Financial identity is defined as the values, knowledge, skills and behaviours that influence how people manage money/moni to build personal or collective financial wellbeing.
This financial identity resource is designed to give you flexibility and choice. There are a range of resources to choose from, so schools and teachers can design programmes that allow:
Learning outcomes can be adapted to reflect the distinct characteristics of students' lives, communities and aspirations. There are also supporting resources available, see further down for direct links.
This is an integrated, cross-curricular resource package, supporting the theme of financial identity . The resources are intended for use across a range of learning areas and can be adapted to suit the requirements of different achievement objectives. They are structured around Sorted's themes of saving/te whakaputu, debt /nama, goals, and managing my money which can be easily identified by their theme colour as shown below. Some activities as part of the financial identity resource fit within all Sorted themes and can be identified by the colour orange.
Students explore the links between identity, culture and heritage – and the impact of this on their place in the economic world. Students can invite community input to explore a range of values and perspectives, consider responses and decisions, and explore what it means for themselves and their community.
The learning experiences and formative assessment tasks in this resource package are aligned to SOLO Taxonomy to ensure cohesion, constructive alignment and cognitive stretch for all students. This gives teachers and students choice throughout the learning and teaching process.
The resources allow for a differentiated curriculum approach. Depending on your classroom approach, you can select learning activities that meet your student learning outcomes, or students can select their own learning pathways and choose how they will present their work. They are encouraged to work at their own pace.
Once students go through the plan and highlight selected learning experiences aligned to their learning outcomes, they can download the Student Weekly Learning Schedule, add their intended learning outcomes onto this document and place it on the school LMS system.
Teachers and students can select from this range of tools and resources:
Download the app The debt/nama Empire from Apple Store or Google Play. debt/nama Empire is a gaming app that can help students understand the concept of debt/nama. A teacher guide is available for additional suggestions.
A collaborative problem solving approach for groups of students to find solutions to financial issues that occur in a future setting. There are three future briefs and a teacher guide. If you do not want to use this as a problem solving activity you could read it as a “hook-in” activity or as a narr
The Sorted in Schools glossary enables students to hover over words to show definition.
The infographics, based on goal setting/whāinga paetae, managing your money/moni, saving/Te whakaputu and debt/nama have been designed to be printed and displayed in your classroom for student reference.
There are two separate needs and wants resources. These are discussion tools to be used in a group setting to promote understanding and new insights. These are linked into the resource but can be used separately. Instructions for students are included on the resource.
Goal setting/whāinga paetae, debt/nama, saving/Te whakaputu and managing your money/moni Powerpoint resources are designed to give students a reference for the key messages.
Students are asked to keep a spending diary over a one week period with a follow up activity the following week.
An interactive series of videos that invite viewers to pause and ponder how they would react in the same situation as the actors.
Students can download the Student Weekly Learning Schedule onto a LMS so that they can personalise their learning.
A global perspective and deeper questioning learning experiences for students. Thinklinkers and teacher guide.
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