LESSON IDEAS
1.
|
Learning objectives |
Meaning and significance of spending and saving
A trade-off exists between consumption and saving |
|
Starter
|
Students are put into small groups of threes/ fours. Each group has three minutes to record what they would spend £100,000 on. Feedback is used to identify:
|
|
Main activity
|
Students work in their small groups to complete Diamond 9 Challenge 1
They have an opportunity to revisit their Diamond 9 in light of the on-screen feedback they receive.
|
|
Plenary |
Students share their Diamond 9. Each group offers one positive statement about the Diamond 9 and accompanying justification. |
|
Curriculum links |
Economic wellbeing and financial capability:
Key concept 1.3: Risk
Process 2.4: Financial capability (b) Students should be able to understand financial risk and reward. |
2.
|
Learning objectives |
Students learn the key issues that affect young people regarding financial planning
Students learn and can explain the key actions they need to take to financially plan. |
|
Starter
|
Activity 6, Part 1 Students could do this in pairs. |
|
Main activity
|
The Life simulator can be run at this stage, directly applying what students have just learnt in the starter.
Or, students could move on to Activity 6, Part 2. They could use a range of media to record their answer: digital video, mp3 recorder, PowerPoint.
|
|
Plenary |
Students have an opportunity to see at least one presentation and complete a feedback sentence, stating what they would change about their presentation as a result of the presentation they have seen. |
|
Curriculum links |
Economic wellbeing and financial capability:
Key concept 1.2: Capability (b) Learning how to manage money and personal finances. |
3.
|
Learning objectives |
Students learn how to apply concepts of financial planning, using knowledge and understanding of personal finance. |
|
Starter
|
Activity 5, Part 1
Students have ten minutes to read the three scenarios and then to write two questions they can ask someone else in the group about the scenario (a simple but effective way to get all students engaged). |
|
Main activity
|
Activity 5, Part 2 Some teacher-led discussion at the beginning would be useful to set the scene and the task requirements.
|
|
Plenary |
'Questioning the answer'. Students work in pairs to create five questions with answers related to personal financial planning.
They take turns with other pairs in the class: one pair gives the answer and the other has to provide a correct question. |
|
Curriculum links |
Economic wellbeing and financial capability:
Key concept 1.3: Risk
Process 2.4: Financial capability Students should be able to: (b) understand financial risk and reward (d) identify how finance will play an important part in their lives and in achieving their aspirations.
|
4.
|
Learning objectives |
Students learn about how the future might look and understand the practical implications of preparing for their future.
Students learn how to work as a team to arrive at a team view that they can justify, drawing on the views of all team members. |
|
Starter
|
Students work in pairs to produce a list based on 'Who would have thought it?' The list must contain at least five SIGINIFICANT inventions or changes that somebody could not have predicted in 1959. Each item needs to have a brief explanation of why the pair thinks it is significant. Examples can include: iPods, internet, extent of foreign travel, a Black US President. |
|
Main activity
|
Students could still work in pairs for the main activity.
Activity 4, Part 1 |
|
Plenary |
The whiteboard is prepared using the same nine categories set out at the bottom of Activity 4. Two pairs come up at a time and record two things they had researched which they did not know before the lesson. This forms a summary document (either printed off the IWB or recorded by the teacher for the next lesson). |
|
Curriculum links |
Economic wellbeing and financial capability:
Process 2.2: Exploration (a) Students should be able to use a variety of information sources to explore options and choices in career and financial contexts |