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This resource asks student to explore the links between identity, culture and heritage - and the impact of this on their place in the economic world.
START
Which student are you going to choose to follow?
Hayleigh, AJ or Josh?
Hayleigh’s story
AJ’s story
Josh’s story
The learning experiences and formative assessment tasks in this resource have been aligned to SOLO Taxonomy to ensure cohesion, constructive alignment, and cognitive stretch for all students. This gives both teachers and students choice throughout the learning and teaching process.
The SOLO taxonomy is aligned to these headings throughout the resource.
Need it / Know it
Relational) Students make connections with their information to make new learning by comparing, analysing, sequencing, explaining, classifying, questioning and analogising. These connections enable students to build new knowledge and understandings by learning about the perspectives and insights of others.
Link it /Think it
Relational) Students make connections with their information to make new learning by comparing, analysing, sequencing, explaining, classifying, questioning and analogising. These connections enable students to build new knowledge and understandings by learning about the perspectives and insights of others.
Extend it / Defend it
Relational) Students make connections with their information to make new learning by comparing, analysing, sequencing, explaining, classifying, questioning and analogising. These connections enable students to build new knowledge and understandings by learning about the perspectives and insights of others.
What you can access here
Teachers
I want to support students in developing their financial capability that meets the objectives and requirements of the national curriculum.
Students
I am a student and want to develop my financial capability.
Resources
Download the teaching and learning resources by theme, year level or learning area.
Support
Are you unsure of where to start, need support downloading the resources or have technical issues please don't hesitate to get in touch with us.
Lesson 6
Someone who has recorded this audio has put label on it
Need It / Know It
Link It / Think It
Extend It / Defend It
Getting started
Define your financial identity. What are your values, attitudes, behaviours, and skills regarding money?
Interview an adult from a different cultural background to yourself. Generate questions to ask them about their values and beliefs about money.
Invite a range of financial experts from your community to talk to the class virtually, or in person. Before you talk, generate five questions about goal setting, managing your money, saving, or managing debt that you would like to ask an expert in personal finance management.
Living a wealthy life
What is wealth? Is it able to be quantified? Use SurveyMonkey to design a survey to find out how your classmates, whānau members, and teachers define wealth. Complete the survey and record and analyse the results.
However you have defined a wealthy life, it is always important to have a plan, in order to get where you want to go. Managing your money involves saving and reducing debt, so that you can achieve the goals you set for your life.
Below are some of the steps you could take, to help you feel more secure. If your definition of living a wealthy life isn’t just about money, then make sure you incorporate all aspects of yor definition into your planning. Complete the following tasks in the order that makes the most sense to you:
Read the Sorted booklet, Goals in English or te reo. Using the goal-setting framework, set some achievable goals for leading a wealthier life. Include examples of a short-term, a medium-term, and a long-term goal you could set for yourself. Develop a financial plan, setting out your goals over a specific timespan. Factor in a plan to monitor progress on these goals. Compare your plan with others, gather feedback and make changes where necessary.
Explain how saving supports individuals and families. In pairs, read the Smith family’s spending plan. Use the Savings calculator tool and see if there are any savings you can make for the Smith family.
Community
Create a demographic profile of your community in regards to wealth. You could gather the data yourself, or use a community profiler like Infometrics. How would you describe the financial identity of your community?
Need It / Know It
Link It / Think It
Extend It / Defend It
Getting started
Define your financial identity. What are your values, attitudes, behaviours, and skills regarding money?
Interview an adult from a different cultural background to yourself. Generate questions to ask them about their values and beliefs about money.
Invite a range of financial experts from your community to talk to the class virtually, or in person. Before you talk, generate five questions about goal setting, managing your money, saving, or managing debt that you would like to ask an expert in personal finance management.
Living a wealthy life
What is wealth? Is it able to be quantified? Use SurveyMonkey to design a survey to find out how your classmates, whānau members, and teachers define wealth. Complete the survey and record and analyse the results.
However you have defined a wealthy life, it is always important to have a plan, in order to get where you want to go. Managing your money involves saving and reducing debt, so that you can achieve the goals you set for your life.
Below are some of the steps you could take, to help you feel more secure. If your definition of living a wealthy life isn’t just about money, then make sure you incorporate all aspects of yor definition into your planning. Complete the following tasks in the order that makes the most sense to you:
Read the Sorted booklet, Goals in English or te reo. Using the goal-setting framework, set some achievable goals for leading a wealthier life. Include examples of a short-term, a medium-term, and a long-term goal you could set for yourself. Develop a financial plan, setting out your goals over a specific timespan. Factor in a plan to monitor progress on these goals. Compare your plan with others, gather feedback and make changes where necessary.
Explain how saving supports individuals and families. In pairs, read the Smith family’s spending plan. Use the Savings calculator tool and see if there are any savings you can make for the Smith family.
Community
Create a demographic profile of your community in regards to wealth. You could gather the data yourself, or use a community profiler like Infometrics. How would you describe the financial identity of your community?
Implementation
The design of this resource allows for a differentiated curriculum approach.
Depending on your classroom approach, teachers can select learning activities that meet their 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 Learning Schedule, add their intended learning outcomes onto this document, and place it on the school LMS system.
Begin each lesson with the Question Generator or Thinklinkers as a “hook-in” learning activity.
Accordion block
Need it / Know it
Relational) Students make connections with their information to make new learning by comparing, analysing, sequencing, explaining, classifying, questioning and analogising. These connections enable students to build new knowledge and understandings by learning about the perspectives and insights of others.
Link it /Think it
Relational) Students make connections with their information to make new learning by comparing, analysing, sequencing, explaining, classifying, questioning and analogising. These connections enable students to build new knowledge and understandings by learning about the perspectives and insights of others.
Extend it / Defend it
Relational) Students make connections with their information to make new learning by comparing, analysing, sequencing, explaining, classifying, questioning and analogising. These connections enable students to build new knowledge and understandings by learning about the perspectives and insights of others.
Sorted Question Generator
The question generator randomly generates questions to promote discussions.
Learning Areas
This resource is designed as an integrated, cross-curricular resource, supporting the theme, Identity. It can be used in multiple ways to support teaching and learning. Resources are available for:
Social sciences
Maths and statistics
English
Technology
Supporting Resources
Teachers and students can select from this range of tools and resources:
Debt Empire
Download the app The Debt Empire from Apple Store or Google Play. Debt Empire is a gaming…
Future Briefs
A collaborative problem solving approach for groups of students to find solutions to financial issues …
Glossary
The Sorted in Schools glossary enables students to hover over words to show definition.
Infographics
The infographics, based on goal setting, managing your money, savings and debt have been …
Needs and Wants
There are two separate needs and wants resources. These are discussion tools to be used in a …
PowerPoints
Goal setting, budgeting, savings and managing your money Powerpoint resources, are designed …
Question Generator
The question generator randomly generates questions to promote discussions.
Spending Diary
Students are asked to keep a spending diary over a one week period with a follow up activity the following week.
Thinklinkers
A global perspective and deeper questioning learning experiences for students. Thinklinkers and teacher guide.
Student Learning Schedule
Students download onto a LMS so that they can personalise their learning.
Interactive video: Good Choices
An interactive series of videos that invite viewers to pause and ponder how they would react in the same situation as the actors.
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