Facilitator Guide
for leading consumer and financial literacy
education in primary and secondary schools
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Version 1.2 January 2015
Facilitator Guide
Contents
Using this document................................................................................................................................... 4
ASIC’s MoneySmart Teaching professional learning model .................................................................. 4
Implementation ....................................................................................................................................... 5
Facilitators ............................................................................................................................................... 6
Role of the facilitator ............................................................................................................................... 6
Key steps for implementation ................................................................................................................. 6
Overview of workshops .............................................................................................................................. 9
Workshops .............................................................................................................................................. 9
Accreditation ......................................................................................................................................... 11
Considerations ...................................................................................................................................... 11
Resource 1 – Facilitator task sheet .......................................................................................................... 12
Resource 2 – Parent/carer sample invitation letter .................................................................................. 14
Resource 3 – School-based curriculum audit template ........................................................................... 15
Resource 4 – Preparing to implement a unit of work ............................................................................... 30
Resource 5 – Reflecting on a unit of work ............................................................................................... 31
Resource 6 – Parent/carer sample information letter .............................................................................. 32
Resource 7 – Adapting existing units ....................................................................................................... 33
Resource 8 – Unit of work planner ........................................................................................................... 35
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Facilitator Guide
Using this document
ASIC’s MoneySmart Teaching program is the only national financial literacy program for schools
supported by states and territories and endorsed by Education Ministers through a National Partnership
Agreement. The program has the following components:

promoting a curriculum-based approach to teaching consumer and financial literacy in Australian
schools

building teacher capability and confidence through professional development and personal learning

providing teaching resources, aligned to the Australian Curriculum, that use real-life consumer and
financial contexts to build student capability

creating partnerships with education departments and schools to progress financial literacy around
Australia.
This Facilitator Guide provides guidance and support for those leading their school on a professional
learning journey to embed consumer and financial literacy into their school’s curriculum.
This guide outlines one approach that schools could use to implement consumer and financial literacy
education. A step-by-step professional learning model is provided through a series of three teacher
workshops and one parent/carer workshop that can be used as is or adapted to suit the school’s
professional learning requirements and priorities.
Workshops and supporting resources are all freely available on the moneysmart.gov.au/teaching
website.
ASIC’s MoneySmart Teaching professional learning model
The diagram on the following page illustrates the main strategies utilised by ASIC’s MoneySmart
Teaching professional learning model.
4
Facilitator Guide
ASIC’s
MoneySmart
Teaching
model
involves:
1
Professional development and awareness raising
2
Leadership and collaborative teamwork
3
The teaching of consumer and financial literacy units of work
4
Mapping resources to the National Consumer and Financial Literacy
Framework and the Australian Curriculum
5
Reflection and refinement; addition to school curriculum
6
Presenting outcomes to the staff, students and community
7
Embedding consumer and financial literacy education into the
school’s curriculum
Implementation
A whole-school approach to consumer and financial literacy education is the ideal but this process can
be adapted to meet the differing professional development models in schools. It can be undertaken by
teaching teams in specific year levels, faculties or learning areas either as a whole process or by using a
staggered/staged approach.
Schools often have their own processes in place for curriculum review and renewal. These processes
may occur over a period of years. Schools following their own process may find this Facilitator Guide a
useful reference.
Note: The term facilitator is used in this document but schools may use other terms relevant to the school setting
such as leader or coordinator.
5
Facilitator Guide
Facilitators
Facilitators oversee/take carriage of leading the professional development in consumer and financial
literacy education for their school.
Any staff member interested in consumer and financial literacy can be the facilitator. Two or more
teachers may work together to ensure that consumer and financial literacy education is effectively
implemented across their school.
Being a facilitator is not dependent on being an expert in any particular learning area or in consumer
and financial literacy education. Consumer and financial literacy can provide a context for teaching and
learning in all Australian Curriculum learning areas. ASIC’s MoneySmart Teaching resources have been
developed to support this and are all aligned to the Australian Curriculum.
Some states and territories have a project officer to support facilitators in their role of implementing
MoneySmart Teaching in their school. Project officer contact details are available at
moneysmart.gov.au/teaching.
Role of the facilitator
Facilitators will lead the school community through a suggested curriculum development process
centred around three teacher workshops and a parent/carer workshop. These workshops and online
modules are on the ASIC MoneySmart website – teaching tab. An overview of the workshops is
provided in the next section.
The facilitator's key responsibilities are:

developing an implementation plan in consultation with the school executive

presenting or coordinating the presentation of three teacher workshops to build teachers’
understanding and expertise in consumer and financial literacy education and presenting one
parent/carer workshop (see Overview of workshops section) – the most important workshop that
all staff should attend is Teacher workshop 1 – Introduction to consumer and financial literacy
education for teachers

leading an audit of the school’s curriculum to see where consumer and financial literacy is currently
being taught – the template at Resource 3 supports this activity

supporting and encouraging the sharing/showcasing of the consumer and financial literacy teaching
and learning outcomes with the school and broader community.
Key steps for implementation
These steps are a guide for facilitators to carry out their role. The steps can be adapted to meet the
needs of individual schools and may be a useful reference if a school is using their own model of
professional development to implement consumer and financial literacy education into their school.
Step 1: Leadership
To ensure the implementation of ASIC’s MoneySmart Teaching is well received within the school it is
suggested that members of the school executive and the curriculum coordinator are involved in the
planning of the professional learning workshops. This leadership team could:

provide advice on the implementation process

provide support to ensure the effective implementation of ASIC’s MoneySmart Teaching initiative

endorse and communicate a clear understanding of the role of the facilitator within the school.
6
Facilitator Guide
Facilitators oversee the implementation of consumer and financial literacy education in their school and
should have an understanding of:

the rationale and benefits of consumer and financial literacy education through ASIC’s MoneySmart
Teaching program for students and the school community

the stages in the professional development process

the process/requirements to become a MoneySmart School – refer to the Teacher Guide and/or the
ASIC MoneySmart website – teaching tab for more information on MoneySmart Schools.
Facilitators can guide and support all aspects of implementation including:

delivery of workshops 1, 2 and 3

teacher support in delivery of units of work

parent engagement

community engagement.
Step 2: Professional development and resources
It is important to be familiar with the resources on the ASIC MoneySmart website – teaching tab:

the Teacher Guide

this Facilitator Guide

the professional learning workshops and their equivalent online modules

the suite of classroom and parent resources on ASIC’s MoneySmart website – teaching tab – these
include units of work, digital resources and videos

ASIC’s MoneySmart Consumer resources and tools.
This will build the facilitator’s knowledge, understanding and confidence in leading the implementation of
ASIC’s MoneySmart Teaching in the school.
Step 3: Manage the process
It is advised that a plan be developed in consultation with the school executive and colleagues, outlining
the key activities and timeline for the implementation of the project. This will become a tool for personal
documentation of the implementation process and support any reporting requirements.
A Facilitator task sheet is provided at Resource 1.
Step 4: Deliver workshops
Facilitators or key staff deliver the series of face-to-face workshops and support staff where appropriate
to participate in the online module workshop equivalents. The online modules could be undertaken by
teachers who may have been unable to participate in the face-to-face Workshop 1 presentation or may
have joined the teaching team after the implementation process has begun.
The workshops support a whole school or teaching team/faculty specific approach to implementing
consumer and financial literacy education. It is recommended that the whole school participates in the
awareness-raising introductory Teacher workshop 1 – Introduction to consumer and financial
literacy education for teachers. Teacher workshop 2 – Exploring consumer and financial literacy
education in your classroom and Teacher workshop 3 – Sharing your experiences of teaching
consumer and financial literacy focus on implementing consumer and financial literacy units of work
and can be delivered using the PowerPoint presentation or more informally with a greater focus on
discussion. PowerPoint presentations and online modules are provided to support facilitators in the
7
Facilitator Guide
delivery of professional learning to teachers and to help engage with parents of the students. All
resources are available on ASIC’s MoneySmart website under the teaching tab.
Step 5: Showcasing outcomes
Sharing/showcasing provides an opportunity to celebrate the achievements of staff, students and
community. It is an excellent opportunity for broader interaction with parents and the community and
can also be used as a media event to promote the school.
The sharing/showcasing of consumer and financial literacy learning outcomes can take various forms
including:

being a feature at a school or year level open day/evening

an information evening

an interactive display involving student presenters

static or digital displays

a roundtable discussion.
Step 6: Culminating tasks
When all the workshops and the sharing have been completed facilitators are encouraged to:

present a short report on the success or otherwise of the consumer and financial literacy
professional learning journey to the school’s leadership team

establish a small team who will support the continual focus on consumer and financial literacy
education and work to incorporate current informal consumer and financial literacy education
activities into the formal school curriculum – see Workshop 3 – Sharing your experiences of
teaching consumer and financial literacy PowerPoint presentation for details.
Optional: Self-assess achievements as a facilitator in a summative report against the Australian
Professional Standards for Teachers, then provide a report to their supervisor for validation and
documented feedback. This would support the accreditation of the professional development they have
engaged in as counting towards the requirements for teacher registration.
8
Facilitator Guide
Overview of workshops
Each workshop is supported by a PowerPoint presentation complete with presenter notes, which can be
adapted to suit your school audience. Workshops and equivalent online modules are provided on the
ASIC MoneySmart website – teaching tab.
Workshops
Teacher workshop 2 – Exploring consumer and financial literacy education in your classroom
and Teacher workshop 3 – Sharing your experiences of teaching consumer and financial literacy
may be presented more informally as a roundtable discussion using the PowerPoint presenter notes to
guide discussion.
An overview of content for each workshop is detailed in the following table.
Workshop title
Audience
Purpose
Resources
Teacher
workshop 1
Whole school staff

to raise awareness of consumer
and financial literacy education –
why it is important
Teacher
workshop 1
PowerPoint

to show teachers what is in it for
them – professionally and
personally
or
Introduction to
consumer and
financial literacy
education for
teachers

to introduce ASIC’s MoneySmart
website – teaching tab and all the
resources available

to introduce the MoneySmart
Schools concept

to provide an overview of
consumer and financial literacy
education and why it is so
important

to show how the school is
recognising its importance

to allow parents/carers to provide
input into which issues should be
addressed

to provide parents/carers with
information on how they can help
their children at home
60–90 mins
Parent/carer
workshop
Teaching kids
about money
60 mins
Parents/carers and
interested
community
members
Online module 1
Parent/carer
workshop
PowerPoint
Resource 2 –
Invitation template
9
Facilitator Guide
Teacher
workshop 2
Exploring
consumer and
financial literacy
education in your
classroom
Selected teachers
or teaching teams
interested in
teaching consumer
and financial
literacy – year
levels/faculty based
or combinations

to review the importance of
teaching consumer and financial
literacy education
Teacher
workshop 2
PowerPoint

to consider parent/carer responses

to undertake an audit of what
consumer and financial literacy is
already being taught and identify
existing units of work that could
be adapted to include a consumer
and financial literacy focus
Parent/carer
responses
120 mins
Teacher
workshop 3
Sharing your
experiences of
teaching
consumer and
financial literacy
Teachers who
taught ASIC’s
MoneySmart
Teaching units,
adapted existing
units or created
new units

to explore ASIC’s MoneySmart
Teaching units of work

to review any existing and
adapted units of work with C&FL
content to align with the National
Consumer and Financial Literacy
Framework

to select units of work that will be
taught to specific classes

to prepare for Workshop 3

to engage teachers in reflective
feedback to their teaching teams
on the unit taught – student
engagement, strengths and
possible enhancements

120 mins
to identify and select ASIC’s
MoneySmart Teaching units of
work to add to school’s bank of
units

to add content descriptions for
newly developed C&FL units of
work to school’s curriculum bank

to move consumer and financial
literacy education activities from
the informal to formal curriculum

to prepare for sharing/showcasing
the consumer and financial
literacy teaching and learning
outcomes with the school and
broader community
Resource 3 –
Audit template
Resource 4 –
Preparing to
implement a unit of
work
Resource 5 – Unit
of work reflection
template
Resource 6 –
Information letter to
parents template
Teacher
workshop 3
PowerPoint
Resource 5 – Unit
of work reflection
template
Resource 7
– Adapting existing
units of work
Resource 8 – Unit
planner for
development of
new C&FL units of
work
Innovation and
enterprising
behaviours case
study – primary
school example
10
Facilitator Guide
Accreditation
ASIC’s MoneySmart Teaching professional learning aligns with the Australian Professional Standards
for Teachers and is informed by the Australian Charter for Professional Learning of Teachers and
School Leaders. Further information is provided in the section titled Professional learning and
accreditation in the Teacher Guide.
Considerations
Personal financial planning and consumer awareness may be a sensitive matter for some teachers and
parents/carers or an area of passion for others. Some may hold the view that it is the parents/carers
who are responsible for educating their children in consumer and financial literacy. The workshops
highlight that research and recommendations all point to the need for schools to teach this life skill as
early as possible.
Within families there is a wide range of practices and behaviours and this will impact on the attitudes,
experiences and expectations of students. It is an area of learning that requires great sensitivity.
Working through the resources will prompt teachers and parents to reflect not only on the needs of
young people but also on their own personal financial literacy and consumer habits. Facilitators should
avoid personal disclosures in this area, or sharing confidential information about themselves or others,
providing advice or making judgements that could be construed as financial advice.
ASIC’s MoneySmart consumer website moneysmart.gov.au is a source of relevant information and
resources for teachers or parents and carers who indicate that they would like to seek guidance or
discuss this topic further.
11
Facilitator Guide – Resources
Resource 1 – Facilitator task sheet
This task sheet is provided to assist facilitators in the implementation of ASIC’s MoneySmart Teaching
program and also serves as evidence of their leadership and curriculum development role in the
implementation of consumer and financial literacy into the school.
(Note: Suggested plan only – adapt to suit school processes and priorities)
Tasks
1
2
3
4
Date
Comments
Meet with School Executive including Curriculum Coordinator to:

provide information on ASIC’s MoneySmart Teaching program
and seek agreement to implement a program of consumer and
financial literacy education into the school

discuss and develop the implementation plan and/or timeline to
show how the school will prioritise consumer and financial
literacy education
Professional learning for whole school/faculties

determine date for Teacher workshop 1 – Introduction to
consumer and financial literacy education for teachers and
identify possible dates for the other workshops

present Workshop 1 to whole school/faculties
Parent/carer awareness and involvement opportunities

identify possible dates for parent/carer workshop – it should
occur between Teacher workshop 1 – Introduction to
consumer and financial literacy education for teachers and
Teacher workshop 2 – Exploring consumer and financial
literacy education in your classroom

send out parent/carer invitations for workshop (Resource 2)

present parent/carer workshop

collate parent/carer comments for Teacher workshop 2
Identification of implementation team/s

select classes and/or teaching teams to implement consumer
and financial literacy units of work

present Teacher workshop 2 to selected classes and teaching
teams and hand out Resources 3, 4 and 5

teaching teams select units of work to be taught

set date for Teacher workshop 3

send out parent information letter – this might best be done by
the classroom teacher – Resource 6
12
Facilitator Guide – Resources
5
Support for units of work implementation/and review

6
7
work with teachers to ensure they are confident with teaching
the units of work and understand/are aware of the key
messages, concepts and timelines
Review of implementation process and student outcomes

teachers prepare feedback on units of work – Resource 5
provides a reflection template to assist teachers with this

present Workshop 3

add selected consumer and financial literacy units of work to
curriculum/faculty bank of units
Showcase student work/outcomes to the school and broader
community
13
Facilitator Guide – Resources
Resource 2 – Parent/carer sample invitation letter
(Note: Adapt this sample letter to meet school context)
Dear parents and carers
Our school is about to introduce a consumer and financial literacy program.
This program uses a consumer and financial literacy context for real-world learning through the
Australian Curriculum learning areas of English, mathematics and science. ASIC’s MoneySmart
Teaching will assist young people to develop positive attitudes and behaviours in relation to money.
Through activities that have a real-life focus they will learn about the concepts of planning, spending,
saving, donating and investing.
Teachers will engage in professional learning and curriculum development activities in order to teach
this topic.
We would like to invite you to a short parent information session to introduce you to the importance of
consumer and financial literacy and the ASIC’s MoneySmart Teaching program. We would like to hear
your ideas on the issues and challenges that face your child/children in relation to consumer and
financial matters, so that we can work together to address them.
Some focus questions you could consider before the session:



What are the issues and challenges that you are confronted with as your children grow up and engage
with the world as consumers?
What do you wish your children knew more about or could do better in relation to their consumer
behaviour or money management?
What support can you offer classroom teachers in this area?
Date: ..............................................................................................
Time: ..............................................................................................
Venue: ...........................................................................................
The meeting will take about one hour.
Please return the RSVP slip by (insert date)
Yours sincerely
Principal: .....................................................................................
Program Facilitator: ....................................................................
Date: ...........................................................................................
 ----------------------------------------------------------------RSVP slip – Return this section
I,.................................................................................................................................. will be attending
the information session on (insert date) ......................................
Number attending ........................................................................
14
Facilitator Guide – Resources
Resource 3 – School-based curriculum audit template
School-based curriculum audit templates aligned to the National Consumer and Financial Literacy Framework. What is being taught currently and how
can consumer and financial literacy be taught in the future using ASIC’s MoneySmart Teaching package?
Year 2
Knowledge and Understanding (Year 2)
Are you teaching this now?
How and when?
How might you teach it in future?
Are you teaching this now?
How and when?
How might you teach it in future?
Recognise Australian money includes notes and coins
Recognise that money is limited and comes from a variety of sources
Recognise that money can be saved to meet needs and wants
Explain how money is used to exchange goods and services
Identify and describe the differences between needs and wants
Competence (Year 2)
Use money to buy basic goods and services in ‘real-life’ contexts
Recognise common symbols and terms used on a variety of Australian notes
and coins
Identify consumer and financial matters that are part of daily life such as
earning money, spending, saving, paying bills, making donations
15
Facilitator Guide – Resources
Compare the cost of similar items
Order spending preferences and explain reasons for their choices
Describe how advertising can influence consumer choices
Responsibility and Enterprise (Year 2)
Are you teaching this now?
How and when?
How might you teach it in future?
Identify simple ways in which the consumer decisions of individuals may impact
on themselves, their families, the broader community and/or the environment
Identify and explain how peer pressure can affect what you buy
Apply consumer and financial knowledge and skills in relevant class and/or
school activities such as student investigations, charity fundraising, business
ventures and special events
Demonstrate enterprising behaviours through participation in relevant class
and/or school activities
Demonstrate an awareness of safe, ethical and responsible behaviour in online
and digital consumer and financial contexts
Demonstrate an awareness that family, community and socio-cultural values
and customs can influence consumer behaviour and financial decisions
16
Facilitator Guide – Resources
Year 4
Knowledge and Understanding (Year 4)
Are you teaching this now?
How and when?
How might you teach it in future?
Are you teaching this now?
How and when?
How might you teach it in future?
Explain some different forms that ‘money’ can take
Identify different forms of income
Explain the role of work in society and distinguish between paid and unpaid work
Explain how saving money in a financial institution can earn interest
Explain why similar goods and services may vary in price
Identify, explain and prioritise different needs and wants
Recognise that different countries use different currencies
Competence (Year 4)
Use money to buy basic goods and services in ‘real-life’ contexts
Create simple budgets for specific purposes
Accurately complete simple financial forms, including for online transactions
Classify and compare goods and services
Order and discuss reasons for spending preferences
17
Facilitator Guide – Resources
Discuss some options for paying for goods and services such as cash, debit
card, credit card and direct debit
Identify key features of a range of advertisements
Responsibility and Enterprise (Year 4)
Are you teaching this now?
How and when?
How might you teach it in future?
Identify and describe the impact that the consumer decisions of individuals may
have on themselves, their families, the broader community and/or the
environment
Identify and explain how some influences, such as advertising and peer
pressure, can affect what you buy
Apply consumer and financial knowledge and skills in relevant class and/or
school activities such as student investigations, charity fundraising, business
ventures and special events
Exercise enterprising behaviours through participation in relevant class and/or
school activities
Describe safe, ethical and responsible behaviour in online and digital consumer
and financial contexts
Explain the role played by the voluntary sector in the community to help those
in financial need
Demonstrate an awareness that family, community and socio-cultural values
and customs can influence consumer behaviour and financial decisions
18
Facilitator Guide – Resources
Year 6
Knowledge and Understanding (Year 6)
Are you teaching this now?
How and when?
How might you teach it in future?
Explain how financial transactions can include using more than notes and coins
Describe how an individual can influence their income
Explore the value of unpaid work to the community
Recognise that families use household income to meet regular financial
commitments and immediate and future expenses
Analyse the value of a range of goods and services in relation to an identified
need
Identify and discuss some rights and responsibilities of consumers and
businesses
Explain how money can be borrowed to meet needs and wants and there may
be a cost involved
Recognise that the currencies of different countries have different values
relative to the Australian dollar
19
Facilitator Guide – Resources
Competence (Year 6)
Are you teaching this now?
How and when?
How might you teach it in future?
Use a range of methods and tools to keep financial records in ‘real-life’
contexts
Create simple budgets for a range of purposes and explain the benefits of
saving for future needs and wants
Accurately complete and explain the purpose of financial forms, including for
online transactions
Evaluate the value of a range of goods and services in a variety of ‘real-life’
situations
Order and justify reasons for spending preferences
Discuss various payment options for purchasing goods and services such as
cash, debit card, credit card, direct debit and PayPal
Interpret information from a variety of invoice accounts including information
presented graphically such as in electricity accounts
Identify key features used in advertising, marketing and social media to
influence consumer decision-making
20
Facilitator Guide – Resources
Responsibility and Enterprise (Year 6)
Are you teaching this now?
How and when?
How might you teach it in future?
Identify and describe the impact that the consumer decisions of individuals may
have on themselves, their families, the broader community and/or the
environment
Examine and discuss the external factors that influence consumer choices
Explain there are ethical considerations to some consumer and financial decisions
Apply consumer and financial knowledge and skills in relevant class and/or
school activities such as student investigations, charity fundraising, product
design and development, business ventures and special events
Exercise a range of enterprising behaviours through participation in relevant
class and/or school activities
Practise safe, ethical and responsible behaviour in online and digital consumer
and financial contexts
Explain the role played by the voluntary sector in the community to help those
in financial need
Demonstrate an awareness that family, community and socio-cultural values
and customs can influence consumer behaviour and financial decisions
Recognise that satisfaction derived from spending money varies according to
the nature of the purchase, the context in which it is bought and an individual’s
personal circumstances and values
Recognise that matching household expenditure against income is important
21
Facilitator Guide – Resources
Year 8
Knowledge and Understanding (Year 8)
Are you teaching this now?
How and when?
How might you teach it in future?
Identify and explain the importance of tracking and verifying transactions and
keeping financial records to manage income and expenses
Identify and discuss casual employment opportunities that can earn income
Identify the role of casual employment in the community and some associated
rights and responsibilities
Explain why it is important to set and prioritise personal financial goals
Research, identify and discuss the rights and responsibilities of consumers in a
range of ‘real-life’ contexts
Research, identify and discuss the legal rights and responsibilities of business
regarding goods and services provided to consumers
Identify implications of ‘terms and conditions’ such as fees, penalties, interest
and warranties
Identify and discuss the different forms of ‘credit’ and costs involved
Analyse and explain the range of factors affecting consumer choices
Identify where to access reliable information and advice concerning the rights
and responsibilities of consumers and business
22
Facilitator Guide – Resources
Identify the risks within the consumer and financial landscape such as scams,
identity theft, fraudulent transactions and ways of avoiding these
Competence (Year 8)
Are you teaching this now?
How and when?
How might you teach it in future?
Use a range of methods and tools to keep financial records in ‘real-life’ contexts
Create simple budgets and financial records to achieve specific financial goals
Compare income, spending commitments and life-styles at different stages of life
Accurately complete and explain the purpose of a range of financial forms,
including for online transactions
Determine the value of ‘deals’ when purchasing goods and services such as ‘buy
one, get one free’
Determine and compare the actual cost of using different ways of paying for
goods and services such as cash, credit, lay-by and loans
Justify the selection of a range of goods and services in a variety of ‘real-life’
contexts
Convert from one currency to another in ‘real-life’ contexts
Explore the pros and cons of a range of payment options for goods and services
such as: cash, debit card, credit card, direct debit, PayPal, BPay,
pre-pay options, phone and electronic funds transfer
23
Facilitator Guide – Resources
Explain procedures for safe and secure online banking and shopping
Identify and take precautions to prevent identity theft and explain what to do if this
happens to them
Access and evaluate information on strategies to resolve consumer disputes
Identify and explain marketing strategies used in advertising and social media to
influence consumer decision-making
Responsibility and Enterprise (Year 8)
Are you teaching this now?
How and when?
How might you teach it in
future?
Explain how individual and collective consumer decisions may have an impact on the
broader community and/or the environment
Apply informed and assertive consumer decision-making in a range of ‘real-life’ contexts
Discuss the legal and ethical issues associated with advertising and providing goods and
services to consumers
Apply consumer and financial knowledge and skills in relevant class and/or school
activities such as student investigations, charity fundraising, product design and
development, business ventures and special events
Exercise a range of enterprising behaviours through participation in relevant class and/or
school activities
Practise safe, ethical and responsible behaviour in online and digital consumer and
financial contexts
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Facilitator Guide – Resources
Recognise the importance of planning for their financial futures and appreciate
that sacrificing current expenditure can bring long-term benefits
Recognise that people have different ways of living and expectations according
to their values and/or financial situation
Recognise that their ability to make informed decisions about personal finance
and financial products is strengthened by finding and evaluating relevant
information and accessing reliable advice
Explain the role of banks and other deposit-taking institutions (such as building
societies and credit unions) in providing financial products and services to
individual consumers and business
Explain the role played by governments and the voluntary sector in the
community to help those in financial need and explore the cost benefit to the
economy
Demonstrate awareness that family, community and socio-cultural values and
customs can influence consumer behaviour and financial decision-making
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Facilitator Guide – Resources
Year 10
Knowledge and Understanding (Year 10)
Are you teaching this now?
How and when?
How might you teach it in future?
Identify and explain strategies to manage personal finances
Explain the different ways in which people are paid including wages, salaries,
commissions, self-employment and government benefits
Identify and explain common terminology and categories for deductions used
on pay slips
Explain the various factors that may impact on achieving personal financial goals
Discuss why some goods and services are provided by government for
community benefit and how these are funded
Explain how over-reliance on credit can impact on future choices
Analyse and explain the range of factors affecting consumer choices
Discuss and compare different sources of consumer and financial advice
Identify types of consumer and financial risks to individuals, families and the
broader community, and ways of managing them
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Facilitator Guide – Resources
Competence (Year 10)
Are you teaching this now?
How and when?
How might you teach it in future?
Use a range of methods and tools to keep financial records in ‘real-life’
contexts
Create simple budgets and financial records to achieve specific financial goals,
now and in the future
Investigate the financial decisions required at significant life-stage events
Accurately complete and explain the purpose of a range of financial forms,
including for online transactions
Discuss the differences between ‘good’ and ‘bad’ debt, including manageability
of debt and its long-term impact
Analyse relevant information to make informed choices when purchasing
goods and services and/or to resolve consumer choices
Compare overall ‘value’ of a range of goods and services using IT tools and
comparison websites as appropriate
Convert from one currency to another in ‘real-life’ contexts
Evaluate the range of payment options for goods and services such as: cash,
debit card, credit card, direct debit, PayPal, BPay, pre-pay options, phone and
electronic funds transfer across a variety of ‘real-life’ contexts
Explain procedures for safe and secure online banking and shopping
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Facilitator Guide – Resources
Identify and take precautions to prevent identity theft and explain what to do if
this happens to them
Explain the procedures for resolving consumer disputes relating to a range of
goods and services
Evaluate marketing claims, for example in advertising and in social media, to
influence consumers to purchase a range of goods and services
Responsibility and Enterprise (Year 10)
Are you teaching this now?
How and when?
How might you teach it in future?
Research and identify the ethical and moral dimensions of consumer choices in
specific circumstances and the consequences for themselves, their families,
the broader community and/or the environment
Explore the economic cost of individual and collective consumer decisions on
the broader community and the environment
Apply informed and assertive consumer decision-making in a range of ‘real-life’
contexts
Research and discuss the legal and ethical rights and responsibilities of
business in advertising and providing goods and services to consumers
Apply consumer and financial knowledge and skills in relevant class and/or
school activities such as student investigations, charity fundraising, product
design and development, business ventures and special events
Exercise a range of enterprising behaviours through participation in relevant
class and/or school activities
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Facilitator Guide – Resources
Practise safe, ethical and responsible behaviour in online and digital consumer
and financial contexts
Appreciate that there is often no one right answer in making financial decisions
because these depend on individual circumstances, preferences and values
Understand and explain the legal responsibilities of taking on debt, including
the consequences of not paying
Explain how, as financially active citizens, they fit into the broader economy
and society through:

generating income and paying taxes

saving

spending

donating

investing.
Explain the role of banks and other deposit-taking institutions (e.g. credit
unions, building societies) in collecting deposits, pooling savings and lending
them to individuals and business
Explain the role played by governments and the voluntary sector in the
community to help those in financial need and explore the cost benefit to the
economy
Demonstrate awareness that family and socio-cultural values and customs can
influence consumer behaviour and financial decisions
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Facilitator Guide – Resources
Resource 4 – Preparing to implement a unit of work
Unit title:
Key implementation issues:

E.g. When will it be taught?



Opportunities for parental involvement:

E.g. class visits, homework activities



Resources required:




Differentiated learning requirements:




Other:

E.g. Cultural sensitivities



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Facilitator Guide – Resources
Resource 5 – Reflecting on a unit of work
Unit of work reflections on (insert name of unit)
Issues to consider include:
1
Depth and rigour of student learning and engagement
2
How well the Australian Curriculum content descriptors were covered
3
How well the Capabilities, Proficiencies (mathematics only) and Cross-Curriculum Priorities
were addressed
4
How you differentiated activities to meet the learning needs of all students
5
How parents became engaged
6
Recommendations for enhancing the unit of work
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Facilitator Guide – Resources
Resource 6 – Parent/carer sample information letter
(Note: Adapt for primary or secondary as required)
Dear parents/carers
During this term, the students in Year/Subject ………………………………………………
will be working on an exciting program called ASIC’s MoneySmart Teaching that will
teach them about consumer and financial matters. This initiative is led by the Australian
Securities and Investments Commission (ASIC). Information on the program is available
at moneysmart.gov.au under the teaching tab.
Many classes in our school will be working on units of work that create a real-world
learning context featuring planning, spending, saving, donating and investing.
Our Year ………unit is called ……………………………………………………………and we
will be looking at ……………………………………………………………………………………
There will be some home-based activities you may wish to share with your child.
Should you have any questions or suggestions about consumer and financial literacy
please call/email/make a time to visit the classroom.
……………………………………………………………
Class teacher
Date: ……………………………………………………
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Facilitator Guide – Resources
Resource 7 – Adapting existing units
Unit of work: (insert title)
Australian Curriculum
For each unit record the Strand, Sub-strand and Content Descriptions that are addressed within the unit.
Strand:
Strand:
Strand:
Sub-strand:
Sub-strand:
Sub-strand:
Content Descriptions
Content Descriptions
Content Descriptions









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Facilitator Guide – Resources
National Consumer and Financial Literacy Framework
Examine the appropriate Year level in the Framework.
For each of the three Dimensions: Knowledge and Understanding, Responsibility and Enterprise and Competence, select the Student Learnings that are
already addressed in the unit and the Student Learnings that could be added to enhance the consumer and financial literacy content.
Enhancing the Student Learnings will ensure the existing unit clearly addresses consumer and financial literacy and could be added to the faculty bank of
units for teacher use.
Dimension: Knowledge and Understanding
Dimension: Competence
Dimension: Responsibility and Enterprise
Student Learnings:
Student Learnings:
Student Learnings:









Student Learnings:
Student Learnings:
Student Learnings:









Already addressed
Can be added to the unit
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Facilitator Guide – Resources
Resource 8 – Unit of work planner
Unit title (This could be in the form of a question.)
Year level
Duration of unit
Discipline/subject area
Unit description
(One or two paragraphs describing what the unit is about and focus of the
student learning.)
Enduring understandings/Deep learnings

(The knowledge, understandings, skills and behaviours, connected to the real
world, which the students will retain in the long term. Typically a unit of work
will contain two statements addressing the Australian Curriculum Content
Descriptions and two statements addressing the National Consumer and
Financial Literacy Student Learnings.)

Australian Curriculum
National Consumer and Financial Literacy Framework


Strand
Sub-strand
Content Descriptions (Used for planning the content and assessment)
—
—
—

Dimension
Student Learnings
—
—
—
(The student learnings in the National Consumer and Financial Literacy Framework are
divided into and applicable over, bands covering two chronological years.)
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Facilitator Guide – Resources
Australian Curriculum
General capabilities:
Cross-curriculum priorities:
Proficiency standard: (mathematics only)
Stages of pedagogical model
Sequenced teaching and learning activities
Assessment tasks
Resources
(Units of work are written to a variety
of models including the Five E's, the
Inquiry Model, and Backwards by
Design. ASIC’s MoneySmart
Teaching Units of Work have been
developed using a very basic threestep model, which teachers may
choose to adapt to the model used at
their school.)
(These carefully sequenced activities are developed to
meet the requirements of the content descriptions and
student learnings. The activities are the direct interface of
activity between teachers and students and are aligned to
the stages of the curriculum model.)
(The assessment tasks provide
developmental information to
both teachers and students.)
(Print and digital)
1 Introducing
Activity 1
Diagnostic

(Sets the context and the purpose for
the unit of work)
Activity 2
(This assessment may be either
formal or informal and provides
the teacher with information on
what the students know and
understand. It provides an
opportunity for teachers to
address misunderstandings.)

Activity 3
(Activities should be aligned to the stage of the
pedagogical model and assessment tasks. The number
of activities per stage will vary from unit to unit.)

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Facilitator Guide – Resources
2 Developing
Activity 4
Formative

(Student acquisition and
consolidation of knowledge,
understandings and skills)
Activity 5
(This assessment, at least some
of which will be formal, provides
feedback to students on their
progress.)

Activity 6
Activity 7

Activity 8
Activity 9
3 Culminating
Activity 10
Summative

(Students produce evidence of their
learning throughout the unit and
show how the learning connects to
the real world.)
Activity 11
(This formal assessment provides
a final appraisal of student work.)

Activity 12

Diversity of learners
(The Australian Curriculum is based on the assumptions that each student can learn and that the needs of every student are important. These needs are shaped by
individual learning histories and abilities as well as personal, cultural and language backgrounds and socio-economic factors.
Teachers may adapt or plan additional learning activities depending on the multiple, diverse and changing needs of their students.)
Connection to year level Achievement Standards
This unit of work contributes to the bolded sections in the Achievement Standards in (insert key learning area) for Year (insert year level)
(Advice from ACARA is that the relevant complete Achievement Standard for the appropriate discipline and year level is inserted and the statements explicitly addressed
are made bold.)
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