Teacher information and Lesson Plans

Transcription

1 Teacher information and Lesson Plans Play your way to financial capability: Teacher introduction to Fortunity Fortunity is an online interactive board game designed to help pupils at key stages 3 and 4 improve their financial capability. The game helps pupils to learn how to confront financial challenges in a fun and engaging way. Using a virtual board game and avatars, players move through different stages of life, from the teenage years to retirement, making everyday and long-term decisions and discovering their outcomes. To succeed, players must balance their saving and money management with options that affect their wellbeing, such as purchases and lifestyle choices. The tone throughout is lighthearted but the learning challenges increase in complexity as the game progresses. Fortunity is designed to be played by 1-4 players, and can be used either on an interactive whiteboard or by groups or individuals in an ICT suite. On average the game will take two players minutes to complete. What does the game cover? Fortunity has been underpinned by extensive research into best practice in personal financial education. At its core are a number of key financial experiences which almost all young people pass through as they move from the school years to college and work. Within the framework of the game, players encounter these experiences and learn to manage their virtual money as they progress. Depending on your pupils existing financial knowledge, it may be advisable to spend some time introducing some of these financial concepts before playing the game in class. We have provided three downloadable lesson plans on this page for use before, during and after playing the game. However, as each level introduces different financial challenges, it may be worth explaining these before playing. The table on the next page shows the financial concepts covered in each level:

2 Financial concepts covered Teacher information and Lesson Plans cont. Level 1: Starting it Level 2: Sorting it Level 3: Settling it All levels Choosing a mobile phone tariff Owning a mobile phone Using a credit card Paying bills Setting up a pension Looking after a pet Buying a car Using a credit card Paying bills Buying a house and choosing a mortgage Planning a holiday Funding a family Using a debit card Using a savings account Understanding financial wants and needs Managing an allowance/income Running a bank account / general budgeting Part time and full time employment Payslips and tax Making purchases Using money to make lifestyle choices What does the game cover? cont. You can find relevant information on these topics in the Mini game starter activities provided on the My Money website Players encounter these experiences as they move through three separate life stages, with the challenges of managing them becoming increasingly complex as their on-screen character grows older. There are rewards along the way in addition to numerous learning devices such as quizzes, mini games and Fate and Fortune cards which will top up players financial knowledge and understanding in contexts which vary from highly realistic to fun and light hearted. Users compete against each other to fulfil various challenges and objectives in order to win each stage but can only do so by meeting a range of criteria which include personal wellbeing in addition to good money management.

3 Teacher information and Lesson Plans cont. Fortunity curriculum links The game is aimed at supporting learning in the new Economic wellbeing and financial capability strand of PSHE education in the National Curriculum for England at both Key Stage 3 and Key Stage 4, but it will also help teachers to resource aspects of citizenship and mathematics at the two key stages. The following table summarises these curriculum links: National Curriculum Subject Key Stages Key Concepts Key Processes Range & Content Curriculum Opportunities PSHE education (Economic wellbeing and financial capability) a, 1.2b, 1.3 b, c, 1.4a, b 1.1a, 1.2b, 1.3 b, c 1.4a, b 2.1a, b, 2.3b, g, 2.4a-d 2.1a, b, 2.3b, i, 2.4a-d 3g, h, j 3g, h, i, j 4a, c, h 4a, c, i Citizenship b, 1.2a 1.1b, 1.2a 2.1a, 2.3a, d 2.1a, 2.3a, e 3h 3j, k 4a, c, i 4a, c, i Mathematics 3 1.1a, c, 1.2b, 1.3b 2.1a, d, 2.2b, g, i, l 3.1b, d 4c, d, g 4 1.1a, c, 1.2b, 1.3b 2.1a, d, 2.2b, g, i, l 3.1b, d 4c, d, g Playing the game in class The game can be introduced to a whole class using an interactive whiteboard. It has been designed so that there is no need for a long how to play section rather, players move straight into the game and are given direction by automated pop-ups. There is also a comprehensive help facility available on screen at all times. Once pupils have a flavour of the game it is likely that they will want to play it in small groups and this is probably the best way to maximise learning. Fortunity is all about making decisions and finding out the consequences so wherever possible, pupils should be given the opportunity and freedom to play the game in groups of two, three or four at workstations, learning by trial and error.

4 Teacher information and Lesson Plans cont. A set of three lesson plan PDFs can be downloaded from this page to help introduce the game and to facilitate the reflection and discussion which is a vitally important part of learning in personal finance education. The game will stimulate a huge amount of talk and guidance is given about how to direct this effectively. There are also two copiable activity sheets to give pupils a written focus and provide some evidence of learning. Fortunity is designed to provide a full but not complete personal finance education learning experience and it will need to be used alongside additional My Money resources and other materials which teach financial capability. It will help to enable pupils to see the challenges that they will face later in life, and to consolidate knowledge and understanding of money matters which have been introduced through other channels. What else do I need to know? As with most games, the best way for teachers to familiarise themselves with how Fortunity works is to play the game. The game can be played by one player against a computergenerated opponent, or as a multiplayer game against up to 3 other opponents. It is hoped that pupils will want to return to the game several times, to beat their scores and to meet challenges or make choices that they might have missed the first time around. This should be encouraged as far as possible, as learning will be greatly reinforced through repetition and experimentation. Too busy to play the game in full? If there isn t enough time to play Fortunity over a full lesson there is a function to help players save their progress at the end of each level. For teachers that want to use parts of the game on the interactive whiteboard for whole-class participation, we ve also pulled out all of the mini games and multiple choice quizzes from the game and placed them on the website on the Mini games and Quick quizzes pages. These can be used as great starting and assessment activities for personal finance education lessons. Teacher guidance and activity ideas for using the mini games and quick quizzes are also provided in these sections.

5 Setting the scene Age group: Key Stages 3 & 4 (ages 11 16) Time: mins Learning objectives To help pupils think about the importance of money in their future lives. To raise awareness of the importance of financial capability. To help prepare pupils to play the Fortunity game. Curriculum links PSHE: Economic wellbeing and financial capability Key processes: KS3 1.1a, 1.2b, 1.4a, b; KS4 1.1a, 1.2b, 1.4a, b Resources needed Where do you want to be? Activity sheet (one copy per pupil) Scissors. Activities Time 10 mins mins Activity Lesson Introduction: Ask the two key questions on the right as something to think about. Hand out the Where do you to be? Activity sheet and ask pupils to fill in the table, briefly explaining that they can just jot down a few notes to fill it in. Main task: Discuss the pupils responses to the first part of the activity sheet: what kind of jobs, houses and cars are they aiming for? Talk about the importance of money in each ambition. Tell the pupils that simply earning money, even a good salary, might not be enough to fulfil their ambitions: people also need good financial skills and knowledge. Write the following list on the board and ask the pupils to individually give each one a score out of 10 for how important they are: - Earning money - Saving money - Investing money Key questions Where do you want to be when you re 25? Where do want to be when you re 45? What sort of job would you like to do? How much do you think you might earn? How much will the house or car or holiday cost? How will your other ambitions be funded? How important will money be in your future life?

6 Setting the scene cont. Age group: Key Stages 3 & 4 (ages 11 16) Time: mins Time Activity - Spending money - Knowing about money, e.g. credit, interest, loans, debts, overdrafts and mortgages. Find out the responses by a show of hands. Ask a few people why they scored them as they did. The final activity involves the second part of the activity sheet. Pupils need to cut out the 12 boxes and, working in pairs, arrange them in the order of when they are likely to have to do them (earliest first). Some items, such as a mortgage or insurance, may need explaining. In addition, challenge students to decide at what age they think they will tackle each task. Key questions Can money be wasted? How can money be lost? How can money be gained, apart from wages or gifts? 10 mins Plenary: Briefly discuss the final activity above did everyone agree? Ask if anyone can think of other money challenges that lie ahead. Ask the question why is being able to manage money so important?, reminding the pupils that debt is at record levels and that thousands of homes and cars are being repossessed every day. Finish with the good news that there is a fun web game, Fortunity, which will help you to learn how to manage your money and reach your ambitions. How confident are you about tackling some of the key financial decisions you will have to make in your future? What are you most unsure about and why? Teacher note: Depending on your pupils existing financial knowledge, it may be advisable to spend some time introducing some financial concepts before playing the game in class. Please consult the grid of financial challenges per level on page 2 above to see which financial concepts are worth explaining to your pupils before playing. You can find relevant information on these topics in the Mini game starter activities provided on the website. Extension task Ask pupils to write three things about money which they don t understand (or worry about) on the back of the activity sheet. In pairs, pupils can compare their responses, talk about them and think about where and how they might learn what they need to know.

7 Activity sheet: Where do you want to be? A) Fill in your future: Your job What career do you see yourself doing? Your home What kind of home would you like and where will it be? Your car What kind of car would you like to drive? Your holiday Where would you go? What would you like to do? Other ambition Leisure time? Your dream? Age 25 Age 45 B) Cut these out and arrange these experiences in the order that you think you are likely to first do them: Using a bank account Taking out a student loan Arranging car insurance Renting a flat or Buying a car Buying baby clothes, other accommodation a buggy and toys Having a mobile Putting money into Travelling abroad phone contract a savings account Using a credit card Paying household bills Getting a mortgage Arranging life insurance Buying furniture Paying for school trips

8 Playing the game Age group: Key Stages 3 & 4 (ages 11 16) Time: 60 mins Learning objectives To introduce pupils to the Fortunity game. To increase financial capability through an enjoyable interactive experience. To help pupils to get the most from the game. Curriculum links Key processes: KS3 1.1a, 1.2b, 1.3 b, c, 1.4a, b; KS4 1.1a, 1.2b, 1.3 b, c 1.4a, b Resources needed Computers with internet access (one between 2-4 pupils) An interactive whiteboard is desirable but not essential. Activities Time 10 mins Activity Lesson Introduction: If an interactive whiteboard is available, show the pupils the Fortunity welcome screen and explain that they are about to be challenged to see if they can make a success of their life, albeit a virtual one! Very briefly outline what Fortunity is all about: - It s an online interactive board game where players face a range of challenges and have to make financial decisions. - Players choose an avatar then progress around the board, through different stages of life, managing money as they go. - To complete each level, players must earn, save and spend money, balancing their budget and keeping their avatar happy. Tell the pupils that they will play against each other (either in groups of 2, 3 or 4 depending on computer numbers) and that pop-ups will guide them through what to do as they go along. A help facility is also available on screen. They will have about 40 mins to play the game. Key questions The game is designed to be fun but why might it be a good idea to take playing it quite seriously?

9 Playing the game cont. Age group: Key Stages 3 & 4 (ages 11 16) Time: 60 mins Time 40 mins 10 mins Activity Main task: Invite any questions then organise pupils into groups to play the game. Two is probably an ideal number but the game caters for 1-4 players. Check that pupils are up and running with the game and they understand what they have to do. Remind pupils that they must compete to win each stage but can only win if they achieve all of the objectives (these will be introduced as the game progresses). Teachers may like to try to get pupils to pause playing after minutes and to address any issues and reflect on their learning (see questions, right). The latter also be carried out in the plenary so is not essential at this stage. Move between groups and ensure that pupils have understood what they are supposed to be doing. Remind them that they are encountering situations which they will have to face in reality later in their lives. Groups that finish quickly can begin a new game and try to improve their performance. Plenary: Pupils should turn monitors off then face the front to think about the game and about what they have learned. Use the questions on the right to help pupils to reflect but also allow individuals an opportunity to voice their thoughts and feelings about some of the other issues raised by the game. Note: lesson 3 will help pupils to further reflect on the game and consolidate their learning. Key questions Is the aim to get lots of money? What s the secret to doing well in this game? How realistic is it? What have you learned? Teacher note: Depending on your pupils existing financial knowledge, it may be advisable to spend some time introducing some financial concepts before playing the game in class. Please consult the grid of financial challenges per level on page 2 above to see which financial concepts are worth explaining to your pupils before playing. You can find relevant information on these topics in the Mini game starter activities provided on the website. What was it like trying to manage your money? What problems did you have and why? Will real life be like this? How will it be different? Does Fortunity help you to appreciate the importance of being able to make good financial decisions? Extension task Ask pupils to imagine that they have to create an online guide to the game: in this case they have to write Three top tips to success with Fortunity. Students can also write a second piece as an extension task: Three reasons why I would recommend Fortunity. This can be aimed at other students or at teachers.

10 After the game Age group: Key Stages 3 & 4 (ages 11 16) Time: mins Learning objectives To help pupils think about the importance of financial capability. To enable pupils to reflect on the Fortunity game and what they have learned from it. To help prepare for real financial decisions and planning that pupils will have to face in their lives. To help teachers plan future learning by quantifying students competencies and attitudes Curriculum links Key processes: KS3 1.1a, 1.2b, 1.4a, b; KS4 1.1a, 1.2b, 1.4a, b Resources needed Large sheets of paper (A2 or A3) My financial future Activity sheet (one copy per pupil). Activities Time 10 mins mins Activity Lesson Introduction: Ask pupils to tell the class something about the game Fortunity and how to play it. On the board start a double brainstorm of two lists: 1 Financial tasks you had to do to play the game (e.g. budgeting, saving, spending) 2 Financial things you had to know about (e.g. mortgages, credit cards, direct debits) Only write down four or five items in each list as the first activity below is for pupils to expand these in groups. Main task: In groups of 2-4, ask pupils to divide a large sheet of paper in two with a line and then continue the two lists, aiming for at least 10 items on each. Expand the lists on the board using the ideas from the groups For the first list (skills or tasks), as the pupils to identify the two they found easiest and the two they found most difficult. Allow them to discuss these in groups for two minutes then spend five minutes on a class discussion, asking individuals to explain their selections. Key questions What was Fortunity all about? What did you learn from playing it? How much do you think you might earn? How much will the house or car or holiday cost? How will your other ambitions be funded?

11 After the game cont. Age group: Key Stages 3 & 4 (ages 11 16) Time: mins Time 10 mins Activity For the second list (financial things to know about), ask pupils in the same way to identify the two most important and the two least important. This should lead to some good discussion along the lines of it depends what age you are. Give out the My financial future Activity sheet, explain it, and ask pupils to complete it individually. Note: the responses to this activity have the potential to inform future planning as they will give an indication of students attitudes and competencies. Along with the online multiple choice quizzes, which can be used for assessment of financial knowledge, the activity sheet responses can help teachers to develop learning activities to address needs. Plenary: Briefly discuss the answer to the activity sheet question about debt in the UK and explain some of the factors behind rising personal debt: - That personal debt involves owing money to creditors (lenders) - It is also called consumer debt and covers such things as mortgage payments, fuel arrears, Council tax arrears, tax, TV license, unpaid bills, maintenance payments, overdrafts, loans and credit card accounts. - That many people have borrowed too heavily to buy consumer goods, especially on credit cards. - Over the last few years credit has been cheap and easily available. - Many people have taken on large mortgages for which they cannot keep up repayments and that this has led to homes being lost. What are the pupils financial priorities now and for the future? Key questions How important will money be in your future life? Can money be wasted? How can money be lost? How can money be gained, apart from wages or gifts? Some people have lots of money but still aren t happy why is that? Extension task Ask pupils to write down five things which are bad about debt.

12 Activity sheet: My financial future A) Fill in two scores for each item in the list. My score out of 10 (how good I am at this now) How important is this for my future? (circle a number where 1 = not important, 5 = vital) Comment Knowledge about financial products (E.g. insurance, loans, mortgages, pensions.) Budgeting (Managing your everydaymoney and paying bills so that you don t get into debt.) Saving Using debit and credit cards Spending wisely Maintaining wellbeing (How happy you are, which doesn t always depend on money.) Understanding how banks work (E.g. accounts, loans, overdrafts, interest, statements.) Knowing about earning money and paying tax (E.g. payslips, income tax, VAT, overtime, National Insurance.) Knowing how mortgages work Financial planning (Making sure that you have enough money for the future.) Handling big money decisions (E.g. buying a car, a house or arranging a pension.) B) Two questions to answer: 1. Why is personal debt at record levels in the UK? 2. What three things do I need to do to be good with money?