TRAINING GUIDE. Car Loans. Developed by: Springvale Community Aid and Advice Bureau 2012 Funded by: Financial Counselling Australia

Transcription

1 TRAINING GUIDE Car Loans Developed by: Springvale Community Aid and Advice Bureau 2012 Funded by: Financial Counselling Australia

2 TRAINING GUIDE The digital story telling project In 2011, Springvale Community Aid and Advice Bureau received a grant from Financial Counselling Australia to develop a resource to increase knowledge about the value of financial counselling in managing personal and family finances in CALD communities, particularly for newly arrived communities with limited knowledge of financial systems, traps and pitfalls. The project would highlight 8 common issues experienced by CALD clients by creating a narrated photo story that illustrated the problem, demonstrated potential solutions and sources of assistance. The project was guided by a Focus Group made up of Settlement Workers, Financial Counsellors and Community Development workers from the Springvale Community Aid and Advice Bureau, local Community Groups and other community agencies. The following eight digital stories were chosen by the Focus Group to meet current needs within the CALD community: 1. Utility bills (using Centrepay) 2. Family money (contributing to the family budget) 3. Youth (discussing money goals) 4. Fines (knowing what can happen if you don t pay your traffic infringements) 5. Car loans and debt (losing your job and paying off your car loan) 6. Store cards and debt (understanding the pitfalls of store cards) 7. Payday loans (avoiding the high interest rates and understanding cooling off periods) 8. Budgeting (making your Centrelink income meet all your needs and wants). 1

3 Car loans Purpose: This training guide is a flexible teaching and learning tool designed so that information providers can either choose the activities that suit their needs or work through the material from start to finish. This guide has been specifically designed to provide newly arrived CALD communities with relevant information relating to car loans, as well as English Language activities to complement the acquisition of language directly related to the topic. Materials included in the training guide: (i) Digital story (ii) including ESL activities. The ESL activities can be inserted throughout the session or towards the end. For information sessions for Refugees and Humanitarian entrants, we suggest you first consult to ascertain if the inclusion of ESL materials is appropriate. (iii) Lesson plan see below. This provides instructions for presenters and complements the power point. Before the session: (i) (ii) (iii) (iv) Ensure there are copies of slide 10, 11, and 12 for all participants, and copies of the StepUp brochure. Book an onsite interpreter if required when only one nationality is attending. Ensure the interpreter has lived in Australia for some years and is an experienced interpreter. We have found that interpreters new to Australia do not have the specific financial vocabulary, which can adversely affect the information session. Ensure all equipment needed for the session is available and in working order. We advise that refreshments are made available. Evening sessions (5:00pm through to 7:30pm), are the most popular with refugee and humanitarian entrants as this allows participants to attend their ESL classes. It may be advisable to provide dinner for evening sessions. 2

4 Lesson Plan Car Loans Time Topic Explanation of process Equipment Introduce yourself and the topic SLIDE 2 Activity 1: Owning a car what are the costs SLIDE 3, 4, 5, & 6 Activity 2: Steps to Buying car SLIDE 7 Activity 3: Step Up 1. This first activity is a warmer activity. Ask participants to brainstorm the costs associated with owning a car. 2. Ask participants, as a group: Does anyone own a car? What are the essential costs? What are the non essential costs? This will allow the exploration of individual situations. These four slides run through a general stepbystep process to buying a car, when finance is required. The Presenter can read through the slides, and where appropriate, add additional information according to the group s needs. Slide 5 contains the photostory. The following two questions can be done in pairs as an activity after the photostory: o What advice would you give Tran before he bought the car? o Did you know that Financial Counsellors could help people in Tran s situation? Slide 6: car insurance requirements relate to normal car insurance, for instance third party property or comprehensive insurance. It is common for car dealers to ask you to take out car insurance if you have not organised your own car insurance. Slide 7 provides information regarding StepUp loans; we have included this as many people on low incomes including refugee and humanitarian entrants have benefitted from StepUp loans. The Presenter can read through slide 7. Some additional information: o StepUp Loans are a notforprofit loan developed by NAB and Good Shepherd Microfinance. These personal, unsecured loans are between $800 and $3000 for individuals and families living on a low income and are offered at a basic interest rate of 3.99%p.a. o The loans provide affordable credit for the purchase of essential personal, household and domestic goods and services (e.g. refrigerators, washing machines, medical expenses, cars and car repairs, computers). The photostory StepUp brochures if available 3

5 Time Topic Explanation of process Equipment o More information (and brochure orders) can be found at: nab/nab/home/about_us/7/4/3/4/ ESL Activities 5min SLIDE 10, 11, & 12 Slide 10. Activity 4: Language Corner 10mi n. SLIDE 13 & 14 Activity 5: Vocabulary cards Ask participants to change the sentences into the present perfect tense. Answers are: 1. Sally has taken out a loan 2. Min has paid his mortgage after 10 years 3. Jack has given his friend Galina an $800 cash loan 4. The interest rate has gone up. Ask participants to look in the dictionary and then explain the words. Slide 11 Conditional Sentences: Ask participants to complete the conditional sentences. Participants who are comfortable can share their sentences with the class. Ask participants to create nouns from the infinitives listed. Answers are: Borrower, Lender, Payee Slide 12 Complete spelling activity and forming questions activity Copy the Vocabulary cards onto coloured paper; a different colour for each sheet and then cut out along the lines. The aim of the game is to match the Vocabulary Card with the Definition Card by turning one card of each colour at a time. In pairs or individually, participants take turns to turn cards over. If the word does not match the definition, turn both cards down again and the next person has a turn. Players try to remember where matching words and definitions are. Copies of Slide 10, 11 & 12: Language Corner 4