Methodological materials of the training course on financial literacy for students in the main programs of vocational training. Financial Literacy Program Financial Literacy Day Work Program
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TwitterThe program of the elective course "Fundamentals of Financial Literacy" for students in grades 10-11 to create a developing space that contributes to the formation of universal educational activities for schoolchildren on the economic content of education with the introduction of the federal state educational standard of secondary general education (FSES SOO).
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AGREED deputy director for water resources management N.V. Kuznetsova | APPROVED the decision of the pedagogical council No. ________ dated __________________ 2017 Director of MOU secondary school No. 3 E. S. Nurbekyan |
Considered at a meeting of the school MO social science
Minutes No. ______ dated "____" _________________ 2017
Head of the Ministry of Defense ________________ M.Ya.Osipova
WORKING PROGRAMM
elective course
"FUNDAMENTALS OF FINANCIAL LITERACY"
(grade 10-11)
teacher of history and social studies
MOU secondary school №3
Explanatory note
1 Purpose of the program
The program of the elective course "Fundamentals of Financial Literacy" for students in grades 10-11 for creating developing space that contributes to the formation of universal educational actions of schoolchildren on the economic content of education with the introduction of the federal state educational standard of secondary general education (FGOS SOO).
2. Relevance and expediency of the course
The socio-economic development of the country and its regions is characterized by dynamic processes in various sectors of life. The process of synchronization of the development of sectors of the economy and the social sphere, as well as all state institutions, is significantly influenced by the state of financial literacy of the population.
Financial literacy is a complex area that involves understanding key financial concepts and using that information to make smart decisions that promote economic security and people's well-being. These include making spending and saving decisions, choosing appropriate financial instruments, budgeting, and saving money for future goals, such as getting an education or a secure life in adulthood. It is important to note that financial literacy implies the need to respond effectively to constantly changing personal and external socio-economic and political circumstances. The generalized concept of financial literacy is defined as the ability to effectively use knowledge and skills in managing financial resources to achieve financial well-being. In other words, an individual, on the basis of the information he has received about existing financial products, uses it in the process of making a decision on whether to receive financial services or provide them.
It is obvious that increasing financial literacy is provided by financial education and protection of the rights of consumers of financial services. In this regard, it can be argued that the reason for the low financial literacy of the population is the system of financial education that is inadequate to modern requirements.
According to the National Financial Research Agency (NAFI), which regularly measures the level of financial literacy of the Russian population, its level can be characterized as low.
Consumers of financial services, unlike the consumer of ordinary goods, do not have sufficient competence and do not know where they can get reliable and understandable information, for example, about switching to funded pension insurance, about the state and advantages of the financial market, making an independent decision on choosing a management company for the funded part of the pension often becomes an insoluble problem.
It would seem that the insurance system that has existed for many years is widely used by the population, however, studies show that about 20% of the population, when buying financial services, did not read the contract or did not fully understand its meaning, but signed it anyway; 14% of the adult population does not know how to use payment terminals, one in ten does not know about this possibility at all or does not have a payment terminal within walking distance. Today less than 2% of Russians invest their money in stocks, bonds and other financial instruments.
Less than half of the population (45%) keep track of personal finances, and even fewer (32%) are able to discern the simplest signs of a financial pyramid. According to a NAFI survey conducted in April 2011, 78% of surveyed consumers did not know anything about the law “On the National Payment System” that came into force, which regulates electronic payments.
A low level of financial literacy leads to negative consequences for consumers of financial services, hinders the development of financial markets, undermines confidence in financial institutions and in general government policy in this area, causes an additional burden on the budget, and leads to a slowdown in economic growth.
From the point of view of the economy as a whole, the insufficient level of knowledge in the field of financial services means a low degree of involvement of the general population in their consumption, and, therefore, limits the level and quality of savings and investments that determine the potential for economic growth.
Financial education of young people contributes to the adoption of competent decisions, minimizes risks and, thus, can increase their financial security. Poor financial literacy and lack of understanding in the area of personal finance can lead not only to bankruptcy, but also to illiterate retirement planning, vulnerability to financial fraud, excessive debt, and social problems, including depression and other personal problems.
The goal of financial education for young people is to deliver understandable, high-quality information about financial instruments "just in time" to every consumer who needs it.
Financial literacy is a set of abilities that, although acquired in the process of financial education at school and university, are mastered and tested in practice throughout life.
Considering financial literacy and investment culture as a component of the socio-economic competencies of a modern person, the main goal of the proposed manual is to help the teacher in developing practical skills in using financial instruments in today's teenagers and youth. The main educational and educational task is to prepare young people for life in the real conditions of a market economy, to teach them how to effectively use the opportunities provided by modern society, including financial services, to improve their own well-being and success in general.
It is the mastery of the basics of financial literacy that will help students apply the acquired knowledge in life and successfully socialize in society.
The content of the program significantly expands and supplements the knowledge of high school students about managing the family budget and personal finances, the functioning of the stock market and the banking system, obtained during the study of basic courses in social science and technology, and the implementation of creative work, practical tasks and the final project will allow teenagers to gain experience in making economic decisions in areas of personal finance management, apply the acquired knowledge in real life.
In addition, tasks with financial and economic content are included in the materials of the final certification for the course of the basic school, the Unified State Examination.
Based on this, Federal state educational standard of educationdefines as the main results -subject, meta-subject, personal results.
The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement,which is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and preserved in close connection with the active actions of the students themselves.
Universal learning activities (UCA) are generalized activities that provide the ability to learn.Generalized actionsa wide transfer is characteristic, i.e. a generalized action formed on the specific material of any subject can be used in the study of other subjects. IN this connection, the implementation programs "Fundamentals of financial literacy",acts as a developing space contributing to the formation of universal educational actions of schoolchildren on the economic content of education.
The feasibility of the Fundamentals of Financial Literacy programconsists in mastering various (in accordance with the Federal State Educational Standards) types of activity (independent project, research activities, etc.) by students in an educational institution should be built in the form of purposeful systematic work at all levels of education.
3. Target audience
Students of grades 10-11 participate in the implementation of this course.
4. Goals and objectives of the implementation of the program "Fundamentals of financial literacy"
In order to teach schoolchildren activities in accordance with the Federal State Educational Standard, the program "Fundamentals of Financial Literacy" has been developed.
The novelty of this programis the focus of the course on the formation of financial literacy of high school students, based on building a direct connection between the knowledge gained and their practical application, understanding and use of financial information. At the moment and in the long term, and focuses on the formation of responsibility in adolescents for financial decisions, taking into account personal safety and well-being.
Distinctive featureprogram of this elective course is that it is based onsystem-activityapproach to learning, which provides an active educational and cognitive position of students. They form not only basic knowledge in the financial sector, but also the necessary skills, competencies, personal characteristics and attitudes in accordance with the latest generation of the Federal State Educational Standard.
the main task teaching economics at the present stage - the focus of learning to achieve a specific end result.
It determined objectives of this course:
Promoting the formation of reasonable financial behavior of high school students, their responsible attitude to personal finances, increasing financial security and the effectiveness of protecting their interests as consumers of financial services.
Tasks:
- inform schoolchildren about the main financial instruments and services available to the entire population of the country;
- show real opportunities to increase personal financial security and increase the level of material well-being of the family;
- to promote the formation of a new type of thinking in schoolchildren, containing attitudes towards active economic behavior that corresponds to their financial capabilities;
- to teach schoolchildren the basics of personal financial planning and the formation of balanced family budgets, which allow them to increase their financial independence and material well-being based on the optimal use of personal funds and internal reserves of family consumption.
5. Methods and forms of education
Since the teaching method is a generalizing model of the interconnected activity of the teacher and students and it determines the nature (type) of students' cognitive activity, the teaching methods are implemented in the following forms of work:
- Excursions.
- Games.
- Use of technical training aids, Internet resources.
- Working with sources of economic information.
- Interactive technologies.
- Individual work.
The principle of selecting material in accordance with the specifics of the audience is associated with the need to highlight those topics that will contribute to the formation of a financial culture, the development of basic financial concepts and the development of basic skills for effective and responsible management of a personal budget, practical skills for making responsible decisions necessary for the orientation and social adaptation of students to the ongoing changes in the life of Russian society, as well as for the professional orientation of graduates.
In the classroom, it is necessary to use game moments, group, individual, collective, research and project forms of work.
The course "Fundamentals of Financial Literacy" has an integrated character, which is carried out by interdisciplinary connections with mathematics (solving mathematical problems with economic content), history (for example, the history of money, etc.), social science (fundamentals of economics), technology.
Assessment of learning outcomes
Students undergo a procedure for assessing learning outcomes in the form of final computer testing. The test consists of 20 tasks of varying difficulty. Differentiation in the preparation of the test allows each student to complete tasks at the level of his abilities.
To test the practical part of the program, students defend financial literacy projects.
Criteria for evaluating results
1. Testing. The task is considered completed if the student marked the correct answer. A completed task is worth 1 point, an unfulfilled task is 0 points. Assessment for completing test tasks (if the student scored 12 points, the work is considered completed):
"excellent" - 18-20 points;
"good" - 15-17 points;
"satisfactory" - 12-14 points;
"satisfactory" less than 12 points.
2. Protection of the project. The defense procedure provides for a student's report on the materials of the project (research) with a presentation (5-7 minutes).
The report should be carefully thought out and rehearsed as an oral presentation. You should not do it "on a piece of paper", reading the text; the only exception can be the reading of digital data and the final conclusions of the report. You should not overload the report with review and borrowed materials, it is better to focus on your own research and results. List of possible forms of presentations.
- Speech at scientific and practical conferences, socio-economic advertising, video presentations, etc.
6. Planned learning outcomes
Subject Resultsstudying this course is the acquisition by schoolchildren of competencies in the field of financial literacy, which are of great importance for the subsequent integration of the individual into the modern banking and financial environment. In addition, the study of the course will allow students to develop the skills to make competent and informed financial decisions, which will ultimately help them achieve financial independence and success in business.
Metasubject Results– development of analytical abilities, decision-making skills based on a comparative analysis of savings alternatives, planning and forecasting future income and expenses of the personal budget, management skills.
personal resultsstudying the course should be considered the education of motivation to work, the desire to build one's future on the basis of goal-setting and planning, responsibility for the present and future of one's own financial well-being, the well-being of one's family and the state.
In this way , the elective course contributes to the student's self-determination in life, which increases his social and personal significance, and is relevant both in terms of training qualified personnel and for the student's personal development.
7. The activities of a teacher working according to the Federal State Educational Standard, and the functional responsibilities of participants in the system of specialized education
Organizational, methodological activities of a teacher working according to the Federal State Educational Standard, and the functional responsibilities of participants in the education system, as well as the procedure for interaction between them are presented in the tables. 1,2:
Table 1.
when organizing activities with children
Subject of activity | The activities of a teacher working according to the Federal State Educational Standard |
Preparing for classes | He uses a scenario plan that gives him freedom in choosing the forms, methods and methods of teaching. |
Main stages of activity | Independent activity of students. |
The main goal of the teacher | Organize activities for children:
|
Formulation of tasks for students (definition of children's activities) | Formulations: analyze, prove (explain), compare, symbolize, create a diagram or model, continue, generalize (draw a conclusion), choose a solution or a solution, explore, evaluate, change, invent, etc. |
Form of occupation | Group, individual. |
Non-standard teaching | Classes are taught by two and/or several teachers. |
Interaction with students' parents | Awareness of parents of students. They have the opportunity to participate in the educational process. Communication between the teacher and the parents of schoolchildren can be carried out using the Internet. |
Educational environment | It is created by students (children make educational material, conduct presentations). |
Learning Outcomes | Not only subject results, but also personal, meta-subject ones. |
Portfolio creation. |
|
Focus on self-esteem of the student, the formation of adequate self-esteem. |
|
Accounting for the dynamics of children's learning outcomes relative to themselves. |
Table 2.
Subject of activity | The activities of students in accordance with the Federal State Educational Standard |
Kind of activity | Active actions |
Independent search for a solution to the problem |
|
Independent selection of the necessary information resources |
|
Use of Internet resources independently |
|
Clarification of the question (students ask questions in order to clarify, explain the details of the task) |
|
Group work (the communicative competence of children is significantly developed, they freely interact in groups). Ability to apply group rules |
|
The range of training materials has been significantly expanded (ICT tools, etc.) |
|
Independent activity of children in the classroom is carried out mainly to achieve the goal. |
|
The teacher organized the activities of children:
|
|
Student-teacher interaction | Active involvement of students in the educational process; gradual building of subject-subject relations |
Children are given the opportunity to perform the task in a variety of ways; students freely express their thoughts, prove their point of view, are not afraid to express opinions that are opposite to the teacher’s opinion |
|
learning outcomes | Children can independently acquire knowledge, skills and abilities, are able to apply knowledge in practice, are able to act in non-standard situations. |
Evaluation of the activities of students | The teacher forms an adequate self-esteem of children; students are familiar with the assessment criteria (at the initial stage), they have experience in self-control and self-assessment |
8. Psychological and pedagogical principles on the basis of which the
- compliance with the age characteristics of students;
- continuity with technologies of educational activity;
- reliance on traditions and positive experience in organizing extracurricular activities;
- reliance on the values of the system of educational work of an educational institution;
- free choice based on the personal interests and inclinations of the child;
- accessibility and visibility;
- connection of theory with practice;
- a combination of individual and collective forms of activity.
9. Social partnership
Classes involve the design and implementation of initiatives to develop interaction with the social partners of an educational institution. The content of the elective course "Fundamentals of Financial Literacy" provides for the involvement of such social partners as the branch Sberbank of Georgievsk , Tax office, Georgievsk , Russian Pension FundGeorgievsk, Ministry of Finance of the Stavropol Territory, Stavropol State Agrarian University,Main Directorate of the Central Bank of the Russian Federation for the Stavropol Territory.
"Fundamentals of Financial Literacy"
Mastering the content of the elective course "Financial Literacy" is carried out based on interdisciplinary connections with the courses of the basic level of social science, history, technology, mathematics, subjects of the regional component.The course program is designed for 2 hours per week (70 hours per year)
Topic 1. Banking products (10 hours)
Banking system. Credit: why you need it and where to get it. Which loan to choose and what conditions to prefer. Types and principles of lending. Mortgage credit lending. Credit bureau. What is a borrower's credit history? Calculations of the amount of payments for various types of loans. Types of deposits and bank.
Topic 2. Settlement and cash operations. (2 hours)
Convertibility of the national currency. Exchange rates. Choice of bank card. Types of bank cards
Topic H. Insurance: what and how to insure. (7h).
The insurance market of Russia: briefly about the main thing. Property insurance as: to protect the acquired fortune. Features of personal insurance Types of insurance products. If damage is caused to third parties. Trust, but verify, or some tips on choosing an insurer. About retirement literacy.
Topic 4. Fundamentals of taxation. (8 hours)
The system of taxation in the Russian Federation. Classification of taxes. Principles of taxationWhat are taxes and why they must be paid. Fundamentals of taxation of citizens. Rights and obligations of taxpayers. Tax office. Tax deductions, or how to return taxes to the family budget.
Topic 5. Personal financial planning. (8 h)
The role of money in our life. Risks in the world of money. Financial pyramid, or how not to get into the network of scammers. Types of financial pyramids. Virtual traps, or how not to lose money when working on the Internet. Family budget. Personal budget. How to make a personal financial plan. Protection of individual financial projects.
Final course control.
11. Calendar-thematic planning
Topic of the lesson | Qty hour | Lesson type | Summary | Planned results |
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Section I. Banking products 10 hours |
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Basic concepts of lending. Types of loans. | Discovery of new knowledge | Types of loans. Mortgage credit lending. Lending principles | Distinguish between types of loans |
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Loan conditions. | Discovery of new knowledge | Required documents for a loan | Learn to analyze and compare loan conditions in different banks |
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What is a borrower's credit history? | Combined lesson | Federal law "On credit histories". Credit bureau, credit history | Formation of a conscious need to comply with payment discipline in order to avoid personal bankruptcy, search for legitimate ways to solve possible problems together with the bank |
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Calculations of the amount of payments for various types of loans. | Workshop | Types of payments on loans | Know how to calculate the amount of payments for various types of loans |
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Types of deposits. | Discovery of new knowledge | Bank deposits: types, features and profitability | Give examples of types of bank deposits |
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Deposit conditions. | Combined lesson | Methods for calculating interest on deposits | Calculate simple and compound interest on a deposit |
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Bank selection. Opening a deposit. | Workshop | Bank reliability criteria. Conditions for opening a deposit | ||||||||||
Excursion to the bank | Excursion | Information about the bank and banking products | ||||||||||
Section II. Settlement and cash operations 2 hours |
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Exchange rate. | Discovery of new knowledge | Convertibility of the national currency. National currency. Exchange rates | Solving cognitive and practical problems that reflect typical economic situations |
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Bank cards. | Discovery of new knowledge. | Choice of bank card. Types of bank cards (debit and credit) | The use of plastic cards in settlements and payments, the difference between debit and credit cards |
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Section III. Insurance 7 hours |
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Types of insurance in Russia. | Discovery of new knowledge | The concept of insurance. Policyholder. Insurance. Insurer. Insurance contract. Leading insurance companies in Russia | Assessment of the role of compulsory and voluntary insurance in human life |
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Property insurance. | Combined lesson. | Citizens' property insurance. | Analysis of the insurance contract, the responsibility of the insurer and the policyholder. |
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15-16 | Personal insurance. | Combined lesson | Features of personal insurance | Algorithm of the behavior of the insured in the conditions of the occurrence of an insured event |
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Insurance products. | Combined lesson | Types of insurance products | Drawing up a table "Insurance products taking into account the interests of the insured" |
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Choosing an insurance company. | Workshop | Information about the insurance company and provided insurance programs | Calculation of the insurance premium depending on the sum insured, tariff, term of insurance and other factors |
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Excursion to the insurance company | Excursion | Information about the insurance company | ||||||||||
Section IV. Fundamentals of taxation 8 hours |
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Tax Code of the Russian Federation. | Discovery of new knowledge | Studying the tax legislation of the Russian Federation. The structure of the tax system of the Russian Federation | Formation of basic knowledge about the tax system of the Russian Federation as an instrument of state economic policy |
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Types of taxes in the Russian Federation. | Discovery of new knowledge | Classification of taxes in the Russian Federation. Principles of taxation | Drawing up a scheme “Taxes and their types” |
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22-23 | Tax incentives in the Russian Federation. | Discovery of new knowledge | Appointment of tax incentives. The procedure and grounds for granting tax benefits | Calculating the amount of individual income tax payments |
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Duty and responsibility of taxpayers. | Discovery of new knowledge | Rights and obligations of the taxpayer, tax authorities | Awareness of the responsibility of the taxpayer and the importance of compliance with tax discipline |
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25-26 | Tax inspector. | business game | Functions of taxes. Tax deduction. Local taxes | Calculation of the tax deduction for personal income tax. VAT calculation |
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Excursion to the tax office. | Excursion | Information about the tax inspection. Department of accounting and work with taxpayers | Completing the main sections of the tax return |
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Section V. Personal financial planning 8 hours |
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The role of money in our life. | Discovery of new knowledge | Money. Financial planning. Nominal and real incomes | Formulation of financial goals, preliminary assessment of their feasibility |
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Family budget. | Discovery of new knowledge | The structure of the family budget. Sources of family income | Family budgeting |
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Personal budget. | Workshop | Personal budget. Deficit. Surplus. Balance | Drawing up a current and prospective personal financial budget |
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Personal financial goals. | Workshop | Personal financial goals, preliminary assessment of their achievability | Development of a strategy for reducing the expenditure side of the personal budget and increasing its revenue side (on specific examples) |
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Drawing up a personal financial plan. | Lesson - project | Personal financial plan (PFP). Stages of LFP construction | Personal financial plan |
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Protecting your personal financial plan | Submission of a personal financial plan | Individual project "Personal financial plan" |
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34-35 | Final lesson | Final lesson | Final testing.(Attachment 1) Protection of research and creative projects | Passing the test. Individual project |
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- List of recommended educational publications, additional literature
main sources
- Civil Code of the Russian Federation
- Zelentsova, A. V. Improving the financial literacy of the population: international experience and Russian practice / A. V. Zelentsova, E.A. Bliskavka, D. N. Demidov. – M. : KnoRus, 2012.
- Bokarev, A. A. Raising the level of financial literacy of the population in the Russian Federation / A. A. Bokarev // Finance. - 2010. - No. 9..
- Tax Code of the Russian Federation
- Prutchenkov A. Personal financial security. How it can be ensured: ["school financial week": teaching financial literacy to schoolchildren, parents and teachers] / A. Prutchenkov // Public education. - 2008. - No. 10.
additional literature
- Zavyalov, S. S. Increasing the financial literacy of the population: the experience of the Bank of Russia Main Department for the Kurgan Region / S.S. Zavyalov // Money and Credit. - 2008. - No. 9.
- Karpunin, M. A. "Own money" - a project to improve the financial literacy of the population / M. A. Karpunin // Money and credit. - 2008. - No. 2.
- A.P. Arkhipov ABC of insurance: For grades 10-11 of educational institutions M.: Vita-Press, 2010
- V.S. Antonomov "Introduction to Economics". Textbook for grades 10-11, M .: Vita-press, 2014
5. Yu.V. Brekhova, D. Yu. Zavyalov, A. P. AlmosovFinancial literacy. 10-11 grades. Training programM.: Vita-Press, 2016
6.N.I. Berzon Fundamentals of financial economics. Tutorial. 10-11 grades M .: Vita-Press, 2011
- A. Goryaev, V. Chumachenko Financial literacy M.: United Press, 2012
- I.V. Lisits "Economics, 1-2 part. Textbook for grades 10-11, M .: Vita-press, 2014
- N. Rozanova Bank: from the client to the president: A textbook on an elective course for grades 8-9 M .: Vita-Press, 2008
- V.S. Savenok How to make a personal financial plan and how to implement it M.: Mann, Ivanov and Ferber, 2011
13. Site annotation
1. Financial diploma. ru - www.fin-gramota.ru
Website of the Center for Financial Literacy. A user-friendly interface allows the user, depending on age, gender and interests, to select the section of the site where the necessary information is presented. The content and thematic sections of the site will help those who wish to improve their financial culture.
2. Personal Finance Academy www.homecredit.ru
Home Credit Bank website. Of interest is the section "Academy of Personal Finance", designed to help the site visitor navigate the world of banking products and services. In this section you can find information that will be useful when choosing banking products.
3. my smart money- www.visa.com.ru
Website of the Visa Corporation, which created the world's largest network of retail electronic payments. Visitors to the site will find advice on budget planning and banking services here. But special emphasis is placed on plastic cards - their types, features of their use, rules for the safe use of cards.
- ICFO - http://mmcfo.ru
Website of the Youth Center for the Study of Financial Transactions - a regional youth public organization created to provide young people with practical skills in the field of economics and finance. The site provides a variety of information about the stock market and its instruments, recommendations for a novice investor, trading platforms for working on the stock market via the Internet. But of particular interest is the section on competitions organized by the ICFR among young investors - schoolchildren and students.
- School of Personal Finance- www.familyfinance.ru
The site of Galina Ostrikova from Voronezh attracts with its thematic and information richness. Focused primarily on parents who are invited to "visit" the Lessons of a Healthy Attitude towards Money: Deficit-free thinking and How to control cash flows, How to live within your means and How to save money ... And also a lot of other useful information.
- Scrooge's Disciples - ycheniki-skrudja.com
The site is dedicated to financial education. Topics range from a personal financial plan and family accounting to investments in the stock market and the real estate market. Extensive library of books, articles, audio books and videos on financial literacy.
- Available about money- www.moneybasics.ru
The site was created with the support of GI Money Bank as a continuation of the corporate social responsibility program based on the principles of Responsible Lending. And it is dedicated, first of all, to bank loans - consumer loans, mortgages, credit cards.
- Fundamentals of financial literacy www.finbas.ru
Guide to the work of individuals with financial institutions - banks, brokers, mutual funds and OFBU. Acquaintance with financial instruments - deposits, securities. Investments in the stock market and in alternative financial instruments - commemorative coins and precious metals.
- The first financial portal of the Krasnodar Territory- www.finances26.ru The portal is aimed primarily at residents of the Krasnodar Territory and is designed to help them in choosing one or another regional financial company. A significant place in the materials of the portal is given to the topic of increasing the financial literacy of the population: lending and pension savings, mortgages and real estate transactions.
- ABC of Finance - www.azbukafinansov.ru
The creators of the site sought to help people of all ages and wealth acquire knowledge and skills that will help them make informed financial decisions. The site is thematically divided into several sections, each of which is focused on its audience: "for the School" - will be useful to teachers and students; "for the House" - to the adult population; "for work" - to entrepreneurs and employers; “for the Organization” - to partners and potential participants in the financial literacy program.
- financial literacy- myfinance.ane.ru
The site was created by a group of developers of the Academy of National Economy under the Government of the Russian Federation in order to improve the financial literacy of Russian citizens. How to make financial decisions? Which loan to choose? Where to invest free funds? Which mortgage option to use to purchase a home? How to insure yourself, your loved ones and your property? The answers to these questions will be found by visitors to the site.
Methodical applications
ATTACHMENT 1
Final testing (1 hour)
Test to control knowledge and skills
Knowledge control is carried out in the form of standardized and time-limited electronic tests.
Type of used control and measuring materials - traditional tests, which contains a list of questions and various possible answers.
Test: complete multiple choice questions (with one or more correct answers) |
Conditions for completing the task: 1. Maximum task completion time: 30 min. 2. You can use information and communication technologies. Choice questions Question number 1. What is a financial plan? Answer options: 1) fulfillment of your desires; 2) it is a diagram that displays your financial situation at a certain moment; 3) an assumption about what might happen in the future. Question number 2. What is a budget? Answer options: 1) the amount you need to save to achieve your medium-term goal; 2) Your monthly expenses; 3) a plan showing how to spend, save and invest the money you earn. Question number 3. The medium term goal is: Answer options: 1) You want to reach it within the next year; 2) You want to achieve it within the next five years; 3) it may take you five years or more to achieve it. Question number 4. Assets are: Answer options: 1) rent; 2) bank deposits; 3) bank loan. Question number 5. The tax rate is set as follows: Answer options: 1) tax period; 2) interest; 3) hard sums. Question number 6. The tax return is submitted to the tax office: Answer options: Question number 7. Simple interest calculation. You put 20,000 rubles into a savings account at 10% per annum, then by the end of the first year you will earn: Answer options: 1) 1000 rubles; 2) 2000 rubles; 3) 4000 rubles. Question number 8. Simple interest calculation. You put 20,000 rubles into a savings account at 10% per annum, then by the end of the second year you will earn: Answer options: 1) 1000 rubles; 2) 2000 rubles; 3) 4000 rubles. Question number 9. Simple calculation of compound interest. You put 20,000 rubles into a savings account at 10% per annum, then in two years the bank will have: Answer options: 1) 21,000 rubles; 2) 22000 rubles; 3) 24200 rubles. Question number 10. The funded part of the pension is formed from citizens: Answer options: 1) older than 1955 year of birth; 2) born in 1967 and younger; 3) from 1980 year of birth. Question number 11. Financial "airbag" -: Answer options: 1) mandatory contingency cash reserve; 2) investment in shares; 3) credit card. Question number 12. Real estate is: Answer options: 1) a highly liquid asset; 2) a low-liquid asset; 3) all answers are correct. Question number 13. Property tax deductions are provided for the sale of property and the acquisition or construction of property: Answer options: 1) when selling property; 2) when acquiring property; 3) during the construction of property; 4) all answers are correct. Question number 14. Professional tax deductions are provided by: Answer options: 1) individual entrepreneurs; 2) individuals who receive income from the performance of work (provision of services) under civil law contracts; 3) persons receiving remuneration under copyright agreements or remuneration for the creation, performance or other use of works of science, literature and art; 4) all answers are correct. Question number 15. Effective ways to reduce the debt burden and debt ratio: Answer options: 1) reduce costs; 2) earn more money; 3) borrow money from friends. Question number 16. According to Art. 138 of the Labor Code of the Russian Federation, the amount of all deductions from salary in repayment of a loan should not exceed: Answer options: 1) 30% of it; 2) 50% of it; 3) 70% of it. Question number 17. Telebanking is: Answer options: 1) account management by phone; 2) work with the account through a personal computer; 3) settlement transactions via the Internet; 4) account management using portable devices. Question number 18. The budget surplus is: Answer options: 1) losses; 2) profit; 3) expenses. Question number 19. Investment assets have the purpose of: Answer options: 2) maintaining the standard of living; 3) all answers are correct. Question number 20. Consumer assets have a purpose: Answer options: 1) receipt of current income and / or income due to the increase in value during the subsequent sale; 2) maintaining the standard of living; 3) all answers are correct. |
Keys to the test
№1 - 2 | №11 - 1 |
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№2 - 3 | №12 - 2 |
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№3 - 2 | №13 - 4 |
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№4 - 2 | №14 – 4 |
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№5 – 2,3 | №15 – 1,2 |
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№6 - 1 | №16 - 2 |
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№7 - 2 | № 17 - 1 |
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№8 - 3 | №18 -2 |
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From this book, students will learn about the world of money: how and where they came from, what they are, what is the difference between cash and non-cash money, what is a family budget and why it is important to plan it correctly, how people increase their incomes, how to protect themselves from scammers and about many other things.
The materials are designed to familiarize adolescents with the basics of rational financial behavior - how to reasonably organize and optimize the future family budget, what should be done to increase personal and family well-being, why it is important to foresee the possibility of financial losses and how to minimize them, how to learn how to manage your finances from an early age in order to have a comfortable life. old age, etc. 
The manuals in an accessible form outline the main aspects of personal finance management, taking into account current trends in the development of the financial sector of the economy and current legislation. The tasks contained in the manual are aimed at developing the cognitive activity of students, independence and initiative in the field of personal finance management. 
The manual contains a mathematical description of issues traditional for financial literacy disciplines: simple and compound interest, accounting for multi-temporal financial flows, calculating the price of financial instruments and evaluating investment projects. A significant place is given to examples of problem solving. To describe and assess the risks associated with financial transactions, the concepts of probability theory and mathematical statistics are actively used. The materials are redundant and suggest the student's ability to independently master the sections relating to probability theory and statistics. 
The course is devoted to the key issues of the functioning of modern financial institutions and the mechanisms of human interaction with them. The course examines such financial concepts as commercial banks, investment funds, the securities market, the tax system, pension funds, etc., reveals their essence and shows their place in the financial life of modern Russia. 
The benefits in a simple and accessible form sets out the issues of the financial well-being of the family and the management of funds. In addition to such standard topics as savings, credit, insurance, taxes and pensions discussed in the manual, the legal aspects of the relationship between employees and the employer, issues of employment and career growth, organizing private entrepreneurship, measures to protect against financial fraud, etc. are covered. life situations and business cases, in group projects and discussions and completing tasks for searching and analyzing data, students prepare to use the acquired knowledge in practice.| No. p / p | Lesson topic |
Number of hours |
Scheduled lesson date |
Actual date of the lesson |
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Personal financial planning (11 hours) |
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Acquaintance with the course "OFG" |
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Human capital and success |
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Making Personal Finance Decisions |
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Home bookkeeping. Assets and liabilities |
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Home bookkeeping. Income and expenses |
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Drawing up a personal financial plan |
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Creative work "Drawing up a personal plan" |
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Business game "My strategy" |
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Deposit (7 hours) |
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Savings and inflation |
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What is a deposit and what is its nature? |
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Deposit terms |
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Deposit risk management |
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Repetition of what was learned in the "Deposit" block |
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Credit (7 hours) |
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What is a loan? |
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Main characteristics of the loan |
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How to choose the best loan |
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How to reduce the cost of a loan |
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Typical mistakes when using a loan |
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Creative work "Case" |
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Settlement and cash operations (7 hours) |
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Storage, exchange and transfer of money |
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Different types of payment means | |||||
Working programm
extracurricular activities
"FUNDAMENTALS OF FINANCIAL LITERACY"
5-9 grades
Compiled by:
Poryadina Elena Viktorovna,
teacher of history and social studies
2017
Content
1. Explanatory note 3
2. The results of mastering the course of extracurricular activities 5
3. The content of the course of extracurricular activities 7
4. Thematic planning 12
I . Explanatory note
Workingextracurricular activity program"Fundamentals of financial literacy" for students in grades 5-9 of the gymnasiumdevelopedin accordance with the requirements of the Federal State Educational Standard for Basic General Education.
1. Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation";
2. The concept of the National program to improve the level of financial literacy of the population of the Russian Federation;
3. The project of the Ministry of Finance of Russia "Assistance in increasing the level of financial literacy of the population and the development of financial education in the Russian Federation."
The relevance of this program dictated by the development of the financial system and the emergence of a wide range of new complex financial products and services that pose challenges to citizens that they are not always ready to solve.
Financial literacy is a necessary condition for life in the modern world, since the financial market provides much more opportunities for managing your own funds than 5-10 years ago, and such concepts as consumer credit, mortgages, bank deposits have become part of our everyday life. However, at the present time, neither we nor our children are clearly enough of the financial knowledge that we have. At the same time, it should be taken into account that today's students are tomorrow's active participants in the financial market. Therefore, if we raise our children to be financially literate today, then tomorrow we will get conscientious taxpayers, responsible borrowers, and literate savers.
The novelty of this program is the focus of the course on the formation of financial literacy of students based on building a direct connection between the knowledge gained and their practical application, understanding and use of financial information at the moment and in the long term and focuses on the formation of responsibility in adolescents for financial decisions, taking into account personal safety and well-being.
Distinctive feature programsof this course is that it is based onsystem-activity approach to learning, which provides an active educational and cognitive position of students. Atthey form not only basic knowledge in the financial sector, but also the necessary skills, competencies, personal characteristics and attitudes.
It determined goals of this course:
Formation of students' readiness to make responsible and informed decisions in the field of personal finance management, the ability to implement these decisions;
Creation of comfortable conditions conducive to the formation of communicative competencies;
Formation of a positive motivational attitude to the economy through the development of cognitive interest and awareness of social necessity.
Tasks:
Master the system of knowledge about the financial institutions of modern society and personal finance management tools;
Master the ability to receive and critically comprehend economic information, analyze, systematize the data obtained;
To form experience in applying knowledge about financial institutions for effective self-realization in the field of personal finance management;
Form the foundations of culture and individual style of economic behavior, business ethics values;
Cultivate responsibility for economic decisions.
Terms of the program implementation - 5 years.
The volume of hours allotted for classes - 34 hours a year at 1 hour a week.
Program realization forms.
To achieve the goals set, the following forms of organization of the educational process are proposed:
Discussion, project-research activity of students, business game, practical work, legal consultation, legal consultation, informative conversation, interactive conversation, mini-project, mini-research, round table, talk show, creative work, quiz, role-playing game, plot role-playing game, student performances with presentations, game-journey, legal game, didactic game, solving practical and problem situations, solving practical and economic problems, game with training elements, working with documents, analytical work, conference, competitions.
Teaching methods.
At the level of basic general education, conditions are created for the development of educational programs by students, emphasis is placed on the ability to independently and motivatedly organize their cognitive activity (from setting a goal to obtaining and evaluating the result) on the development of educational and research activities of students.
In the learning process are used:
1. Techniques for updating the subjective experience of students;
2. Methods of dialogue and polylogue;
3. Techniques for creating collective and individual choice;
4. Game methods;
5. Methods of diagnostics and self-diagnosis;
6. Technologies of critical thinking;
7. Information and communication technologies;
8. Technologies of the collective method of teaching.
The development of new content is carried out based on interdisciplinary connections with the courses of economics, history, social science, geography, literature, and art.
II . The results of mastering the course of extracurricular activities
Planned results:
personal results
Awareness of oneself as a member of the family, society and state; understanding the economic problems of the family and participation in their discussion; understanding the financial ties between the family and the state;
Mastering the initial skills of adaptation in the world of financial relations: comparing income and expenses, calculating interest, comparing return on investments using simple examples;
Development of independence and personal responsibility for one's actions; planning your own budget, offering options for your own earnings;
Development of cooperation skills with adults and peers in different gaming and real economic situations;
Participation in decision-making about the family budget.
Metasubject outcomes studying the course "Financial Literacy" are:
Cognitive:
Mastering ways to solve problems of a creative and exploratory nature;
Using various methods of searching, collecting, processing, analyzing, organizing, transmitting and interpreting information; searching for information in newspapers, magazines, websites and conducting simple surveys and interviews;
Formation of skills to present information depending on the tasks in the form of a table, diagram, graph, diagram, diagram of connections (mind maps);
Mastering the logical actions of comparison, analysis, synthesis, generalization, classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
Mastering the basic subject and interdisciplinary concepts.
Regulatory:
Understanding the purpose of your actions;
Action planning with the help of a teacher and independently;
The manifestation of cognitive and creative initiative;
Evaluation of the correctness of the actions; self-assessment and mutual assessment;
Adequate perception of the proposals of comrades, teachers, parents.
Communicative:
Compilation of texts in oral and written forms;
Willingness to listen to the interlocutor and conduct a dialogue;
Willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
The ability to express one's opinion, argue one's point of view and evaluate events;
Definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities, to exercise mutual control in joint activities,
Adequately assess their own behavior and the behavior of others.
Substantive results studying the course "Financial Literacy" are:
Understanding the basic principles of the economic life of society: understanding the role of money in the family and society, the causes and consequences of changes in family income and expenses, the role of the state in the family economy;
Understanding and correct use of economic terms;
Mastering the methods of working with economic information, its comprehension; carrying out simple financial calculations;
Acquisition of knowledge and experience in applying the acquired knowledge and skills to solve typical problems in the field of the family economy: knowledge of the sources of income and directions of family expenses and the ability to draw up a simple family budget; knowledge of investment directions and ways to compare results using simple examples;
Development of students' abilities to draw the necessary conclusions and give reasonable assessments of economic situations, identify elementary problems in the field of family finances and find ways to solve them;
Development of outlook in the field of economic life of society and the formation of cognitive interest in the study of social disciplines.
III . The content of the course of extracurricular activities
5th grade (34 hours)
Section 1. Income and expenses of the family (10 hours).
Introduction. Informative conversation "Why is it so important to study financial literacy?" Informative conversation "Money".Interactive talk “Precious metals. Coins. Banknotes. Creative task "Family income". Work with statistics "Family expenses". Quiz "Essentials". Quiz "Durable Goods". Solution of practical problems “Services. Public Utilities".Role-playing game "Family budget". Practical work “Debts. Saving. Contributions".
Section 2. Risks of losing money and property and how a person can protect himself from this (6 hours).
Informative conversation « Insurance Company. Insurance policy". Creative work "Insurance of property, health, life". Practical work "Principles of work of the insurance company".
Section 3. Family and state: how they interact (5 hours).
Mini-study "Taxes".Cognitive conversation "Social benefits". Solving economic problems "Social payments". The project "The state is us".
Section 4. Financial business: how it can help the family (12 hours).
Solving the problem situation "How to save money from inflation." Creative task "Banking services". Practical work "Contributions (deposits)". Business game "Credit. Pledge". Drawing up a business plan "Own business".Role-playing game “Employment and own business opportunities”. Role-playing game "Examples of business in which teenagers are engaged." Development of a business plan.Solving logical problems "Currency in the modern world."Mini-project "Charity". Project "Personal financial plan".
6th grade (34 hours)
Section 1. The main problem of the economy (3 hours).
Cognitive conversation "The concept and parameters of choice." Solving economic problems "Optional cost". Practical work "Decision grid".
Section 2. What the market cannot do without (2 hours).
Cognitive conversation "Private property". Role-playing game "Competition".
Section 3. Forms of business organization (4 hours).
Cognitive conversation "Sole proprietorship". Business game "Partnership (TO and LLP)". Role-playing game "Joint-Stock Company". Mini-project "Organization of the company".
Section 4. Introduction to the business plan (6 hours).
Mini-project "Introduction to the business plan." Solution of practical problems "Organization of the company". Solving economic problems "Drawing up a business plan." Creative task "Advertising". Role-playing game "The work of the company." Solving economic problems “Sale of products. Profit calculation.
Section 5. You are a consumer (4 hours).
Working with consumer rights documents. Legal advice "How and where the consumer can protect their rights." Practical work "Introduction to barcodes". Competition for the most economical use of resources.
Section 6. Laws of supply and demand (4 hours).
Analytical work "The Law of Demand". Solution of economic problems "Demand curve". Practical work "The law of supply". Solving economic problems "Supply Curve".
Section 7. Market Equilibrium (2 hours).
Cognitive conversation "Market equilibrium". Solution of economic problems "Deficit and excess in the market".
Section 8. Emergence of banks (2 hours).
Interactive conversation "Banking services: credit, deposit". Practical work "Loan, types of loans."
Section 9. Consumer of financial services (2 hours).
Business game "Bank work". Business game "I want to take a loan."
Section 10. Professions of the banking sector (2 hours).
Role-playing game "Acquaintance with the professions of the banking sector." Discussion "The importance of banks for consumers."
Section 11. Project activities (3 hours).
Business game.Conference
Grade 7 (34 hours)
(5 o'clock).
Discussion “The role of money in our life”. Solving the problem situation “Consumption or investment?” Analytical work “Assets in three dimensions. Enemy of personal capital. Creative work "Model of three capitals". Mini-project "Resource saving - the basis of financial well-being".
Section 2. Finance and credit (9 hours).
Cognitive conversation "Basic concepts of lending". Practical conversation "Types of loans". Informative conversation "What is a borrower's credit history?" Solving economic problems "Arithmetic of credits". Analytical work "Pluses of instant loans". Analytical work "Cons of instant loans". Round table "Financial pyramids". Cognitive conversation "Mortgage". Solution of economic problems "Arithmetic of the mortgage".
Section 3 Settlement and cash transactions (3 hours).
Solution of practical problems "Currency exchange". Informative conversation "Safe deposit box and bank transfer". Round table "Bank cards: risks and their management".
Section 4. Investments (6 hours).
Legal advice « Basic rules of investing: how to sell securities. Solving economic problems « Investments in precious metals. Informative conversation « What are mutual funds? Student presentations "Deposits and their types." Role-playing game "Managers".
Section 5. Insurance (4 hours).
Creative work "Participants of the insurance market". Analytical work "Personal insurance". Legal advice "Insurance savings programs". Legal advice "Swindlers in the insurance market".
Section 6 Pensions (3 hours).
Cognitive conversation "State pension insurance". Informative conversation "Professional participants of the pension system". Practical work "Non-state pension funds: how to work with them?"
(3 hours).
Round table "Housing in ownership: myth or reality?" Legal advice “Housing savings cooperatives: how to solve the housing problem with their help”. Practical work "Social housing hiring".
Section 8. Final discussion course in financial literacy. (1 hour).
Grade 8 (34 hours)
Section 1. Consumer culture (3 hours).
Informative conversation "What is consumer culture". Student presentations "Consumption: structure and norms". Round table "Let's talk about food culture".
Section 2. The consumer and the law (4 hours).
Informative conversation "Who is a consumer?" Practical work "Variety of human needs and their classification". Interactive conversation "Consumer psychology". Work with documents. Need for protection: Law “On Protection of Consumer Rights”.
Section 3. The consumer is the king of the market (3 hours).
Informative conversation "What is the market?" Role-playing game "Types and methods of trade." Solving economic problems "Cheaper only for nothing."
Section 4. Where does the money go? (4 hours).
Discussion "Reasonable expenses - income item". Analytical work "Items of income and expenses". Business game "Rational budget of a student". Cognitive conversation "Everyone pays taxes."
Section 5. Information for the consumer (6 hours).
Mini-study "Sources of information". Mini-project "Advertising and its types". Practical work "Symbols on labels, packages, inserts." Practical work "Reading labels, packaging, inserts." Student presentations "Index E: what does it mean." Practical work "We classify products containing index E".
Section 6. The Art of Buying (5 hours).
Practical work "Quality of goods". Round table "How to buy food?" Solving practical problems "How to choose clothes and shoes?" Informative conversation « Household appliances: seriously and for a long time. Round table "Is it always possible to exchange goods?"
Section 7. Consumer culture in the service sector (2 hours).
Solving economic problems "Rules for the use of public services." Students' speeches "Everyone should know this when going on the road."
Section 8. Who protects the rights of consumers (5 hours).
Informative conversation "State authorities for the protection of consumer rights." Round table "Public organizations for the protection of consumer rights." Legal advice "In what cases the consumer has the right to judicial protection?" Discussion “What is moral damage and how is it compensated?” Legal advice "Who protects the consumer?"
Section 9. Preparation and execution of creative research projects of students (1 hour)
Section 10. Protection of projects (1 hour)
Grade 9 (34 hours)
Section 1. (8 ocloc'k).
Topic 1. Origin of money.
Topic 2. Sources of family funds.
Round table « What determines personal and family income?
Topic 3. Control of family expenses.
Round table "What is a family budget and how to build it?" Practical work "How to optimize the family budget?"
Section 2. Ways to improve family well-being (6 hours).
Topic 5. Ways to increase family income using the services of financial institutions.
Practical work " How to increase family expenses using financial institutions?
Topic 6. Financial planning as a way to improve well-being.
Informative conversation "Why do you need to carry out financial planning?" Business game "How to carry out financial planning at different life stages?" Implementation of project work (what else can be done to learn more).
Section 3. Risks in the world of money (7 o'clock).
Topic 7. Special life situations and how to deal with them.
Legal advice « OZhS: illness, job loss, natural and man-made disasters. Informative conversation « How will insurance help?
Topic 8. Risks in the world of money.
Informative conversation « What are financial pyramids?
(8 ocloc'k).
Topic 9. Banks and their role in family life.
Round table « Benefits and risks of bank cards?
Topic 10. Own business.
Student presentations "What is business?" Mini-project "How to create your own business?"
Topic 11. Currency in the modern world.
Solving economic problems « Can you win by investing in foreign currency?” Implementation of project work.
Section 5. Individual and state: how they interact (5 hours).
Topic 12. Taxes and their role in family life.
Discussion “What are taxes and why pay them?” Work with documents “What taxes do we pay?”
Topic 13. Pension provision and financial well-being in old age.
Conference on the course "Financial Literacy".
IV . Thematic planning
5th grade (34 hours)
| № P / P | Topic name |
| Section 1. Income and expenses of the family (10 hours) |
|
| 1. | Introduction. Informative conversation "Why is it so important to study financial literacy?" |
| 2. | Report "Money". |
| 3. | Interactive talk “Precious metals. Coins. Banknotes. |
| 4. | Creative task "Family income". |
| 5. | Work with statistics "Family expenses". |
| 6. | Quiz "Essentials". |
| 7. | Quiz "Durable Goods". |
| 8. | Solution of practical problems “Services. Public Utilities". |
| 9. | Role-playing game "Family budget". |
| 10. | Practical work “Debts. Saving. Contributions". |
| Section 2. Risks of losing money and property and how a person can protect himself from this (6 o'clock) |
|
| 11. | Solving practical problems "Special life situations and how to deal with them." |
| 12. | Discussion "Economic consequences of unforeseen events: diseases, accidents, natural disasters". |
| 13. | Solving logical problems "Insurance". |
| 14. | Cognitive conversation “Insurance company. Insurance policy". |
| 15. | Creative work "Insurance of property, health, life". |
| 16. | Practical work "Principles of work of the insurance company". |
| Section 3. Family and state: how they interact (5 hours) |
|
| 17. | Mini-study "Taxes". |
| 18. | Analytical work "Types of taxes". |
| 19. | Cognitive conversation "Social benefits". |
| 20. | Solving economic problems "Social payments". |
| 21. | The project "The state is us". |
| Section 4. Financial business: how it can help the family (12 hours) |
|
| 22. | Solving the problem situation "How to save money from inflation." |
| 23. | Creative task "Banking services". |
| 24. | Practical work "Contributions (deposits)". |
| 25. | Business game "Credit. Pledge". |
| 26. | Drawing up a business plan "Own business". |
| 27. | Role-playing game “Employment and own business opportunities”. |
| 28. | Role-playing game "Examples of business in which teenagers are engaged." |
| 29. | Development of a business plan. |
| 30. | Solution of practical problems "Currency in the modern world". |
| 31. | Cognitive conversation "Currency of different countries". |
| 32. | Mini-project "Charity". |
| 33. | Project "Personal financial plan". |
| Section 5. What is financial literacy (1 hour) |
|
| 34. | Conference on the course "Financial Literacy". |
6th grade (34 hours)
Grade 7 (34 hours)
| № P / P | Topic name |
| Section title (number of hours) |
|
| Section 1: Personal Financial Planning (5 o'clock) |
|
| 1. | Discussion “The role of money in our life”. |
| 2. | Solving the problem situation “Consumption or investment?” |
| 3. | Analytical work “Assets in three dimensions. Enemy of personal capital. |
| 4. | Creative work "Model of three capitals". |
| 5. | Mini-project "Resource saving - the basis of financial well-being". |
| Section 2. Finance and credit (9 hours) |
|
| 6. | Cognitive conversation "Basic concepts of lending". |
| 7. | Practical work "Types of loans". |
| 8. | Informative conversation "What is a borrower's credit history?" |
| 9. | Solving economic problems "Arithmetic of credits". |
| 10. | Analytical work "Pluses of instant loans". |
| 11. | Analytical work "Cons of instant loans". |
| 12. | Round table "Financial pyramids". |
| 13. | Cognitive conversation "Mortgage". |
| 14. | Solution of economic problems "Arithmetic of the mortgage". |
| Section 3 Settlement and cash operations (3 hours) |
|
| 15. | Solution of practical problems "Currency exchange". |
| 16. | Informative conversation "Safe deposit box and bank transfer". |
| 17. | Round table "Bank cards: risks and their management". |
| Section 4. Investments (6 hours) |
|
| 18. | Legal advice "Basic rules of investing: how to buy securities". |
| 19. | Legal advice "Basic rules of investing: how to sell securities". |
| 20. | Solution of economic problems "Investments in precious metals". |
| 21. | Informative conversation "What are mutual funds?" |
| 22. | Student presentations "Deposits and their types." |
| 23. | Role-playing game "Managers". |
| Section 5. Insurance (4 hours) |
|
| 24. | Creative work "Participants of the insurance market". |
| 25. | Analytical work "Personal insurance". |
| 26. | Legal advice "Insurance savings programs". |
| 27. | Legal advice "Swindlers in the insurance market". |
| Section 6 Pensions (3 hours) |
|
| 28. | Cognitive conversation "State pension insurance". |
| 29. | Informative conversation "Professional participants of the pension system". |
| 30. | Practical work "Non-state pension funds: how to work with them?" |
| Section 7. Home ownership: myth or reality (3 hours) |
|
| 31. | Round table "Housing in ownership: myth or reality?" |
| 32. | Legal advice “Housing savings cooperatives: how to solve the housing problem with their help”. |
| 33. | Practical work "Social housing hiring". |
| Section 8. Final discussion (1 hour) |
|
| 34. | Final discussioncourse in financial literacy. |
Grade 8 (34 hours)
Grade 9 (34 hours)
| № P / P | Topic name |
| Section title (number of hours) |
|
| Section 1. Family money management (8 ocloc'k) |
|
| Topic 1. Origin of money |
|
| 1. | Discussion "Money: what is it?" |
| 2. | Analytical work “What can happen to money and how does it affect the finances of our family?” |
| Topic 2. Sources of family funds |
|
| 3. | Practical work "What are the sources of income?" |
| 4. | Round table "What determines personal and family income?" |
| Topic 3. Control of family expenses |
|
| 5. | Discussion “How to control family expenses and why do it?” |
| Topic 4. Building a family budget |
|
| 6. | Round table "What is a family budget and how to build it?" |
| 7-8. | Practical work "How to optimize the family budget?" |
| Section 2. Ways to improve family well-being (6 hours) |
|
| Topic 5. Ways to increase family income using services financial institutions |
|
| 9. | Mini-study "What are financial institutions for?" |
| 10. | Practical work "How to increase family expenses using financial institutions?" |
| Topic 6. Financial planning as a way to improve well-being |
|
| 11. | Informative conversation "Why do you need to carry out financial planning?" |
| 12. | Business game "How to carry out financial planning at different life stages?" |
| 13-14. | Implementation of project work (what else can be done to learn more). |
| Section 3. Risks in the world of money (7 o'clock) |
|
| Topic 7. Special life situations and how to deal with them |
|
| 15. | Legal advice "OZHZ: the birth of a child, the loss of a breadwinner." |
| 16. | Legal advice "OZhS: illness, job loss, natural and man-made disasters." |
| 17. | Cognitive conversation "How will insurance help?" |
| Topic 8. Risks in the world of money |
|
| 18. | Practical work "What are the financial risks?" |
| 19. | Informative conversation "What are financial pyramids?" |
| 20-21. | Implementation of project work. |
| Section 4. Family and financial institutions: how to cooperate without problems (8 ocloc'k) |
|
| Topic 9. Banks and their role in family life |
|
| 22. | Mini-project "What is a bank and how can it be useful to you?" |
| 23. | Round table "Benefits and risks of bank cards?" |
| Topic 10. Own business |
|
| 24.. | Student presentations "What is business?" |
| 25. | Mini-project "How to create your own business?" |
| Topic 11. Currency in the modern world |
|
| 26. | Informative conversation "What is the foreign exchange market and how does it work?" |
| 27. | Solving economic problems "Is it possible to win by placing savings in foreign currency?" |
| 28-29. | Implementation of project work. |
| Section 5. Man and the state: how they interact (5 hours) |
|
| Topic 12. Taxes and their role in family life |
|
| 30. | Discussion “What are taxes and why pay them?” |
| 31. | Work with documents “What taxes do we pay?” |
| Topic 13. Pension provision and financial well-being in old age |
|
| 32. | Solving economic problems "What is a pension and how to make it worthy?" |
| 33-34. | Conference on the course "Financial Literacy". |
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