half an hour long.
The modules are made up of activities which are a mix of facilitated discussion, individual or group exercises, and fun role-play scenarios. At the end of the lesson after a recap of learnings, the children fill in an A5 take-home card, and are encouraged to discuss what they're committing to (e.g. a small savings goal), with their whanau or caregiver. Teachers will also be provided with the complete set of FLiP materials, enabling them to deliver the financial literacy modules and quick lessons to future classes.
FLiP was developed for us by a team of world class educators. We've rigorously tested it in NZ, getting a retired South Auckland school principal to review the course material to make sure it's relevant for children in low decile schools. Plus we've consulted with the Commission for Financial Capability and had excellent feedback from the schools we have delivered in so far.
The FLiP is aimed at children in years 5-6 (ages 9 to 10).
Government and social sector agencies can only go so far when meeting the needs of communities; it’s becoming an increasing expectation for big businesses to lead social progress. Our Corporate Responsibility strategy commits to increasing the positive impact of our community activities, and to do this we’ll develop programs that create shared value – it’s reciprocal: society benefits… we benefit.
We want to maximise our efforts where we can make the most difference. Working with children who are least likely to be getting taught the fundamentals of financial literacy at home, will increase the societal value of the program.