Much has been done over the past ten years or so to improve the quality and quantity of the financial education delivered in our schools. This has been achieved by working across the financial, education and cultural sectors to raise the status and profile of financial education but also to improve the confidence of teachers to address the issues in this area of the curriculum. The main reasons for a continued focus on financial education are the ever changing economic, political, social and environmental issues that continue to have a wide-ranging impact on all our lives. These contexts are a central feature of ‘learning for sustainability’ . Financial education has an important role in tackling poverty, reducing financial and social exclusion and improving the employability skills of all our young people. This will benefit both the individual and society in general.
Financial education is about helping young people meet the financial and economic challenges, now and particularly in ‘post-Brexit Britain’. The best way to do this to make sure they receive powerful messages about money and their experiences in and out of the classroom are memorable. Economics, politics and philosophy are at the heart of the development of financial capability underpinned by numeracy and literacy skills. It should be recognised that developing financial skills will make a contribution to an individual’s economic wellbeing which in turn improves physical, mental, emotional and social wellbeing. Issues such as
High levels of personal debt (including student debt)
Increasingly sophisticated financial products
Pay day and other high cost lending
‘Food banks’ and increasing levels of poverty
High pressure advertising particularly around gambling
Probable increase and fluctuations in interest rates
Changes to taxes and benefits
mean that there is an even greater need for individuals to take a much more active and informed interest in their own financial futures. Low levels of financial capability can be a cause and a symptom of poverty with the resulting impact on all aspects of health and wellbeing. It is really important that schools work with a range of stakeholders including credit unions to improve the financial skills of our young people.
The following materials will be of interest to anyone who would like to explore connections between numeracy/mathematics and the world of work. It includes an interactive financial education resource, Money Talks, an article on how mathematics is used in the workplace from the Mathematics Association of America and Citizen Maths, a site for people who want to become more confident in using maths at work and in life. There are also links to the National Numeracy and Mathematics Hub, a virtual learning environment for all practitioners and a copy of the latest Numeracy and Mathematics Resource Guide.
This new guide developed by teachers and businesses together with the Royal Society in response to its call for closer collaboration between education, industry and academia. It aims to provide support school or college-employer partnerships mainly through the lens of STEM. The guide sets out 5 simple steps for companies planning to engage with education or extend their educational partnerships along side a number of case studies that highlight key features of a successful, mutually beneficial educational scheme.
You can access the ‘Making education your business’ guide here.
“All of the programmes featured in this publication by the UNESCO Institute for Lifelong Learning share valuable experiences and lessons. They reflect a view of effective learning families whereby each child is a member of a family, and within a learning family every member is a lifelong learner. Among disadvantaged families and communities in particular, a family literacy and learning approach is more likely to break the intergenerational cycle of low education and literacy skills..” (Elfert and Hanermann 2014)
This report presents findings from a study of family literacy programmes in England carried out by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at UCL Institute of Education (IOE) between July 2013 and May 2015. This mixed-methods study was funded by the Nuffield Foundation and explored: 1) the impact of school-based family literacy programmes on young children’s progress in reading and writing; and 2) how parents translate and implement what they learn in these classes into the home literacy environment. This study provides evidence that after attending family literacy sessions children improve their literacy skills and there are positive changes in the home literacy environment.
Desmos is a graphing calculator which millions of students around the world use for free. Desmos also create activities on top of that calculator, helping students use a powerful tool to experience all the curiosity, beauty, and sense that math has to offer. Those activities were used so often by so many teachers around the world they created an ActivityBuilder, helping every teacher create digital math activities that equal and exceed the activities they create themselves.
Using this activity builder the National Mathematics Development Group has created online support for the SQA National Qualifications.
Please log on to GLOW and visit our blog which has handy hints and tips for practitioners alongside activities linked to the SQA Assessment Standards for National 5 , Higher and Advanced Higher Mathematics.
This document aims to support care staff working collaboratively with education staff to support children and young people with their learning in the care setting. It recognises that care staff are already supporting children and young people’s learning in care, and aims to provide them with practical examples which will assist services to further improve learning outcomes for children and young people across care and education. The examples of learning experiences which follow are organised in the 3 key curriculum areas which are the responsibility of all: literacy, numeracy and health and wellbeing.