How does knowledge get into young people s heads?

Transcription

1 Annual Report 2013

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3 How does knowledge get into young people s heads? 3

4 When enthusia edge, the result My Finance Coach is convinced that enthusiasm and fascination are elementary requirements for the sustainable acquisition of knowledge. To capture the interest of pupils, My Finance Coach follows an edutainment approach, which presents finance and business as tangible concepts in an amusing and inclusive way by using examples drawn from young people s lives and experiences. My Finance Coach awakens an interest in economic matters, conveys everyday financial knowledge and helps to promote the development of sustainable skills. 4

5 Chapter name Project title sm meets knowlis competence. 5

6 Foreword Foreword Financial and economic affairs shape our everyday lives to a far greater degree than ever before, which has an enduring effect on social and political life as a whole. This creates a basic understanding of economics indispensable in political decision making and represents a precondition for participation in social life and public debate. Economics and finance are not fundamentally abstract concepts. Economics is real, economic activity is part of everyday European life and everyone participates in it by one means or another. It is impossible to avoid money altogether, which makes it important to learn at an early age how to manage money in a self-confident and responsible manner. In today s consumer society, young people are being exposed to more and more stimuli to consume. It is therefore important for them to learn early on, that not everything which is desirable is necessarily realistic. Basic financial literacy offers guidance in this respect and helps young people learn how to set priorities and adopt a critical approach to advertising and items offered for sale. Even if the economic circumstances differ from one country to another in Europe, the fundamental economic principles and issues are broadly similar. It is generally accepted that in the reality of economics nothing comes for free. Young people need to reach this understanding at an early stage. I would like to thank all parents, schools, ministries, authorities, consumer protection organisations, foundations and non-profit organisations such as My Finance Coach Stiftung for the contribution they have made to improve the basic financial literacy of children and youth. This collaborative effort generates a greater level of trust, which is essential for the real economy and financial markets. A lack of understanding and uncertainty in financial and economic matters lead people to temptation, hinder the building of trust and impede a modern European social policy. I would like to encourage everyone engaged to continue their efforts to improve financial literacy for the benefit of young people and our entire society, and I wish every success to all involved. Best regards, Vítor Constâncio Vice-President of the European Central Bank 6

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8 1Offers for Schools Class visits A few words for the class book Project week on career advice Junior Finance Coaches Evaluation by LMU Munich Social commitment Teacher Training New teachers course on Saving In-school teachers courses E-sessions Teaching aids

9 3Extra-curricular Activities Holiday academy National Finance Competition WirtschaftsSchule Monthly specials App: MFC Geldmanager MFC on tour Trade fairs German head teachers congress OECD conference Other Topics Work placements at MFC International activities Advisory committee Finances Partners, sponsors and supporters The team looks back It was an honour Looking ahead to

10 Our offers for scho oriented and relev Outstanding teaching material and Finance Coaches in the classroom provide the pupils with exciting insights into business and finance. 10

11 ols are student- ant to daily life. = 1 MFC class visit 11

12 Dedicated Finance Coaches visiting a class.

13 Offers for schools Class visits Back to the classroom. My Finance Coach promotes the general financial education of young people through class visits, during which Finance Coaches teach pupils about business and finance using their own business expertise. Every Tuesday morning at 8:30 a.m., Finance Coaches receive an informing them of upcoming class visits at local schools. But what does the Finance Coach need to do to make the class visit successful? First the Finance Coach checks which invitations fit into his or her professional diary. If there is a suitable opportunity, the Finance Coach registers for that class visit. The next step is to find a partner Finance Coach. Ideally, the partner Finance Coach is from a different company or division than the other Finance Coach in order to bring a broader range of practical know-how to the pupils. On September 3, 2013, My Finance Coach s 3,000th class visit took place at Realschule John-F-Kennedy-Platz, an intermediate secondary school in Braunschweig (Brunswick), Germany. Two Finance Coaches from Volkswagen Financial Services (the new nationwide partner of My Finance Coach) taught a 90 minute lesson on the topic of Planning. During the discussion of income and expenses a student demonstrated his understanding of the topic by saying, in order to buy a motor scooter I not only have to plan my income and expenditure, but have to get the approval of my parents as well. Once a partner Finance Coach has been found, the Finance Coaches contact the teacher to discuss which My Finance Coach lesson is the most relevant and complementary to the topics the pupils are learning. Then the Finance Coaches prepare their lesson in line with the curriculum of the class they are visiting and organise the logistics of the visit. During a 90 minute class visit the Finance Coaches introduce themselves to the pupils, answer questions about their professional lives, and teach a lesson on financial topics, such as saving, financial risks, the connection between the environment and business or the effect of internet on personal finance. The Finance Coaches also teach the pupils how to research financial topics on their own through sources such as the magazine Finanztest, films from the EU clicksave initiative or local consumer protection agencies. At the end of the class visit the Finance Coaches ask the pupils and teacher to fill out feedback forms regarding the visit. The feedback is analysed later and used to improve the teaching materials and overall structure of the lesson. The Finance Coaches also give the teacher additional material to use later in further lessons. This marks the conclusion of the class visit. It has been an exciting lesson for everyone involved! Social commitment During the reporting period, Finance Coaches dedicated 10,000 working hours to the financial education of children and young people. In the course of their work, the Finance Coach teams visited 1,400 classes and reached more than 35,000 pupils. 13

14 Offers for schools A few words for the class book Tipping the scales. My Finance Coach makes a vital contribution to the development of fi nancial skills in young people. This would be inconceivable without the continuous support of teachers. Motivated teachers who recognise the importance of basic financial knowledge for young people are vital for the educational success of My Finance Coach. Teachers enable the Finance Coaches to share their knowledge within the classroom and provide their pupils with the essential building blocks of economic and financial knowledge. Before, during and after the class visit, the teachers are the Finance Coaches main contact for structuring and coordinating the class visit. Teachers deserve the highest respect for their dedication and sense of responsibility in many areas, such as individual tutoring for students, parent-teacher conferences and their function as a role model, as well as the contemporary structuring of teaching a class, to name a few. In anticipation of many more class visits and successful projects, the whole team at My Finance Coach expresses a sincere thank you to all teachers for their invaluable work towards a better financial edu cation for child ren and young people. Showing that it is possible to act consciously and sustainably in everyday life by the use of topics that interest pupils is extremely valuable! Sven Wiedmann teacher Learning by doing is always a good approach and, with this project, it works extremely well. The National Finance Competition even allows the youngest pupils to learn about the subject of money autonomously. The example they chose of the school trip and the role playing came directly from the children s own experience. The exercise set was challenging and encouraged creativity at the same time. And along the way, the pupils learned how to draw up a budget and to develop their economic reasoning. Maria Kipp teacher

15 Every day, our kids are inundated with offers from the mass media. They spark desires that can become a real danger. With its entertaining, highly practical teaching units adapted to young people, My Finance Coach makes a valuable contribution to the education of responsible consumers. Birgit dittmer-glaubig Deputy head of the Simmernstrasse middle school in Munich The module they presented was well structured and adapted to the pupils. Thank you to the Finance Coaches for their commitment. My Finance Coach: highly varied and informative material. Two competent and fl exible coaches: the pupils learnt a lot and enjoyed themselves! roswitha Moosmann teacher Christine Georg head teacher When I tell the children what GEMA, the society for musical performing and reproduction rights, is about, they just roll their eyes, says teacher Christina Bensch. She is happy for some assistance with fi nancial topics. Understandably, she was sceptical to begin with. I was afraid the coaches might start advertising products or talk us into signing contracts, she says, but my fears were unfounded. Tagesspiegel,

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17 Offers for schools Project week on career advice What happens after school? The MFC project week We ll get you fit for work co-financed by the European Social Fund in Bavaria provided theoretical and practical training on choosing a career, including interview etiquette tips, to pupils in year 8 (German system) at the intermediate secondary school, Realschule Unterpfaffenhofen. Which kinds of careers are there?, How do I write an application letter? or How should I behave in an interview?. These and other questions were asked by pupils over the course of the four-day project week. The project, which focused on career advice and applications, was co-financed by the European Social Fund and took place July 15 to 18, The European Social Fund (ESF) in Bavaria is one of the European Union s main structural funds and promotes employment and the maintenance of regional competitiveness in Bavaria making it the ideal sponsor for the My Finance Coach project week. A total of 34 lessons took place from 8 a.m. to 4 p.m. over the four day project week. On the first day, pupils participated in a lesson aimed at discovering their career goals and the criteria of their future dream career as well as what skills they would need to acquire to make that dream reality. Another lesson taught the pupils what career related resources are available. For example, the German job centre and online platforms ranging from azubiyo.de to the youth wing of the DGB trade union. On the fourth day, the pupils were able to put what they had learned into practice in mock job interviews. Baron Knigge, the epitome of modern etiquette, and Ms. Riegelsberger from My Finance Coach, kicked off the mock interview session. The pupils were judged not only on their eloquent responses, but also on their appearance and body language. The project was rounded off by a joint lunch, including a few tips on manners, and the awarding of certificates. I found out something about myself, which included the fact that learning can be fun. (Marco T.) Marco T. demonstrates that career training is not just a necessary obligation but that it can also be fun. Realschule Unterpfaffenhofen is planning to include the project week as a fixed element in its curriculum given the success of the week with pupils receiving an overall score of 1.8 (on a scale of 1 to 6 with 1 as the highest). The second day was entitled Self and social skills. Pupils learnt about the structure of a job advertisement and how to identify the most important requirements of a position. Roleplay and group work enabled them to test their professional and social skills in a hands-on setting. Training for off- and online job applications was the focus of the third day. Pupils wrote an application letter and curri culum vitae in response to a chosen advert. Afterwards, a human resources expert gave them tips on what to expect and how to behave during an in-person interview and on a telephone interview. Well prepared for a big day: Baron Knigge at interview training with year 8 pupils from Realschule Unterpfaffenhofen. 17

18 Offers for schools Junior Finance Coaches First class visit: Finance with Abigail, 17 years old. In the Junior Finance Coach programme, pupils learn from experienced business people and then pass on their knowledge to other pupils. Those who can teach a topic demonstrate a better understanding of it. Changing sides like that is a completely new experience: the teacher s perspective is totally different to that of the pupils, says Abigail (aged 17). As a Junior Finance Coach, Abigail successfully coaches her peers about finance and business. Her success is due to the fact that peer-to-peer teaching inspires a high level of acceptance from the pupils and makes her more credible. Pupils are asked to be Junior Finance Coaches by their teachers beforehand and then prepared for their class visit by experienced Finance Coaches. Then the Junior Finance Coaches have the opportunity to share their knowledge with younger pupils by conducting their own class visit always in a team with an adult Finance Coach. The Junior Finance Coach programme both teaches important financial education lessons and fosters social competence and media skills of pupils. All in all, the Junior Finance Coach programme amounts to what is known as a classic win-win situation: This project not only gave me a lot more knowledge; it did the same for the pupils, sums up Christian, a Junior Finance Coach from Frankfurt. This knowledge transfer takes place between different school years and between different German school types. Coming from the Gymnasium, or grammar school, it was a great experience to go to a middle school, says Naomi, a Junior Finance Coach from Munich. The pupils were very interested and it was great fun. Junior Finance Coach Abigail from Gyula Trebitsch Schule Tonndorf in Hamburg. 18

19 The teacher s perspective is very different. I have to try to get the pupils interested in the subject of finance and business. At My Finance Coach, you don t only learn for your own life; you also pass on what you have discovered. Quotes from participants in the Junior Finance Coach programme. This is exactly what I think initiatives for young people should be: exciting, varied and interesting. I think it s very important to find out about the financial sector, even if you don t want to work there.

20 Understanding what hire purchase means % % 60.4% 51.4% Girls 10 Boys 0 Before training After training Before training After training % Percentage of pupils surveyed who understand what hire purchase means (N=967). Critical opinion of advertising % 44.3% % Girls 29.6% Boys 0 Before training After training Before training After training % Percentage of pupils surveyed who agree with the statement Advertising wants to sell me something (N=933).

21 Offers for schools Evaluation by LMU Munich Numbers say more than words. The results of the second scientifi c study investigating pupils fi nancial knowledge and the effectiveness of fi nancial education methods reaffi rms the positive effect of My Finance Coach s work. class visit with the Finance Coaches were better able to complete the complex related exercises consistently. The pupils level of knowledge improved drastically, especially in the areas of hire purchase, debt and shares, according to the results of the study conducted by Professor Joachim Winter and his team at Ludwig-Maximilians-Universität in Munich. The proportion of pupils who understood the parameters of hire purchase increased from 55% before class visits from Finance Coaches to 62% after class visits. In the beginning, only 40% of the pupils knew that buying shares made them co-owners of a company. After the class visits, the figure rose to 50%. The percentage of pupils who had a critical opinion of advertising in the media increased from 33.3% before the class visit to 49.1% afterwards. Before experiencing a class visit from Finance Coaches about 40% of the pupils said they were not interested or not at all interested in financial topics. After experiencing a class visit the number of pupils not interested in finance decreased to slightly less than 30%. Similar positive changes were observed in the pupils who had rated their knowledge of financial topics as poor or very poor before the class visits. The study also revealed interesting findings on the saving habits of young people. In particular, reliable scientific con clusions proved that the wide differences of adult budgeting and saving habits are already present in children. The extent to which pupils were willing to forego smaller sums of money in the short term in exchange for a much greater reward at a later date was used as a measurement instrument. In this context, it also became apparent that pupils who had already experienced a In order to obtain the most precise results possible, the study included randomised treatment and control groups. Both groups were asked the same questions before and after the class visits by the Finance Coaches. The answers given were compared and served as the basis for the analyses in the study and to evaluate the work of My Finance Coach. With a heritage going back over 500 years, 150 courses of study on offer and nearly 50,000 students, Ludwig- Maximilians-Universität München is a leading univer- sity by international standards. To evaluate the work of My Finance Coach, Professor Joachim Winter, Dr Marta Serra-Garcia and Dr Melanie Lührmann developed a two-stage model of analysis and interviewed 57 school classes from Bavaria, North Rhine-Westfalia and Berlin. In 2013 a practical exercise was included for the first time, and provided an additional indication of the positive effect of My Finance Coach s work on the financial competence of young people. 21

22 Lars Seehof Sebastian Queißer Elisabeth Neuland Heike Botzler Marco Gruber Fayssal El Moufatich Matthias Jansen Michael von Kessel Mayer Barbara Scheck Tobias Maier André Bleymeyer Werner Waldner Christian Wenninger Marc Schanbacher Hans-Joachim Laich Jürg Sebastian Jauch Stephanie Pratsch Peter Kempe Andreas Güttner Frank Rödemer Karl Brückl Mirjeta Fetoshi Guido Kirberg Marc Norbis Klaus Rostek Gerhard Schreiber Silvia Benz Joachim Ziegler Souad Acheffay Rainer Dietz Andreas Forgach Ingo Klenner Jessica Krieger C Christine Schlüter Marco Wittwer Isabell Martin Uwe Streckenbach Kai Bigge Petra Heine Matthias Herrmann Kerstin Mosler Stephan Sc Barth Reiner Zoche Christian Cassebaum Tanja Fuchsluger Werner Zedelius Nicole Buchner Andre Fuchs Christian Resch Kathrin Hei Heinemann Alexander Vollert Andree Moschner Veit Oos Thomas Wiesemann Frank Friese Tamara Pfister Lüder Kaiser Walter Prem Greta Weiher Klaus Samwer Simone Vogel Michael Furchert Alexandra Kinzl Holger Prem Bernd Rempp Claus Dietz Roland Gerard Andrea Mertschenk Christian Seel Sabine Seitz Alexander Stark Peter Stoll Sabine Wesenberg Iska Beulke Andreas Kern Jochen Kienberger C Kieselbach Heike Kostorz Julia Schildmeier Ines Rommel Reiner Volquardsen Philipp Nowicki Christina Schüle Melanie Liebelt Natalie Bö Daniel Rittershofer Martina Beck Holger Freimann Markus Falk Michael Sanden Felix Brückner Michael Rode Stefan Schuster Jens Fürste Buth Tanja Volz Claudia Lochert Sebastian Raatzke Roland Schneider Jens-Torsten Müller Petja Pucci Tanja Mora Estrada Rico Trapp Jens Brigitte Herrmann Cornelia Fister Ines Nowak Volker Passek Michael Theiss Detlef Endres Axel Ehrmann Marcel Lai Duc Tobias Linder Michael Ludwig Jens Otto Mirko Stubbe Ulrich Buttermann Michaela Jennen Björn Florack Stefan Remshagen Manfred Kraus Thomas B men Reiko Vorein Manfred Weiner Sebastian Haut Uwe Lüdtke Kathrin Schmidt Alix Stödter Christian Albrecht Martin Herrmann Maxim Berger Oliver Karl Carsten Deni Sandra Redmann Marlen Wollmer Thomas Hüther Ralf Kontny Britta Müller Olaf Wittich Alexander Dure Schnabel Alexander Erk Simon Kaesler Markus Kleiner Steffen Petzold Lutz Bönisch Susann Petrich Dieter Kurth Jörg Neumann Thoma taschinski Christof Weddemann Frank Bauz Daniela Seifert-Winkler Inka Vorwerk Andrea Bertram Livia Gondos Susan Graichen Kerstin Ulrike Leyherr Albrecht Eisenreich Christian Behlert Viola Heuer Sebastian Gatzer David Sills Heiko Peschel Hanna Nilsson Magdalena Oppat Ralf Herrmann Maria Taubert Niklas Schirmann Jens Woloszczak Claudia Gaganis Stefan Reimig Brigitte Vernin Lukas Streiff Gerk Bovermann Alexandra Dilger Raphael Dimpfl Brigitte Egger Matthias Encke Bastian Kai Roeder Barbara Waltner Frank Budszuhn Irene Vorhaus Christian Bischoff Brit Fiedler Judith Kahnert Ferkan Sandi Patrick Schmid Markus Blum Stefan Wirtz Astrid Kaltenegger Bastian nifer Breuer Vanessa Nowak Andreas Budack Janina Pfüller Martin-Justus Bareuther Madlen Kusche Claudia Thurm Tilman Tschöke P Pampel Mathias Wendt Marion Arndt Susann Wiffler Michael Godelmann Matthias Koeplin Nicole Wetzel Jan Geiger Friederike Brodac Dieter Wemmer Martin Hintz Dietrich Brunner Hanna Sommer Anton Betzl Markus Haak Joachim Müller-Dang Susanne Overhoff Jörg S Geiß Hubertus Grabmair Alexander Göbel Wolfgang Brönauer Doris Quirmbach Jessika Wäsler Hauke Fischer Alexandra Huber Stepha Christian Könnecke Helmut Kraft Marcel Löser Sabrina Schröter Felix Senkler Wolfgang Deiss Martin Ring Per Protoschill Maik Amor D The social commitment of M Andreas Jankrift Göran Spohr Grit Scheidemann Daniel Möller Anne Schenkel Nicole Schmidt Jens Schmidt Sven Bernhardt Doreen S Gruner Susann Oertel Maik Proft Martin Blücher Björn Borges Nina Berger Jörg Strothotte Lis Hannemann-Strenger Maximilian Zimmer Regnet Piera Ziedek Peter Pillath Kathrin Bach Jessica Hospotka Claudia Riccardi Patrick Jürgen Afflerbach Franz Diebold Daniel Frank go by one name it has over Philip Schade Steffen Schuberth Barbara Christine Seitz Dominik Storhas Florian Strobel Kilian Johann Wischer Marina Buchberger Jana Trautvetter Jenaharan Jeganathan Maren Hartmann Stefanie Kretschmer Heike Barnickel Claudia Rausch Wiebke Steuermann Funda Sa Birgit Steidle Pier Stefano Sailer Roman Kettern Barbara Polt Petra Sälzer Marina Solocki Frederik Cramer André Holdschick Franziska H Tabandite Holger Ludwig Katharina Ashauer Julia Brauckmann Daniel Siegel Jens Kolata Michael Freudenberg Florian Stein Marc Olive Gerhard Bischof Stephan Bleimann Cemre Bagci Lisa Kaufmann Kai Bergschmidt Manuela Schülke-Krolik Sandra Steinbach Kerstin Vos Mahler Maria Berdich Adrian Bujan Florian Braun Sascha Schneider Jennifer Quandt Nicole Göbel Satheevan Kasippillai Ina Jensch Chris Hafez Oskar Gläser Marco Göpfert Kirsten Serrano Dirk Hillmer Marcus Wigand Julian Monschke Janina Tietjen Martina Mittmann Gesin Nicolaus Schinkel Maximilian Cordier Torsten Thebes Martin Höner zu Siederdissen Jens Krall Tea Mesanovic Melanie Gierten Stefan V Annetzberger Tina Vogl Iris Rechtsteiner Marion Bach Kai Eggers Andreas Heidrich Christiane Bartsch Violetta Gawol Jenny Kreuzburg J Singh Gloria Seibert Konstatin Barrmeyer Juliet Green Adrian Ciesinski Melanie Behne Herbert Biemann Didem Korkmazyürek Alexand Krösien Dawid Kmiotek Christian Hahn Matthias Rubin-Schwarz Philipp Stümcke Mela Fiedler Peter Ziegler Johannah Wilsdorff Mikaela Daniel Ölkers Natalie Fink Sarah Brandt Milena Lieske Angelina Helk Sebastian Tober Martin Hansen Jürgen Hager Georg Kerschenstein ova Sina Steidl Andreas Theres Simone Emke Fabio Cunetto Iris Hammerla Volker Hamann Nathalie van Hövell Robert Filsinger Hage Monika Massun Nina Wolf Franziska Dyck Ralph Reimesch Horst Becker Ina Post Thorsten Löffler Sonja Bauschmann Sahin Güngör Sed Reuthebuch Hans-Friedrich Heublein Katrin Schmidt Joachim Müller Marc Stauder Anja Nickels Stephan Mehl Hendrik Koch Matthias S Stefan Wong Benedict Siemons Hanka Marx Christina Stansell Deepak Shenoy Koushik Muralidharan Bevin Ngara Julia Zimmer Lily Felixb Smid Pia Bihlmaier Kathrin Ehrig Stephan Lowitzer Jeannine Sütterlin Maike Unger Eva Kliebisch Robert Heinlein Ekaterina Belova Fran Gisela Schwab Elisabeth Sellami Jörg Steckelberg Alexander Wax Miriam Weber Claus Wehr Christian Erythropel Klaus Behrenbeck The Schweitzer Rainer Theobald Florian Wolf Thomas Däuwel Jochen Götter Klaus Dahm Kai Konrads Ralf Birk Mariam Grigorian Maria Ass Dörrler Karin Mehnert Desislava Popova Katharina Kertels Ann-Kristin Hunstiger Holger Kneisel Frank Strittmatter Carola Rentergent M Reinhard Jung Ingo Erben Andrea Felger Peggy Haase Nina Kalinowski Janine Köcher Meli Le Huray Hanno Muckenheim Tilmann Scha Wende Bernhard Hofmann Maximilian Krug Thorsten Wermeckes Sabine Weinschenk Roland Göppel Alexander Hasse Guido Steinbeck Vinod Bennerscheidt Thomas Kretschmer Monika Fabry Martin Nguyen Saskia Sofia Cammann Wolfgang Fredrich Julia Paar Tanja Büde brecht Florian Fischer Thimo Deckelmann Alexander Weitling Andy Gottwald Hendrik Bothe Gregor Richter Julian Schelle Elke Fiegert V chael Raubold Stephanie Aschauer Jenny Grey Martin Stuchtey Jeannine Bartmann Michael Weidinger Martina Hitz Ilka Kuckuk Larissa Sohn Michael Reich Marco Winter Malte Kraus Stephen Peters Tobias Vatterodt Oliver Brandt Birgit König Burkhard Keese Astrid Herold Knof Harald Boysen Claudia Berggrün Peter Galdia Henning Junker Nils Rodermund Michael Schaper Kai Alexander Riedel Dirk Wronko Herberich Susanne Kiermaier Sibylle Killinger Nina Maurer Christian Scheler Kathrin Zwingenberger Astrid Köppe Günter Hess Angelika Hille Emil Baumeister Katinka Klebow Stella Lind Olaf Mielke Jutta Herrmann-Fischer Nihad Sebastian Jamal Charlotte Reiher Martin Voge Srey Hans-Peter Uerlings Hendrik Seidel Nico Theuss Friedrich Bolz Tom Waldeck Martin Hebertinger Martin Wricke Annekathrin Dietric Dobin Dominik Bogacz Okan Keklik Romanus Schnarrer Sabine Goette Bernd Theißen Daniela Bastian Martin Cornelius Stefanie Arndt Thomas Pönisch Wulf-Dietmar Storm Pia Knabe Torsten Zibell Jürgen Romahn Martin Schafaczek Andreas Bittl Karl-Leo Gäs Tabandite Holger Ludwig Katharina Ashauer Julia Brauckmann Daniel Siegel Jens Kolata Michael Freudenberg Florian Stein Marc Olive Than 22

23 Karin Paprotta Pilar Gonzalez Jens Niederberghaus Holger Hackländer Thomas Glockshuber Christian Keller Tanja Keilhammer Christian en Heinle Harald Meyer Thomas Tilse Hans-Peter Rathjens Christian Subbe Tileman Fischer Stefan Einert Bettina Orlopp Heiko Bullinger rath Carmelo Vitello Anita Vitello Heiko Hering Judith Peter Stefan Weber Katja Lloyd Sebastian Sindel Günter Heimpel Michael Ortwein hristoph Ziegler Manfred Fromberger Gerhard Geidobler Joachim Kalt Matthias Archut Enrico Baumberger Andreas Bock Falko Langer hmidt Graham Waters Armando Mora Estrada Michael Schumacher Eike Ziehme Kerstin Baburske Carlo Kloss Marco Schwalbe Nicola gl Wolfgang Bruckmayer Thomas Geisbüsch Julia Röser Rachel Fischer Klaus-Dieter Herberg Oliver Bäte Clement Burns Booth Bernd Dorothee Kruppa Andreas Uremovic Peter Engel Birgit Nadidai Tanja Christensen Angelika Schwarz Thomas Fuchs Sören Kupke Moritz Dotterweich Thomas Haase Elke Oestreich Stefan Sörgel Michael Franzky Richard Oswald Caroline König Markus Geisberg Corinna arolin Romer Bianca Waiblinger Arthur Recktenwald Christine Frasch Peter Ostertag Torsten Wahl Oliver Ziegert Gaby Henke Bruno ser Dieter Kampfmann Helena Djulabic Sabine Widmaier Sandra Schlund Markus Kühner Vanessa Burg Heiko Walz Miriam Obermayer nberg Thomas Haselberger Sabrina Sachsenmaier Nicole Hösl Axel Leckebusch Michael Schosser Jörn Halbauer Oliver Theis Karl-Heinz Mehnert Fehmi Özkan Paul Ostmann Martin Sartor Melanie Vincon Stefanie Füger Elke Groß Kerstin Schießl Martin Sulz Stefan Kanzok Marcus Muncan Brigitte Pichl Conrad Vogel Steffen Wirth Elke Burgmayer Martin Fischer Thorben Flämig Heide Gorges Brigitte Preuß üschert Elisabeth Bieler Thomas Matheis Elenia Quartucci Viktoria Hajas Sabine Hertel Janine Kreisel Christopher Schulz Andre Stam- ilian Schön Sylvia Stedefeld Silke Thinius Susann Woitow Thomas Zeidler Bernd Zilske Michael Kroiß Michael Reiner Ralf Siemers Sina k Peter Seisler Ivo Alexander Ivanovic Carsten Salzwedel Marko Voigt Anja Fuchs Thomas Höppner Tina Schmidt Michael Girke Florian s Geyer Gabriele Ulbrich Heike Herwig Carsten Schmotz Martin Burg Stefan Notthoff Ute Galitz Christian Fikus Petra Schmidt Jana Os- Chladek Matthias Stender Frank Thielecke Jens Unger Christoph Wendlandt Bert-Siegmar Bauers Bärbel Iffert-Schmücker Ivonn Schulz Ignatowski Sebastian Overlack Thomas Wirtky Christina Tittel Jeannette Kenzler Kai Langbein Michael Schwarz Doreen Wolfram Axel e Gersema Sabine Grieger Elisa Niessing Josef Korte Marc Oerke Julia Winkler Eva Keller Herman-Josef Knipper Claudia Frenzel Brigitte Riegelsberger David Bachmann Udo Klotzki Barbara Kommerell Beatrix Meibeck Andreas Raabe Sabine Schulz Kemâl Selâmet Pascal Lucha Silvia Just Sabine Milz Heinz-Norbert Dierichsweiler Michael Voll Ruth Weise Marc Lorbeer Peter Liegener Mareike Eickhoff Jen- atrizia Pawelek Brigitte Baron Thomas Blees Roland Heller Serjoscha Keck Matthias Kramer Christin Laxa Anna Maslennikow Jochen h Jan Broll Karol-Albert Englert Sandra Plato Katrin Wiegand Andreas Fritsch Janina Heinemann Christopher Kentzler Carsten Gruner chröder Cornelius Wagner Sandra Duncan Elke Weitzel Guido Lauchstädt Markus Weiner Tanja Klima Eva Tholen Antje Sewing Florian nie Dickes Alexander von Hornstein Katrin Meyer Diana Köhler Julian Giesecke Isabell Rieken Weronika Stehr Bettina Clauss-Krüger irk Schäfer Hubert Häusler Harald Stettner Gülhan Bayram Ulf Pöckelmann Nadine Lefevre Mirko Kleinow Ina van Oel Reyk Grudzinski y Finance Coach doesn t chöne Andreas Nier Kai Mendisch Constance Kratsch Andreas Seifert Nikolaus Mikulaschek Nicole Pyttlik Julie von Zitzewitz Danny er Wolfgang Brezina Martin Reents Matthias Heussner Carmen Regelin Jens Grote Karin Chan Inna Komelina Stefan Lummert Michael Gregor Kastner Robert Keller Bernhard Koch-Kemper Felix Emanuel Kress Melanie Maier Martin Neukirchner Antonia Rosenhuber Jan- a 1,000 names. Baumann Justine Anna Feller Hanns-Erich Finke Katrin Fröhlich Christian John David Kukulies Martin Lange Michael Rittgerott Christoph hin Tim Kreutzmann Oliver Joch Richard Stoffelen Kathrin Bernhardt Franziska Merk Jürgen Berndt Friedhelm Schwall Angela Giacomo älke Markus Breuer Mathias Reese Mette Huth Amely Hansen Jennifer Kaltenberg Markus Elbers Stefanie Hagenmüller Jean-Bertraud r Birmans Francis Wesler Carola Stier Nicole Freymadl Jürgen Schneider Peggy Colditz Daniela Wicker Claudia Geilert Danijel Lipovac s Toni Häusermann Jeanniene Rezaie Christian Meyer Volker Kramm Katharina Punke Bastian Kränke David Pohl Stefan Giel Wolfgang toph Beumer Marcel Nellessen Kristin Kriemann Robert Wilkens Franziska Holler Stephan Isegrei Daniela Friedrich Wolfgang Ogl Stefan e Bischoff Swolke Beckert Steffen Minier Robert Strobach Thomas Weber Thomas Eberle Janna Lorch Petra Staiger-Bott Ulrich Niklas oith Markus Regner Robert Wiedenmann Viktoria Moll Stefanie Götze Stefan Siegel Hannah Gresch Ursula Böhle Tobias Graf Christian uliane John Boris Künzl Silke Flizik Michael Hollerbuhl Marcus Mäusner Roya Ahmadi Aylin Somersan-Coqui Stefan Erhard Wolff Mandy er Prell Matthias Reinstädt Bernd Rexer Markus Schulz Markus Ibele Jan Sönksen Torsten Dietrich Lea Ianchello Götz Reichart Kerstin Gallon Roman Göbel Alexander Münch Christian Schultes Oliver Trautwein Bernd Jenicek Jens Herbig Richard Gaulke Lars Pietzonka er Franziska Elger Ullrich Mohr Zaid Louati Anne Klausmann Johannes Meier Nadine Michel Paula Santandreu Maria Schneider-Rusak- n Geckert Maria Fröde Erich Götz Klaus Lendle Nils Höger Kai Westermann Stefan Walde Meike Martiny Veit Kallweit Chase Morgan enay Kaya Marcel Kneisl Gunter Huhn Melanie Groß Tim Hannewald Berit Korte Kristina Orec Christiane Ortel Michael Quander Arnold meddinck Kathrin Helm Rüdiger Bitsch Benjamin Rasch Eva-Maria Lamprecht Mario Hochholzer Frank Marquardt Tobias Huttenloher erger Marina Storhas Niklas Weiler Arlette Giese Andreas Wimmer Klaus Berge Gregor Thomas Matthias Ackermann Jan Kirrbach Marc k Dederichs Kirsten Eckel Felix Schaar Jörg Aschenbrenner Mena Boekhoff Patrick Essig Stephan Reis Miriam Riccardi Andreas Schulz ys Knipprath Wolfgang Kosche Silvia Daniel Jochen Lehmann Maria Ser Reiner Klinz Katharina Kölbl Frank Lederle Gunther Peter Jörg el Stefan Klotz Sabioella Hosseini Dominic Bühler Andreas Weichenberger Cornelia Schilling Lada Pittnerova Erik Rosenhäger Daniela artin Schmücker Julian Zienicke Thorsten Miller Frank Kaiser Robert Reden Mirko Bunk Norman Tontsch Kai Kolepka Sebastian Rogge mal Carina Blenninger Sascha Scherbarth Jürgen Rokosch Nezahet Ceviker-Kacar Hartmut Klug Sven Petersen Jürgen Wende Bettina Georg Wilking Levin Wolff Metternich Andreas Fürst Thomas Sellmann Heike Nestler Mashal Aslami Rainer Hofmann Elisabeth Reinhard nbender Doya Ahmadi Jochen Ehlert Mark Grützmacher Astrid Küppers Theresa König Julia Linhart Ina Heinz Peter Otte Josephine Al- erena Kaiser Verena Rappel Christopher Sukarie Heike Otto Christophe Vaughan Anna Metzner Daniela Zingler Katharina Morbach Mi- Knödler Corinne Damnik Laura Kuckelmann Wieland Guttzeit Ronny Guttzeit Anne Machts Ute Neumeister Kevin Eichhorn-Jeremias Hans-Georg Krumsiek Jörg Fuhrländer Britta Siebelink Andreas Pöhlmann Bente Borgmann Christine Eichmann Andrea Epper Manfred wski Raiko Worf Katarina Mai Sandra Breuer Sascha Conrad Jennifer Grünhagen Cornelia Fehlner Thomas Geyr Simone Goos Christian Kohlmeyer Stefan Ganslmaier Bernhard Paulus Roman Niedermeier Manuel Meuth Matthias Thomas Münch Elmar Schobel Matthias l Elisa Jäger Tashina Kaiser Markus Rieß Matthias Balint Markus Konradt Angela Kleinhans Anthony Bandmann Silvia Lindemann Prasat h Jane Uhlig Kerstin Lux Tanya Waeber Alexandra Kaps Dennis Schuhmacher Matthias Kern Tim Scheuerer Susanne Fröhlich Gabriela Britta Hornung Mario Pfennig Fabian Gatzka Ursula Stenmans Jan-Philip Brandt Sandra Berking Gerhard Falkenstein Andreas Kaunath r Birmans Francis Wesler Carola Stier Nicole Freymadl Jürgen Schneider Peggy Colditz Daniela Wicker Claudia Geilert Danijel Lipovac ks 23

24 Teacher Training f and disciplines. Training courses and teaching aids help to integrate business and finance sustainably in the existing school curricula. 24

25 or all school types 25

26 Teacher Training New teachers course on saving Marshmallows and financial competence. Saving as a subject for classwork the fourth Teacher Training module from Klett MINT on behalf of My Finance Coach describes surprising methods to teach the complex topics of saving and investing money. The young boy can t bear to look. The marshmallow on the plate in front of him is just too tempting. In one gulp, it would be gone. But if the boy stays patient, he has been told he will receive a second marshmallow. Finally, the time is up. And in a flash, it is not just one, but two sweets that put a big smile on the boy s face. This experiment, known as the marshmallow test, illustrates what saving actually means namely, the conscious renunciation of immediate consumption. The fourth Teacher Training course from My Finance Course approaches the topic from unusual but well-founded angles. Extract from the contents of the training course 1. Functional skills and functional contents such as: - Differentiation between types of investments in terms of personal preferences, return after costs, liquidity and risk - Presentation of classic investment types - Tips for dealing with numbers and information 2. Psychological and cognitive aspects of saving such as: - Behaviour patterns - Decision-making processes - Motives and obstacles to saving Why save anyway? Why does saving initially have nothing to do with investing? What criteria will help people save? Why is it difficult for me to save? The course developed by Klett MINT on behalf of My Finance Coach offers teachers a didactic introduction and background knowledge on finance. The course is supplemented by examples for use in lessons, such as encouraging lead-ins and worksheets. The teachers are also given an insight into the didactically prepared teaching material, which deals with topics such as the magic triangle, a model used to evaluate the characteristics of different saving options, or an overview of different types of investments. Through attending Teaching Training courses, teachers discover methods to convey basic economic knowledge to their pupils. The course encourages teachers to think about saving and investing themselves and also provides the teachers with the tools to prepare pupils for future financial decisions. As well as saving, there are training courses on the topics of: - Buying - Planning - Environment and Business The teaching material for all modules can be ordered after the course free of charge and with no advertising. 26

27 Teacher Training In-school Teacher Training On-site teachers courses. Private lessons for the teaching staff a Finance Coach and a pedagogical expert come to the school premises to run a course for teachers. My Finance Coach has developed Teacher Training modules on business and finance topics in cooperation with Klett MINT. There are three different ways teachers can participate in a training: events at Klett venues in larger towns, at schools or through e-sessions. Teacher Training sessions at schools are for 15 or more participants. On-site courses are advantageous for teachers because they are time efficient and eliminate travel costs. Teacher Training is an opportunity for teachers of years 5 to 10 (German school system) to familiarize themselves with the material offered by My Finance Coach, material which they later use to increase their pupils financial literacy. If it is not possible to attend a course in person, teachers can also complete the training from home by taking part in the e-sessions. 27

28 Teacher Training E-sessions Teacher Training with a difference: one computer, two clicks and you re off. Online training courses from My Finance Coach for teachers are a flexible addition to the face-to-face events and represent a new dimension in the networking of educational partners. It is Monday evening, just before 7 p.m. and the Basic Training II, which includes the My Finance Coach modules Shopping, Planning, and Saving, is starting in a few minutes. There is just enough time to fetch a glass of water from the kitchen. Back to the computer, enter the chat room via the link and off we go. Today about a dozen teachers from different school types are taking part in the 90-minute Web seminar (webinar). My Finance Coach regularly organises webinars on business and financial topics for teachers. The webinars are created in collaboration with the e-learning centre at the Academy for Teacher Training and Personnel Management in Dillingen (ALP). Webinars eliminate travel time and costs and enable participants to work efficiently and flexibly from home - or, wherever the teacher wants, as long as he or she have a computer and stable internet connection! Vanessa Nowak, pedagogical director of the e-sessions at My Finance Coach, guides participants though the live training course. The webinars are live and moderated by professional staff such as Vanessa Nowak, the pedagogical director of webinars at My Finance Coach. She guides the participants through the course, presents contents and methods and makes suggestions on how the topics can be sustainably integrated into various subjects. She also keeps an eye on the participant chat room where lively debates often arise. For example, the participants ask questions such as, How can interactive charts best be integrated?, How flexible are the formats provided?, or Are they suitable for my class?. The virtual chat room enables a live and direct exchange of ideas and questions between the participants and the moderator. Within the chat room teachers personal concerns can be addressed immediately just like in an in-person training. At the end of the e-session, the participants have the opportunity to order the teaching material for their lessons free of charge and without advertising. In addition to the Basic Training I and II, My Finance Coach, in cooperation with ALP, also offers an advanced course and an overview of all the training units in English webinars. For some of the participants, the webinar is the first time they have visited a chat room. Dealing with formats like this also boosts our media skills and raises our standing with the pupils, one of the participants positively stated. 28

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30 Module II: Planning Teaching financial education (Years 5 10) Lessons 5/6: Preparing a personal budget Lead-in (5 min.) Repeat the financial situation of Felix and Lena Repeat the financial tips Teacher student talk Transfer (15 min.) Think again about your personal financial situation Blackboard Individual work Teacher student talk Adjust financial tips to your personal situation Compare with learning group Note tips on the blackboard Sheet 7 (How can you cut your expenses or increase your in- Teaching unit 4 Exercise: come?) How can you cut your own spending and increase your in- TEACHING AID Practice (40 min.) Individual work Lesson unit 5 Lesson unit 6 come? Write down keywords. Prepare a personal budget (self-chosen target, period of about one year) including all findings Exercise: Prepare a budget for a target that you would like to reach A3 sheets Worksheet 8 (Prepare a personal budget) in about a year. This can be a fairly expensive purchase, but also an educational goal (e.g. to learn a foreign language) or a combination of the two. Evaluation (20 min.) Present budgets to one another in small groups. Students budgets BASIC TRAINING II Student presentation Lesson unit 1 Particularly good budgets are presented to the whole class. Reflexion (10 min.) Reflect on the teaching sequence Planning Blackboard Whole class Students formulate theorems Other students indicate dis/agreement by show of hands Voting may be recorded in writing Exercises: 1. Think. What have you learnt? What is particularly helpful for your budget? 2. Formulate theorems, e.g. I have learnt that needs keep Buying Planning Saving changing. 3. Read your theorems to the class. 4. If you think the theorem applies to you, raise your hand. If you don t agree after hearing the arguments, vote accordingly. 30 The programmes describe what happens during the lesson and the side columns include tips on teaching method, times and learning objectives as well as the worksheets and material required. Worksheet 7: How can you cut your expenses or increase your income? Worksheet 8: Preparing a personal budget Exercise: How can you cut your spending? You have heard the example of Felix and Lena and given them tips on how they can achieve their goals. Now it s your turn. Prepare a budget for a goal you would like to achieve in about a year s time. This could be a fairly expensive product you would like to buy and that you can t afford at the moment. But it could also be something else that you would like to learn, such as a foreign language or a sport. In addition to money, your budget will then have to include other resources, e.g. time for training or learning vocabulary. That makes it harder! Use the following suggestion to help you with your budget. 1. First think about what you want to prepare a budget for. 2. What resources do you need for this goal (money, time, help from others, etc.)? Draw up the corresponding overviews of income and expenses. How much money or time do you have already (income side)? What does it cost altogether (expenses side)? 3. Now think how you can reach your target and prepare a monthly or weekly plan by writing down how much money or time, etc. you have to invest to reach the goal. Don t forget holidays and don t be too ambitious (it s better to set a smaller amount and be consistent). How can you improve your income? Example: Jan. Feb. Mar. Apr. May June July Aug. Sep. Oct. Nov. Dec. Total resources: 50 Etc. ten hours training 4. Correct your goal if you notice that you won t be able to reach it within a year or if you will get there much earlier. 5. Set a milestone you would like to reach at the halfway stage of your plan. 6. Present your plan to the group and incorporate their suggestions. Exercise: How can you cut your spending or boost your income. Write down suggestions. Als Kopiervorlage freigegeben. My Finance Coach Stiftung GmbH, München 2013 Als Kopiervorlage freigegeben. My Finance Coach Stiftung GmbH, München 2013 Two worksheets from Module II Planning: pupils work out how to reduce their expenses and increase their income and prepare their own monthly or weekly plan to achieve a personal goal.

31 Teacher Training Teaching aids Anything but teaching by rote. Teaching material by professionals for professionals. The new teaching aids for years 5 to 10 were developed for teachers by Klett MINT. Modul I: Umgang mit Risiken The range of teaching modules available for economic Methodisch-didaktischer Kommentar education comprises three units (corresponding to the My Finance Coach curriculum): Two worksheets Basic from Training Module I, II Basic Planning: Training Students II and are to work out Advanced Training. how The to reduce topics their they expenses present and can increase be taught their income as and should independent units prepare or in conjunction their own monthly with each or weekly other plan for to a cumulative overview. The heets modules from Module are II designed Planning: to Students provide are an to over- work out how to re- achieve a Two worksview of target skills, duce their methodological expenses and approaches, increase their key income learning and should prepare contents and potential their own outcomes. monthly or weekly After the plan pupils to achieve have a personal completed all modules of one training, they receive a certificate. goal.. as well as the worksheets and material required. The! The teaching materials programmes are designed describe so what that happens teachers during from the lesson and disciplines other than the economics margins include are able tips on to teaching familiarise method. themselves quickly and efficiently with each topic. A list of target outcomes is included The programmes with each topic. describe Each what topic happens also includes during the lesson and an agenda and overview the margins enabling include the tips teacher on teaching to structure method, times the and learning lesson and easily objectives prepare. as In well each as section the worksheets of the lesson and material there required. The are differentiation programmes options describe detailed, what such happens as exercises during the for lesson different age groups gins and include additional tips teaching material. method, These times suggestions and learning objectives and the mar- and potential variations as well as enable the worksheets teachers and to modify material each required. lesson The programmes appropriately for describe the class what level happens and individual during the requirements lesson and the of margins include the students. Master tips on copies teaching of method, all the times necessary and learning worksheets, objectives as well as the slides and other worksheets material (lyrics, and material photo required. sources, The statistics) programmes are describe what available in the happens annex. during An answer the lesson section and the provides margins include model tips on teaching answers for all exercises method, times and and worksheets. learning objectives Each course as well includes as the worksheets and a glossary listing material and defining required. all the technical terms used. The last section is a list of outside sources where the pupils and teachers can obtain additional information regarding the topic of the lesson. The attached EcoDisc includes all the material in digital form so that a whiteboard and beamer can be used as an alternative to the blackboard and overhead projector. The knowledge acquired in the Teacher Training courses and the suggestions for activities are summarised in the teaching aids. These help the teacher use what they learned during the Teacher Training in an everyday classroom situation. Differentiation option MindMap on global warming Activate prior knowledge Sketches on the blackboard Sketches on the blackboard about the principles of the greenhouse effect can be used as an alternative to the lead-in slide (About Year 10) Additional material 4: global warming Independent work to list the effects of global warming Could be given as homework in preparation Presentation topic: global warming Instructions for role play Joint discussion to prepare: what could the goals and strategies of the players be? Assistance from sample answers on the role play cards Other observation criteria Observe gestures and facial expressions of the role players Write down compromises Presentation topic: other players in climate politics Also suitable as homework Differentiation options enable the proposed lesson to be adapted to the situation and requirements of the individual learning group. Differentiation options enable the proposed lesson to be adapted to the situation and requirements of the individual learning group. 31