MoneySmart Rookie Community educator guide. Financial literacy for young people

Transcription

1 MoneySmart Rookie Community educator guide Financial literacy for young people

2 Copyright information Website: ISBN: Creative Commons This Community educator guide is available under the Creative Commons license (BY - NC - SA). Under this license, the material is available for free use and adaption so that educators can use, adapt and re-publish material from the resource without seeking the permission of ASIC. Copyright notice This work is based on materials that constitute copyright of the Australian Securities and Investments Commission and is licensed under a Creative Commons Attribution Non-Commercial Share Alike 2.5 Australia Licence. For an explanation of what this licence allows you to do please refer to the Creative Commons website at You must include this statement on any adaption of the Community educator guide: This work is licensed under a Creative Commons Attribution Non-Commercial Share Alike 2.5 Australia Licence (see: A Legal Notice applies to the use of these materials, see: Legal Notice: The material in this Community educator guide is made available for the purpose of providing access to general information about consumer and financial literacy education and is not professional advice. If you intend to rely on the material, you should obtain advice relevant to your particular circumstances to evaluate its accuracy, currency and completeness. Some material may include or summarise views, standards or recommendations of third parties. ASIC does not endorse such material and its inclusion does not indicate that ASIC recommends any course of action. ASIC requests that if you re-publish this work that you notify ASIC by moneysmartteaching@asic.gov.au. We are interested in hearing how people are using and adapting the materials. CAL exemption This Community educator guide is exempt from collection by copyright agencies and is a free resource for educational institutions.

3 Introduction Introduction ASIC s role in financial literacy Financial literacy is about understanding money and finances and being able to apply that knowledge to make effective decisions. The Australian Securities and Investments Commission is the Australian Government agency responsible for financial literacy. One of ASIC s key aims is to have confident and informed consumers and investors. ASIC s MoneySmart Rookie education initiative ASIC s MoneySmart Rookie education initiative helps 16 to 25 year olds avoid expensive mistakes or rookie errors when they make their first financial decisions. We want young people transitioning into adulthood to have the motivation and tools to manage their money with confidence. This education initiative was developed through extensive research and consultation with youth organisations and young people themselves. Topics The MoneySmart Rookie education initiative covers six topics: Car ownership Moving out of home Credit and debt Online financial transactions Mobile phone ownership First job Who is the Community educator guide for? This Community educator guide is designed for use by youth and community workers, student advisers, mentors and others who assist young people to become aware of their financial decisions and the impact these decisions may have on their lives. The target audience for activities in this guide is people aged 16 to 25 years of age. Different activities are designed to suit the various levels of knowledge and understanding of participants. The guide is a flexible learning tool so you can use the parts that are relevant to your participants. There is a logical flow of activities through a topic, but you can use them in any order. Timing might be affected by: the needs of the learners the setting and context for learning the time available The activities and discussions offer young people the opportunity to learn consumer and financial literacy skills using real life situations, such as buying a mobile phone, getting a first car and moving out of home. 1

4 Introduction How to access the MoneySmart Rookie resources The content is structured to suit both young people and educators: Young people can go directly to the Under 25s section of to see engaging articles, case studies and videos. For community educators and teachers who are working with young people, additional material is on ASIC s MoneySmart Teaching website (): Teacher lesson plans assist Year 9 and 10 secondary school teachers to utilise the resources in classroom teaching, and deliver the Australian Curriculum. Convos are self-paced online learning activities allowing young people to practice tricky conversations. Community educator guide [this guide] has been created to help youth and community workers, student advisers, mentors and others who assist young people to become aware of their financial decisions. Facilitation options The activities have been designed so that they can be used formally or informally in the following ways: One-on-one Participants in pairs Small groups Large groups The facilitator can adapt activities and discussions to suit their learners and context. Some general suggestions are provided in the table below: Participants One-on-one Pairs Groups Activity options Photocopy activity worksheets, individual reflection and discussion with facilitator, sharing individual experiences, insights and challenges with facilitator. If reading skills are required, either the participant or facilitator could read text aloud or review quietly if preferred. Buddy activity work with photocopied activity worksheets, individual reflection and sharing with each other, sharing individual experiences, insights and challenges with facilitator. If reading skills are required, either the participants or facilitator could read text aloud or review quietly if preferred. Photocopy activity worksheets, facilitator/participants use whiteboard/butcher s paper to record activity questions and responses, individual reflection and discussion within small and large groups, sharing individual experiences, insights and challenges with small and large groups. If reading skills are required, one participant per group or the facilitator could read text aloud and individuals could raise hands or point to indicate choices/responses. If writing skills are required, one participant in a group could write down everybody s ideas. 2

5 Introduction Complementary resources The activities may be undertaken using this guide and video/s where relevant. References for further or related MoneySmart Rookie information are included in this guide. If young people want to explore any of the topics on their own, they can go to the MoneySmart website ( and search for Under 25s. Icons in this guide The following icons are used to provide visual prompts throughout this guide: WORKSHEET Activity worksheet Check for understanding Key messages More information Question/s for the participants STORY Story Suggested answers VIDEO Video 3

6 Introduction Knowledge levels What content will suit your participants? The level of information you use will depend on how much understanding your participants have of a topic. The following describes the content that best suits different levels of understanding (1, 2, and 3): Your audience has this level of knowledge Level 1: No or a limited understanding Description If your participants cannot answer any of your questions or can only answer them a bit, they have no or a limited understanding. You can help them to understand more by showing the MoneySmart Rookie video for the topic. You can also go through the Level 1 activities in the guide. After watching the video, see if your participants have developed some understanding of the topic by asking them to answer the questions again. Level 2: Some level of understanding If your participants answer one or more of your questions, they have some level of understanding. You can show them the MoneySmart Rookie video to review the topic. You may wish to pause the video in sections and discuss key issues shown. You can also go through the Level 2 activities and stories in the guide, as these are for participants with some level of understanding. Level 3: Good level of understanding If your participants are able to answer all of your questions, they have a good level of understanding. You can show them the MoneySmart Rookie video to review the topic. You can also go through the Level 2 and 3 activities in the guide, as these are for participants with a good level of understanding. 4

7 TOPIC 5: Online financial transactions Activities are arranged so there is a logical flow through the topic, but you can use them in any order you wish. Activities and resources Level Key messages Pg A: Secure payment options 4 5.1: What does tell you? Level 1 5.2: Secure websites spot the difference 5.3: Non-secure websites what can happen? 5.4: Shopping online: using secure websites Level 1 Level 2 Level 1 Protect your money when shopping online. Use secure options when shopping online. Transact through trusted websites. B: My rights when shopping and banking online 9 5.5: Deng gets tricked by a fake website Level 2 You have rights as a consumer. There are things you can do to resolve disputes when buying online. Talk to someone who can help you resolve your dispute. C: Recognising scams : Effy gets scammed Level 1 5.7: Getting help if you get scammed Level 2 Scammers use tricks. Use safe online practices to avoid being scammed. If you think you have been scammed you can get help. D: Protecting yourself online : Johnny s social media page Level 2 5.9: Johnny reveals his secret details Level 3 Identity theft can be achieved through small pieces of personal information. Protect your identity when using social media. Identity theft can impact on finances. 1

8 Overview This topic is about what to be careful of when banking or shopping on the internet especially protecting your money and your personal information. There is also information about what a person can do if they have problems banking or shopping online. Some of the aspects covered in the topic are: How to check the security and privacy of a website Checking for scams, fake products and fake s Keeping your computer and mobile phone secure The importance of keeping records (e.g. receipts) Keeping your passwords and personal information safe Solving problems with online banking and shopping Reflection questions At the end of each session, educators can use the following questions to reflect on the effectiveness of the session: What worked well? What did not work well? Did the participants understand the key messages? Did the activity engage the participants? How could the activity have been more effective? What questions unexpectedly emerged and how did you handle them? What might you do differently next time? More information for your participants For more information or to search for words you don t understand, go to the MoneySmart website ( and search for Under 25s. 2

9 Knowledge levels Ask these types of questions to check the participants existing level of knowledge about how to protect your money and personal information online. Ask the participants to explain the following: What tells you a website is safe for online shopping or banking? What are some typical tricks scammers use? If you think you ve been scammed, who can you contact for help? Decide what information they need based on their level of knowledge. Use the table below to help you. Your participants has this level of knowledge Level 1: No or a limited understanding Description and suitable activities If your participants cannot answer any of your questions or can only answer them a bit, they have no or a limited understanding. You can help them to understand more by showing the MoneySmart Rookie: Too good to be true video. You can also go through the Level 1 activities in the Guide. After watching the video, see if your participants have developed some understanding of the topic by asking them to answer the questions again. Level 2: Some level of understanding If your participants answer one or more of your questions, they have some level of understanding. You can show them the MoneySmart Rookie: Too good to be true video to review the topic. You may wish to pause the video in sections and discuss key issues shown. You can also go through the Level 2 activities and stories in the Guide, as these are for participants with some level of understanding. Level 3: Good level of understanding If your participants are able to answer all of your questions, they have a good level of understanding. You can show them the MoneySmart Rookie: Too good to be true video to review the topic. You can also go through the Level 2 and 3 activities in the Guide, as these are for participants with a good level of understanding. 3

10 A: Secure payment options Key messages: Protect your money when shopping online Use secure options when shopping online Transact through trusted websites Content for the educator Make sure that a company s website is secure and safe before you enter any personal information or buy online. Activities and stories VIDEO 5.1 Level 1: What does tell you? Check three things: The safety and security of a website can be checked by making sure the address at the top of the page start with or just It s the s in that tells you the website is secure. Does your web browser show a closed padlock similar to this (image of closed padlock)? If it does, the website is secure. Does the company have complete contact details, including a street address? If you don t know and trust the company, don t buy from them and don t enter personal details. Some of the dangers of not sticking to these rules are: You could lose your money because you don t receive what you bought online. Your bank account details could be stolen and money could be stolen from your account. Your personal information (name and contact details) could be used to steal your identity and then steal money from you or people you know. This is called identity theft (or identity fraud). Your best protection is to find out more about how scams work so you ll have a better chance of spotting one. Visit the Australian Competition and Consumer Commission (ACCC) at WORKSHEET 5.2 Level 1: Secure websites spot the difference 5.3 Level 2: Non-secure websites what can happen? 5.4 Level 1: Shopping online: using secure websites 4

11 Activity 5.1 What does tell you? (Level 1) This activity is based on the MoneySmart Rookie: Too good to be true video. It will help the participants to start thinking about ways they can tell whether a website is secure for online purchasing or not. Step one VIDEO Cue the MoneySmart Rookie: Too good to be true video for the participants to watch. 1. Ask the participants to watch the video from start to finish and look out for clues that tell people a website is more secure. Point out that one clue appears just for a brief moment. Step two Ask the participants the following question: 1. What clues were in the video that tell you whether a website is secure enough to buy stuff from? Educator note: This requires simple attention and observation on the part of the participant. Suggested answer 1. The letters appear briefly. Announcements about winning prizes etc. mean a website should be treated with suspicion (it may not be secure). Educator note: Most website addresses start with However, a website that is secure for online purchases begins with (NOTE the s ). 5

12 Activity 5.2 Secure websites spot the difference (Level 1) Educator note: Participants with a Level 1 of understanding will be able to answer the questions in the activity. However, the questions relate to important security information and participants at all levels should do this activity so they have the opportunity to learn the information. Pre-task preparation Photocopy the two mock-up website home pages from pages 27 and 28. Step one WORKSHEET Introduce the photocopies to the participants by explaining that these are two websites with products you can buy online. However, only one of them is safe to buy from. Welcome to Online Shopping! Start by clicking here If you are having problems, please contact us at: Welcome to Online Shopping! Start by clicking here Have fun shopping with us! info@shoppingonline.com.au Step two Ask the participants the following questions: 1. Can you spot anything that looks suspicious about one of these websites? 2. Can you spot anything on either page that gives you confidence that the page is secure for online payments? 3. Which website looks like it is safer for making payments online? Suggested answers 1. The website on the right looks suspicious because: a it does not have in its web address at the top b there is a You ve won! box that could be a scam c there are no contact details for the company 2. The website on the left looks more secure because a It has a padlock symbol b It has the company name, address and phone number 3. The website on the left (because of the answers to questions 1 & 2) 6

13 Activity 5.3 Non-secure websites what can happen? (Level 2) This activity builds on Activity 5.2. It helps the participants to understand the dangers of buying from a non-secure website. Ask the participants the following question: 1. What could happen if you buy from the suspicious website? Suggested answers 1. You could lose your money because they don t send you the product. Your bank account details could be stolen and money could be stolen from your account. Your personal information (name and contact details) could be used to steal your identity. Ask the participants the following question: 1. What is identity theft? Suggested answer 1. Identity theft is when someone else uses your personal details in order to steal money or gain other benefits by pretending to be you. Educator note: Identity theft is explained effectively in the MoneySmart Rookie: Too good to be true video. If you think the participant needs a clearer idea of what identity theft is, you could show them the MoneySmart Rookie: Too good to be true video again. Activity 5.4 Online shopping using secure websites (Level 1) This activity is only available online: The participants interact with friend in a text and audio simulated conversation. Participants receive feedback on their choices, such as the questions they choose to ask. Participants can go back to change their actions. The conversational tool supports the participant to develop confidence when shopping online It also highlights the importance of checking the security of websites to ensure they are legitimate. This activity is aimed at Level 1, but can be undertaken by all levels and should take approximately 10 to 20 minutes. 7

14 Check for understanding After completing the activities, you can check the participants level of understanding and knowledge by asking questions such as: Tell me one thing that means a website is more secure. A: a b Padlock c Company contact details How can you lose money if you buy from a website that is not secure? A: a You could lose your money because they don t send you the product. b Your bank account details could be stolen and money could be stolen from your account. c Your personal information (name and contact details) could be used to steal your identity. Do the participants understand the key points? If they do not, you can go through the information again at another time. If they do, they have met the learning objectives. Do the participants have a better understanding? Result Your participants have a higher level of understanding they comprehensively understand secure payment options. Your participants have some level of understanding of secure payment options. Your participants have no or limited understanding of secure payment options. Next steps Good work! Next time you meet you can do the next topic. You can work through the activities again with your participants. Watch the MoneySmart Rookie: Too good to be true video and go through the Level 1 activities again. Reflection questions Reflect on the effectiveness of this session by considering the questions included at the start of this topic. For more information or to search for words you don t understand, go to the MoneySmart website ( and search for Under 25s. 8

15 B: My rights when shopping and banking online Key messages: You have rights as a consumer There are things you can do to resolve disputes when buying online Talk to someone who can help you resolve your dispute Content for the educator Knowing your rights can help you if you have a problem with an online purchase. You can find out your rights from the Australian Competition and Consumer Commission (ACCC) or your state or territory consumer protection or fair trading organisation. Activities and stories STORY 5.5 Level 2: Deng gets tricked by a fake website If you don t receive what you pay for in good condition, there are steps you can take to try to fix the problem. Check the seller s website to see if they tell you how to make a complaint to them. If they don t seem to have a special way to make a complaint, phone them or them. Contact your bank or other financial institution about any protection they may have for you such as chargeback. A chargeback is a return of funds from a retailer or service provider to a consumer s bank account, often initiated by the consumer s bank. Contact the ACCC or your consumer protection or fair trading organisation in your state or territory. They may be able to help you sort things out with the seller. The main responsibility of the ACCC is to make sure that businesses and individuals comply with Australian competition, fair trading, and consumer protection laws in particular the Competition and Consumer Act

16 Activity 5.5 Deng gets tricked by a fake website (Level 2) This activity uses Deng s story as an example for the participants to think about how to deal with problems to do with online purchasing. Educator note: Participants with a Level 2 of understanding will be more likely to be able to answer the questions in the activity. However, it is important security information and participants at all levels should do this activity so they have the opportunity to learn the information. Pre-task preparation Photocopy Deng s story from page 29. Step one STORY Read out the first part of Deng s story. Deng s story part 1: Deng is really into computers and ordered some special equipment online from a company he found who offered free express shipping by air to Australia. He ordered the equipment and paid on his debit card. He got an from the company confirming his order and saying the goods should get to him within 10 days. However, it s now been one month since he ordered the equipment. Step two Ask the participants the following question: 1. What should Deng do to solve the problem? Suggested answer 1. Check the seller s website to see if they tell you how to make a complaint to them. If they don t seem to have a special way to make a complaint, look for their contact details on the website, then phone them or them. Tell them about the problem and ask the seller what they will do to fix the problem. You have a right to receive what you paid for or a refund in full. 10

17 Step three STORY Read out the second part of the story. Deng s story part 2: Deng tried to the company but his bounced back and when he tried to check the contact details on their website again, the website was no longer there, it has been taken down. He kept the from the company confirming his order but he s not sure what to do next. Step four Ask the participants the following question: 1. Where can Deng go for help getting his order or his money back? Suggested answer 1. Deng can contact the ACCC or the consumer protection or fair trading organisation in his state or territory. He should also ask his bank or financial institution if he has any protection to get the payment reversed because of the fraud. Educator note: How to get help is explained near the end of the MoneySmart Rookie: Too good to be true video. If you think the participant would benefit from seeing the video, you could show them the video again. Educator note: To contact the ACCC, people can visit the ACCC website and click Contact us. The direct link is 11

18 Check for understanding After completing the activities, you can check the participants level of understanding and knowledge by asking questions such as: If you buy something online and you don t receive it, what s the first thing to do to solve the problem? A: Contact the company you bought from. If you can t contact the company, what do you do next to solve the problem? A: Contact the ACCC or the consumer protection or fair trading organisation in your state. What is the ACCC? A: The Australian Competition and Consumer Commission. The main responsibility of the ACCC is to make sure that businesses and individuals comply with Australian competition, fair trading, and consumer protection laws in particular the Competition and Consumer Act Do the participants understand the key points? If they do not, you can go through the information again at another time. If they do, they have met the learning objectives. Do the participants have a better understanding? Result Your participants have a higher level of understanding they comprehensively understand their rights when shopping and banking online. Your participants have some level of understanding of their rights when shopping and banking online. Your participants have no or limited understanding of their rights when shopping and banking online. Next steps Good work! Next time you meet you can do the next topic. You can work through the activities again with your participants. Watch the MoneySmart Rookie: Too good to be true video and go through the Level 1 activities again. Reflection questions Reflect on the effectiveness of this session by considering the questions included at the start of this topic. For more information or to search for words you don t understand, go to the MoneySmart website ( and search for Under 25s. 12

19 C: Recognising scams Key messages: Scammers use tricks Use safe online practices to avoid being scammed If you think you have been scammed you can get help Content for the educator Phishing scams are a way of stealing your financial and personal details. Scammers send fake s or texts or they call people and pretend to be from a bank or other financial institution. A scammer s may include a link to a fake website. Everything seems very real but it s actually a very clever fake. What should you do? DON T click on links and DON T give them any information. If you think money has been taken from bank account, tell your bank immediately. If you get scammed, contact the ACCC who can use your information to: help catch the scammer help other people avoid the scam prosecute the scammer in court (you may even get some financial compensation!) To contact the ACCC, people can visit the ACCC website and click Contact us. The direct link is Activities and stories Learn how to recognise scams and get other tips about this by going to the MoneySmart website ( and searching for requests for account information (phishing). Your best protection is to find out more about how scams work so you ll have a better chance of spotting one. Visit the Australian Competition and Consumer Commission (ACCC) at VIDEO 5.6 Level 1: Effy gets scammed 5.7 Level 2: Getting help if you get scammed 13

20 Activity 5.6 Effy gets scammed (Level 1) This activity is based on the MoneySmart Rookie: Too good to be true video. It will help the participants to avoid rookie errors. It will also help people to think about how to avoid getting caught by a scam. Step one VIDEO Cue the MoneySmart Rookie: Too good to be true video for the participants to watch. Step two Before watching the video, ask the participants the following question: 1. What do you think is meant by the word scam? Step three VIDEO Watch the video and then ask the participant the question again: 1. Now, after watching this video what do you think is meant by the word scam? Answer A trick designed to cheat you of your money. If the scam operates using the internet, it s called an online scam. 14

21 Step four Ask the participants to watch the video from start to finish and look out for anything about scams. Step five Ask the participants the following questions: 1. How did Effy get scammed? 2. How could you spot or avoid getting caught by similar scams? 3. What other online scams have you heard of? 4. How could you avoid getting into financial trouble through these scams? Suggested answers 1. Effy was waiting for her first credit card to arrive and someone called her pretending to be from her bank. She gave them her personal details and the scammer then used her details to get money off her credit card and she lost $10, Before you give your personal details away, ask questions to make sure the person is definitely who they say they are. To be even more certain that it s not a scam, tell the person you will hang up and then ring the bank to check the person calling is definitely from the bank. (Participants may have other good suggestions.) 3. There could be many responses, but if no scams are mentioned then you could discuss the scam mentioned in one of the comments from people in the video (e.g. an from someone pretending to be a relative and asking for money). 4. There could be many responses, but if no scams are mentioned then you could discuss the scam mentioned in the comment about the (above) and suggest: not responding to the , and/or blocking the sender, and/or reporting the sender to the police, ACCC or similar law-enforcement agencies. Educator note: One of the participants may mention the word phishing or you may wish to introduce the word yourself. It means: sending s or text messages that attempt to trick you into giving out your personal information such as usernames, passwords or banking details. 15

22 Activity 5.7 Getting help if you get scammed (Level 2) This activity builds on Activity 5.6. Ask the participants the following questions: 1. If you discover there s money that s been withdrawn from one of your bank accounts, what should you do immediately? 2. If you discover that a purchase has been made using your credit card what should you do immediately? Suggested answers 1. Contact your bank and tell them what the problem is. 2. Contact your bank (or other financial institution) and tell them what the problem is. Ask the participants the following question: 1. Why is it also a good idea to contact the ACCC (Australian Competition and Consumer Commission) or the consumer protection or fair trading organisation in your state? Suggested answer 1. The ACCC can use your information to: help catch the scammer help other people avoid the scam prosecute the scammer in court (you may even get some financial compensation!) Educator note: To contact the ACCC, people can visit the ACCC website and click Contact us. A couple of direct links are:

23 Check for understanding After completing the activities, you can check the participants level of understanding and knowledge by asking questions such as: What s meant by the word scam? A: A trick designed to cheat you of your money. If the scam operates using the internet, it s called an online scam. How could you spot or avoid getting caught by scams? A: Before you give your personal details away, ask questions to make sure the person is definitely who they say they are. To be even more certain that it s not a scam, tell the person you will hang up and then ring the bank to check the person calling is definitely from the bank. (Participants may have other good answers.) How can the ACCC help you? A: a The ACCC has great information about scams and how to avoid getting tricked by them. b The ACCC can catch people who carry out scams (including a scam that you get caught by). Do the participants understand the key points? If they do not, you can go through the information again at another time. If they do, they have met the learning objectives. Do the participants have a better understanding? Result Your participants have a higher level of understanding they comprehensively understand how to recognise a scam. Your participants have some level of understanding of how to recognise a scam. Your participants have no or limited understanding of how to recognise a scam. Next steps Good work! Next time you meet you can do the next topic. You can work through the activities again with your participants. Watch the MoneySmart Rookie: Too good to be true video and go through the Level 1 activities again. Reflection questions Reflect on the effectiveness of this session by considering the questions included at the start of this topic. For more information or to search for words you don t understand, go to the MoneySmart website ( and search for Under 25s. 17

24 D: Protecting yourself online Key messages: Identity theft can be achieved through small pieces of personal information Protect your identity when using social media Identity theft can impact on finances Content for the educator People use scams to steal your money, your credit card or bank details, or your identity. This can have a great impact on your finances. People can steal your personal and financial information piece by piece in different ways (by reading your social media page, using a fake or phone call, creating a fake website, or sending you a fake letter). This is called identity theft (or identity fraud). It can be difficult to tell whether a website, or phone call is real or fake. How can you protect yourself? If someone phones you, ask questions to make sure the person is definitely who they say they are. To be even more certain that it s not a scam, tell the person you will hang up and then ring the bank to check the person calling is definitely from the bank. Your best protection is to find out more about how scams work so you ll have a better chance of spotting one. For more information visit the Australian Competition and Consumer Commission (ACCC) at Activities and stories BE CAREFUL about the personal details you put on your social media page, think about making your profile private so only friends can see it. DON T click on links that look suspicious or come from addresses you do not recognise DON T give out information online unless you trust the website you are providing information to. WORKSHEET WORKSHEET 5.8 Level 2: Johnny s social media page 5.9 Level 3: Johnny reveals his secret details 18

25 Activity 5.8 Johnny s social media page (Level 2) This activity uses Johnny s social media page to show the participant how simple personal details can be used for identity theft. Educator note: Participants with a Level 2 of understanding will be more likely to be able to answer the questions in the activity. However, it is important security information and participants at all levels should do this activity so they have the opportunity to learn the information. Pre-task preparation Photocopy social media profile page from page 30. Step one WORKSHEET Show the social media profile page to the participants. Johnny Bloggs PUBLIC PROFILE Work and Education ABC123 Workplace Sydney, NSW Sep 2012 to present Example Highschool Sydney, NSW Feb 2006 to Nov 2010 Family Buster Bloggs My dog Living Current 123 Sample St, Sampletown NSW, 2000 Hometown Darwin, NT Basic Information Birthday: January 17, 1993 Status: Single Johnny Bloggs I m actually earning decent money for a change! Like Comment Share 19

26 Step two Ask the participants the following question: 1. What personal information has Johnny put on his social network page that could be used by another person pretending to be Johnny? Suggested answer 1. All of that information could be used by someone pretending to be Johnny. Probably the most valuable ones are the following: his name his complete address his date of birth (17 January 1993). Step three Ask the participants the following question: 1. What is the name given to this sort of thing when someone steals another person s personal details and pretends to be them? Suggested answer 1. Identity theft Educator note: For more information on identity theft, visit Step four Ask the participants the following question: 1. Why are those three pieces of information valuable to an identity thief? Suggested answer 1. Those three pieces of information are often asked for by banks and other financial institutions for identification purposes (e.g. when you phone them). 20

27 Activity 5.9 Johnny reveals his secret details (Level 3) This activity builds on Activity 5.8. The activity uses Johnny s story about a fake he got about his social media page to show the participants how their identity can be stolen and used to trick other people they know. Educator note: Participants with a Level 2 of understanding will be more likely to be able to answer the questions in the activity. However, it is important security information and participants at all levels should do this activity so they have the opportunity to learn the information. Pre-task preparation Photocopy Johnny s identity theft story from pages 31 and 32. Step one WORKSHEET Read out Part 1 of Johnny s identity theft story. Johnny s identity theft story Part 1: Johnny got an that looked like a genuine from Facebook. The said that there had been a security issue with the network and asked him to click a link in the . When he clicked the link he was taken to a webpage which looked like an official request for him to confirm his user name and password. The next day he discovered that he could not access his own social network home page. Someone had logged in to his account and changed his password. Step two Ask the participants the following question: 1. What advice would you have given Johnny about the he received? Suggested answer 1. Never send your social network account details through a link in an and think carefully before you give away any personal or financial information. Step three Ask the participants the following question: 1. Does anyone know the word that s used for sending s or text messages that try to trick people into giving out their personal information such as usernames, passwords or banking details? Suggested answer 1. Phishing. 21

28 Step four Ask the participants the following questions: 1. Does anyone know a website where you can get more information about what phishing is and news about identity theft by phishing? Educator note: If no-one can answer, try the next question. 2. Does anyone know which organisation runs the SCAMwatch website? Suggested answers 1. ACCC (the answer to both questions) Educator note: For specific information on identity theft using Facebook etc., see the ACCC s Phishing scams on social networking sites Step five WORKSHEET Read out Part 2 of Johnny s identity theft story. Johnny s identity theft story Part 2: Johnny s sister got an that looked like it was from Johnny. The said that Johnny wanted to send her some money and it asked her for her bank account details. Johnny s sister replied to the by clicking Reply and sent all the details. Then she discovered that someone had withdrawn money from her account. She phone Johnny and he told her that he had not sent the to her. They realised that someone was using Johnny s identity to pretend to be him. Ask the participants the following question: 1. What advice would you have given Johnny s sister about the she received? Suggested answer 1. Never send your bank account details through and think carefully before you give away any personal or financial information. 22

29 Step six Ask the participants the following question: 1. Where else could a person go on the internet to steal your personal details? Suggested answer 1. A person go on the internet to steal your personal details from: Other social network sites you use (including sites where you send messages to subscribers) Your blog The website of any organisation where you have given your personal details Educator note: If the participant has already done the activity about secure and non-secure websites, you could remind the participant that they should check any organisation s website for security clues before they give their personal details to the organisation. Step seven Ask the participants the following question: 1. What should you do if someone steals your identity and pretends to be you? Suggested answer 1. If your bank account details have been stolen, immediately tell your bank. Report identity theft and other to the ACCC Infocentre on This can help the ACCC to warn other people and can even help you to get compensation. 23

30 Check for understanding After completing the activities, you can check the participants level of understanding and knowledge by asking questions such as: What is meant by identity theft? A: Using someone else s personal details in order to steal money or gain other benefits by pretending to be that person. What are some of the ways people get your personal information? A: u From your social media page By sending you a fake By phoning you and asking you questions By tricking you with a fake website By sending you a letter through the post Do the participants understand the key points? If they do not, you can go through the information again at another time. If they do, they have met the learning objectives. Do the participants have a better understanding? Result Your participants have a higher level of understanding they comprehensively understand how to protect themselves online. Your participants have some level of understanding of how to protect themselves online. Your participants have no or limited understanding of how to protect themselves online. Next steps Good work! Next time you meet you can do the next topic. You can work through the activities again with your participants. Watch the MoneySmart Rookie: Too good to be true and go through the Level 1 activities again. Reflection questions Reflect on the effectiveness of this session by considering the questions included at the start of this topic. For more information or to search for words you don t understand, go to the MoneySmart website ( and search for Under 25s. 24

31 TOPIC 5: Online financial transactions activity worksheets 25

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33 activity worksheets A: Secure payment options Activity 5.2 Secure websites spot the difference (Level 1) Welcome to Online Shopping! Start by clicking here If you are having problems, please contact us at:

34 activity worksheets A: Secure payment options Activity 5.2 Secure websites spot the difference (Level 1) Welcome to Online Shopping! Start by clicking here Have fun shopping with us! 28

35 activity worksheets B: My rights when shopping and banking online Activity 5.5 Deng gets tricked by a fake website (Level 2) Part one Deng is really into computers and ordered some special equipment online from a company he found who offered free express shipping by air to Australia. He ordered the equipment and paid on his debit card. He got an from the company confirming his order and saying the goods should get to him within 10 days. However, it s now been one month since he ordered the equipment. Questions 1. What should Deng do to solve the problem? Part two Deng tried to the company but his bounced back and when he tried to check the contact details on their website again, the website was no longer there, it has been taken down. He kept the from the company confirming his order but he s not sure what to do next. Questions 1. Where can Deng go for help getting his order or his money back? 29

36 activity worksheets D: Protecting yourself online Activity 5.8 Johnny s social media page (Level 1) Johnny Bloggs PUBLIC PROFILE Work and Education ABC123 Workplace Sydney, NSW Sep 2012 to present Example Highschool Sydney, NSW Feb 2006 to Nov 2010 Family Buster Bloggs My dog Living Current 123 Sample St, Sampetown NSW, 2000 Hometown Darwin, NT Basic Information Birthday: January 17, 1993 Status: Single Johnny Bloggs I m actually earning decent money for a change! Like Comment Share 30

37 activity worksheets D: Protecting yourself online Activity 5.9 Johnny reveals his secret details (Level 3) Part one Johnny got an that looked like a genuine from Facebook. The said that there had been a security issue with the network and asked him to click a link in the . When he clicked the link he was taken to a webpage which looked like an official request for him to confirm his user name and password. The next day he discovered that he could not access his own social network home page. Someone had logged in to his account and changed his password. Questions 1. What advice would you have given Johnny about the he received? 2. Does anyone know the word that s used for sending s or text messages that try to trick people into giving out their personal information such as usernames, passwords or banking details? 3. Does anyone know a website where you can get more information about what phishing is and news about identity theft by phishing? OR Does anyone know which organisation runs the SCAMwatch website? 31

38 activity worksheets D: Protecting yourself online Activity 5.9 Johnny reveals his secret details (Level 3) Part two Johnny s sister got an that looked like it was from Johnny. The said that Johnny wanted to send her some money and it asked her for her bank account details. Johnny s sister replied to the by clicking Reply and sent all the details. Then she discovered that someone had withdrawn money from her account. She phone Johnny and he told her that he had not sent the to her. They realised that someone was using Johnny s identity to pretend to be him. Questions 1. What advice would you have given Johnny s sister about the she received? 2. Where else could a person go on the internet to steal your personal details? 3. What should you do if someone steals your identity and pretends to be you? 32