The cross-curricular theme of financial capability supports the vision of The New Zealand Curriculum by providing a learning context for students to become:
Supporting students to become responsible, confident and independent managers of money/moni will enable them to live, learn, work and contribute as active members of their communities.
While each school has its own set of values, the examples below indicate how financial capability relates to a wide range of values.
Setting financial goals/whāinga paetae and increasing effort for greater reward
Thinking creatively and critically about financial problems, systems and solutions
Recognising the impact of different cultural norms and expectations around money/moni and in offering support to those in need
Demonstrating fairness and understanding in all financial transactions
Sharing resources, skills and knowledge
Exploring how the concepts of kaitiakitanga and waahi tapu affect financial decision-making
Recognising and managing responsibilities when making financial decisions
Showing respect for different financial goals/whāinga paetae and circumstances
What is the relevance of the curriculum principles within our school context regarding the teaching and learning of financial capability?
Financial capability easily lends itself to authentic and motivating contexts for learning, and provides opportunities for engaging with parents, whānau and the wider community.
Questions to examine financial capability and community engagement in your school context
Building financial capability encourages links across learning areas and provides opportunities for authentic, real-life learning. It provides students with life skills, as well as opening pathways for further learning.
Questions to examine financial capability and coherence in your school context
The curriculum encourages students to look to the future by exploring such future-focused issues as sustainability, citizenship, enterprise and globalisation. Students can explore how financial capability contributes to community participation and manaakitanga; sustains and maintains a wealthy life; influences not only personal financial goals/whāinga paetae and actions, but their role as a global citizen.
Questions to examine financial capability and future focus in your school context
Developing the skills needed to become financially capable requires students to reflect, question, set goals/whāinga paetae and be critical, active learners. Looking for best-fit solutions, revisiting and refining decisions, and identifying where expert help is needed are key aspects of both financial capability and the "learning to learn" principle.
Questions to examine financial capability and learning to learn in your school context
The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people. Financial capability can look different to different people in different contexts. This may be seen in the way resources are shared, wealth is created and money/moni is spent.
Questions to examine financial capability and cultural diversity in your school context
The New Zealand Curriculum describes the key competencies that young people need to be successful in the 21st century. These are competencies that all people need "to live, learn, work, and contribute as active members of their communities." (New Zealand Curriculum)
Learners can set goals/whāinga paetae and make plans for the short and long term. They are aware of how changes in circumstances impact their management of finances and can take responsibility for their financial decisions.
Learners are responsive to other perspectives and can gain insights into the varying ways that individuals or groups manage their personal finances, or the ways that money/moni is thought about and managed within collective or cultural settings. They are able to collaborate with others in different financial settings and go to experts and members of their community and whānau for advice.
Learners can make more informed choices around spending and savings/te whakaputu habits and can respond to changes in circumstances. They can question and make connections to their own situation, and know why it is important to be an active participant in their own financial future.
Learners can share new understandings with peers, whānau or their community. They are able to share their resources and make financial decisions to help others. They can work with others and respect different financial values.
Learners can gather financial information from a variety of sources and contexts, and interpret that information according to their needs.
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