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					Level 1 Qualification in Personal
                     Finance

             TEACHERS’ HANDBOOK



            M AN AG I NG MON EY DAY- TO - DAY
              C O NTRO LLIN G YO UR MON EY
 CHO OSI NG FI NANC I AL PRO DU CTS AN D G E TTI NG H ELP




                       Ver si on 1. 0




                                          BCS/PFQ1 Teachers Handbook/Nov07
                                           © The British Computer Society 2007
                                                                             1
                               Contents
1.   Introduction

2.   Unit 1: Managing Money Day-to-Day
     Assessment criteria
     Teacher guidance
     Session plans
     Handouts
     Useful resources

3.   Unit 2: Controlling Your Money
     Assessment criteria
     Teacher guidance
     Session plans
     Handouts
     Useful resources

4.   Unit 3 : Choosing products and getting help
     Assessment criteria
     Teacher guidance
     Session plans
     Handouts
     Useful resources

5.   Resource Directory

6.   Coverage of the Adult Financial Capability Framework

7.   Underpinning Key Skills: Communication, Application of Number and
     ICT

8.   Coverage of the European Driving Licence

9.   PHSE and Maths Curriculum




                                                    BCS/PFQ1 Teachers Handbook/Nov07
                                                     © The British Computer Society 2007
                                                                                       2
Introduction
Background to the Personal Finance Qualification at Level 1
An initial meeting took place in 2006 between the British Computer Society (BCS) and
Tribal Group (http://www.ctad.co.uk/) to discuss the potential for developing a level 1
Personal Finance qualification.

This came about as a result of the Move On with Equal project (an Equal project funded by
the EU and delivered by Tribal Group) which had been working with a wide range of
organisations across the Voluntary/Community/Local Government/Private Providers to
enable the unemployed gain employment (http://www.mowe.org.uk/ ).

The work focused on various hard to reach groups as well as specific groups e.g. ex
offenders, homeless, those in debt. This work indicated that there was a need to develop a
personal finance course at level 1 to support these groups and organisations.

As BCS had developed a level 2 online qualification it was decided that it would be
beneficial to work with an organisation who already had the expertise in relation to
curriculum as well as an understanding of the wider financial capability agenda.

BCS and Tribal Group worked together to develop the qualification. The qualification has a
wide and varied target group from those organisations delivering basic personal finance
training sessions, providers delivering Level 1 qualifications, as well as learners who will
benefit from an online e learning resource and qualification such as those living in rural
areas who may not be able to access regular on site provision.


The Qualification
The qualification is aimed at those who require a level of financial understanding for their
personal lives. There is a clear gap in the market for a Level 1 personal finance
qualification that focuses on the developing of financial competency.

Two main resources will help to underpin the content of the proposed qualifications: the
developing level of the Adult Financial Capability Framework1 and the FSA’s baseline
survey, Measuring Financial Capability2.

The qualification aims to demonstrate financial capability and key life skills at the following
levels:

      •   Adult Financial Capability Framework: Developing
      •   Key Skills: Level 1
      •   Secondary schools curriculum, financial capability: KS3.

Prerequisites
No prior financial knowledge required.



1
    Adult Financial Capability Framework,
2
    Measuring Financial Capability, FSA, 2006
                                                                     BCS/PFQ1 Teachers Handbook/Nov07
                                                                      © The British Computer Society 2007
                                                                                                        3
Structure
Qualification is awarded on successful assessment in three mandatory units:

      •   Unit 1: Managing Money Day-to-Day
      •   Unit 2: Controlling Your Money
      •   Unit 3: Choosing financial products and getting help.

Syllabuses are prescribed for each unit. Courseware providers choose how to deliver
syllabus content. Non-mandatory teacher guidance is provided.

Teaching hours
It is estimated that each unit will require on average 10 hours tuition, but precise
requirements will vary according to learner ability, prior knowledge and needs.

                             Unit                                 Teaching hours
    1: Managing Money Day-to-Day                                        10
    2: Controlling Your Money                                           10
    3: Choosing Financial products and getting help                     10
    TOTAL                                                               30

Assessment
Assessment of each unit will be by 16-question test. The duration of each test is 30
minutes.

Assessment will be delivered and marked by computer. One mark is given for each
correctly completed question. The pass mark for each unit is 75 per cent.

Learners are required to pass the test for all three units in order to achieve the
qualification.

Progression
Learners who successfully complete this Level 1 course may wish to proceed to the British
Computer Society Personal Finance Qualification Level 2.

Teacher guidance
Guidance has been written for each unit to supplement the content outlined in the
syllabuses. This guidance complements the syllabuses. Therefore the handbook should
be used in conjunction with the syllabuses for each unit.

Resources
Two key resources are recommended for the delivery of this qualification: the Personal
Finance Handbook3 and the FSA’s Money Made Clear website4. Move on With Equal
(MOWE) has developed some online learning materials linked to this accreditation which
can be accessed for free on the MOWE website5. Additional resources which might be


3
  Personal Finance Handbook, CPAG, 2007
4
  www.moneymadeclear.fsa.gov.uk
5
  www.mowe.org.uk
                                                                   BCS/PFQ1 Teachers Handbook/Nov07
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useful have been identified for each unit. Full details for the resources can be found in
Section 5.

Assessments taking place in 2007-8 will be based on legislation that will have come into
force up to and including 1 October 2007 (for example, including the change in national
minimum wage from that date). Web-based resources such as FSA and government
websites will provide the most up-to-date information.

Personal Finance6, a textbook to accompany the Open University module in Personal
Finance, could provide useful background information to those who deliver this British
Computer Society qualification.

Links to frameworks and standards
Coverage of the Adult Financial Capability Framework and the European Driving Licence
has been identified along with the underpinning Key Skills required for the units.




6
    Personal Finance, Wiley, 2006
                                                                  BCS/PFQ1 Teachers Handbook/Nov07
                                                                   © The British Computer Society 2007
                                                                                                     5
                                                                 Unit 1 –Managing Money Day to Day



Unit 1: Managing Money Day-to-Day

Unit goal:-
For learners to be able to manage money on a day-to-day basis using appropriate financial
products.

LEARNING OUTCOMES                        ASSESSMENT CRITERIA

The learner will:                        The learner can:

1.1   Recognise the different            1.1.a   Identify the main sources of income and
      sources of income.                         benefits that are available from working
                                                 as an employee.

                                         1.1.b   Determine for a range of situations
                                                 whether the following benefits may be
                                                 claimed:
                                                 - income support
                                                 - jobseeker’s allowance
                                                 - housing benefit
                                                 - council tax benefit
                                                 - working tax credit.

1.2   Understand some key rights         1.2.a   Determine for simple work situations
      and responsibilities connected             whether correct rights are being given in
      with employment income.                    respect of:
                                                 - pay
                                                 - written contract of employment
                                                 - rest breaks
                                                 - paid holiday
                                                 - sick pay
                                                 - dismissal.

                                         1.2.b   Identify the main features of and
                                                 purpose of:
                                                 - payslip
                                                 - P60
                                                 - P45.

                                         1.2.c   Make rough calculations to check the
                                                 accuracy of entries on a pay slip.

                                         1.2.d   Identify sources of help with employee
                                                 pay and sources of information about
                                                 becoming self-employed.




                                                               BCS/PFQ1 Teachers Handbook/Nov07
                                                                © The British Computer Society 2007
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                                                                 Unit 1 –Managing Money Day to Day


LEARNING OUTCOMES                       ASSESSMENT CRITERIA

The learner will:                       The learner can:

1.3   Perform everyday money            1.3.a   Identify and describe the features of
      management tasks.                         basic bank accounts and current
                                                accounts.

                                        1.3.b   Undertake a range of money
                                                management tasks using the
                                                appropriate bank product feature.

                                        1.3.c   List the different methods that are
                                                available to pay for goods and services
                                                and identify which offers the best deal.

1.4   Demonstrate the use of personal   1.4.a   Use records and statements to construct
      budgeting.                                a personal budget.

                                        1.4.b   Use information from a budget and
                                                suggest appropriate action where the
                                                budget shows a surplus or shortfall.

                                        1.4.c   Distinguish between essential and non-
                                                essential spending.




                                                               BCS/PFQ1 Teachers Handbook/Nov07
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                                                                    Unit 1 –Managing Money Day to Day



Teacher Guidance

The Personal Finance Handbook and the FSA’s Money Made Clear7 website should
provide you with the background knowledge to deliver the unit. Further resources that
may be useful are also indicated. Full details for the resources can be found in Section 5.

Session plans have been provided to illustrate possible activities that can be used to
deliver this unit. Signposting to resources, tutor generated examples and exemplar
handouts to support the sessions has been provided

Each unit has 3 session plans of 3-hours each. The MOWE Personal Finance Hot Topic8,
part 1 could be used at the start or finish of the unit to make up the guided learning hours
to 10 for each unit.

Flipchart, paper and pens given as standard but interactive whiteboard would be
preferable if available.

If possible each learner should keep a Key Facts file summarising information to be
remembered along with definitions of key words.

The following guidance referenced to the syllabus provides further details to help delivery
of the unit.




7
    www.moneymadeclear.fsa.gov.uk
8
    www.mowe.org.uk
                                                                  BCS/PFQ1 Teachers Handbook/Nov07
                                                                   © The British Computer Society 2007
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                                                                    Unit 1 –Managing Money Day to Day


1.1   Sources of income
Learner is required to recognise different sources of income.

1.1.1 Employment
a) Be aware that most people work as an employee
Additional guidance:



1.1.2 Earnings as an employee
a) Understand the main forms of pay
Additional guidance

Learners need to know:
   • The main forms of pay: wages and salaries, pension scheme membership,
      life cover, childcare vouchers, other benefits.


1.1.3 State benefits
a) Have a knowledge of the main state support available in the following situations:
   • low income
   • help with housing costs and provision
   • unemployment/ redundancy
   • in-work benefits.
b) For different scenarios, be able to match appropriate state benefits to the
   circumstances described.


Additional guidance

Learners need to know:
   • Income support, including help with mortgage interest, council tax benefit
   • Housing benefit, local authority obligations towards homeless people
   • Council tax benefit
   • Jobseeker’s allowance, New Deal programmes
   • Working Tax Credit

Learners should know in what circumstances each of the benefits may be claimed
but do not need to know current rates or the details of how entitlement is calculated.




                                                                  BCS/PFQ1 Teachers Handbook/Nov07
                                                                   © The British Computer Society 2007
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                                                                  Unit 1 –Managing Money Day to Day


1.2   Rights and Responsibilities
Learner is required to understand some key rights and responsibilities connected with
employment income

1.2.1 Self Employment
a) Know where to get information about becoming self-employed.
Additional guidance

Learners need to know:
   • HM Revenue & Customs for information on tax when starting up a business.
   • Business Links for information on all aspects of running a business, including
     grants


1.2.2 Working for an employer
a) Understand the main deductions from pay, broadly how they are worked out and
   what the worker gets in return.
b) Have knowledge of key rights in connection with pay and what to do if rights not
   observed.
c) Have knowledge of the key records an employee receives in connection with
   employment, why they should be kept and for how long.
d) Know where to get help with pay as an employee.
e) Be able to identify the key elements of a pay slip
f) Be able confidently to ask for an explanation of entries on a pay slip.
g) Be able confidently to seek help with employment rights.

Additional guidance

Learners need to know:
   • The main deductions from pay: National Insurance, income tax, pension
      contributions, union subscription, broadly how they are worked out and what
      a worker gets in return
   • The key rights in connection with pay: written contract, pay slips, national
      minimum wage, working hours and holidays, sick pay, dismissal.
   • Which records should be kept and for how long.




                                                                BCS/PFQ1 Teachers Handbook/Nov07
                                                                 © The British Computer Society 2007
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                                                                  Unit 1 –Managing Money Day to Day


1.3   Everyday Money Management
Learner is required to distinguish between different types of bank account and know the
procedures for opening an account.

1.3.1 Uses and features of bank accounts
a) Understand that a bank account is increasingly necessary
b) Have knowledge of basic bank accounts and current accounts, the different
   features each provides and the circumstances in which each would be
   appropriate.
c) Be able to identify the appropriate bank account for different situations.

Additional guidance

Learners need to know:
   • Bank accounts needed to accept wages and benefits

NB. Until 2010 benefits can be paid into Post Office® Card Accounts.


1.3.2 Opening a bank account
a) Have knowledge of the procedures for opening a bank account, including the
   documents required and the requirement on banks to accept alternative forms of
   identification where standard documents are not available.
b) Be able to apply for a bank account.
c) Be able confidently to apply to open an account.

Additional guidance:

British Bankers Association publishes a guidance leaflet on documents required to
satisfy Money Laundering Regs -
‘Proving Your Identity - How money laundering prevention affects opening an
account’
The leaflet is available from the BBA website www.bba.org.uk




                                                                BCS/PFQ1 Teachers Handbook/Nov07
                                                                 © The British Computer Society 2007
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                                                                    Unit 1 –Managing Money Day to Day


1.4    Personal Budgeting
Learner is required to understand the purpose of budgeting and be able to construct and
use a budget.

1.4.1 Budgeting
a) Understand the reasons for budgeting
b) Have knowledge of different ways of handling a budget.
c) Distinguish between essential and non-essential spending.
d) Understand importance of checking bills and statements.
e) Be aware of opportunities to save money.
f) Be able to convert figures between weekly, monthly and yearly basis.
g) Be able to extract relevant figures from utility bills.
h) Be able to read a bank statement.
i) Be able to draw up a budget either for day-to-day living or for a special event, such
   as a holiday.
j) Be confident in ability to monitor and control spending.

Additional guidance

Learners need to know:
   • What a budget is and how it may be used for control of resources, checking
      current financial position, being able to plan ahead, monitoring progress.
   • Cash budgeting, using a bank account, managing over a weekly, fortnightly or
      monthly cycle.
   • Opportunities to save money i.e by using direct debit, paying bills online,
      switching utility suppliers.




                                                                  BCS/PFQ1 Teachers Handbook/Nov07
                                                                   © The British Computer Society 2007
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                                                                      Unit 1 –Managing Money Day to Day



Session Plans for Unit 1

Sources of Income
Unit goal
For learners to be able to manage money on a day-to-day basis using appropriate financial
products.

Learning Outcomes
The learner will be able to:
1.1   Recognise the different sources of income.
1.2   Understand some key rights and responsibilities connected with employment
      income.

Minutes Topic            Activity                                                 Resources
15      Sources of       Introduction to session – Brainstorm where people        Flipchart, paper, pens
        income           get money from.                                          Handout 1A.1
                         Sort into income from employment, benefits, self-
                         employment and other using grid on Handout 1.
                         In this unit going to look at income from
                         employment and benefits.

                         (For information on self-employment visit the
                         Citizens Advice website
                         www.adviceguide.org.uk/index/life/employment/self-
                         employment_checklist or Business Link
                         www.businesslink.gov.uk)

30       Employment -    If employed, your payslip will show you how much         Slide/MMtoM website
         payslip         you have been paid in a month (or week) and what         or A3 version of payslip
                         money has been deducted.
                                                                                  Selection of photos
                         Discuss what the money deducted is used for or           from
                         sort photos of hospital, expensive car, party, roads,    magazines/newspapers
                         dentist, school, nursing home etc into two piles: one
                         for where money deducted goes and one for what it
                         won’t be spent on.
                         Using an enlarged version of a payslip point out the
                         key elements of a payslip – see the Where Money
                         Comes from section of
                         www.moneymatterstome.org.uk. (Right click image
                         of payslip to print out)
                         Individuals annotate printout of a payslip.
                         Work through activity on MMtM website/CD ROM
                         looking at working out how much tax will be
                         deducted.

30       Employment – Discuss knowledge/experience of being employed.             Handout 1A.2
         key rights and Use newspaper cuttings as a resource to stimulate         Summary of key rights
         responsibilities discussion if knowledge/experience of group likely
                          to be low.
                                                                                  Folders
                         Q&A on key rights following on from discussion.
                         Individuals add notes to Handout 2.
                                                                    BCS/PFQ1 Teachers Handbook/Nov07
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                                                                            Unit 1 –Managing Money Day to Day


                         Handouts can form basis of a Key Facts File.
                         Explore the difference between a P45 and a P60.
                         Discuss the need to keep them, and provide with a
                         folder to keep key documents in.

15       Break
30       Employment –    Look at where to get help as an employee, with
         getting help    regards to pay and employment rights.
                         In pairs role play querying a pay slip and asking for         Scenario cards with
                         help with employment rights.                                  key facts

30       Benefits –      Return to list of benefits collected at start of              Handout 1A.3
         Key points      session.
                                                                                       Create factsheets from
                         Use Handout 3 to record who can claim which                   information on
                         benefits.                                                     DirectGov website.

                         Read out information about benefits and ask for
                         name of benefit.

25       Benefits –      Create scenario cards and give out to pairs so that           Scenario cards
         Which           they can match the scenarios to benefits.
         benefits?
5        What next?      Recap
                         Next session will be looking at opening bank
                         accounts.


Note: See the Useful Resources section for information on:
   • MMtoM: Money Matters to Me website




                                                                        BCS/PFQ1 Teachers Handbook/Nov07
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                                                                         Unit 1 –Managing Money Day to Day


Bank Accounts
Unit goal
For learners to be able to manage money on a day-to-day basis using appropriate financial
products.

Learning Outcomes
The learner will be able to:
1.3   Perform everyday money management tasks.

Minutes   Topic               Activity                                                Resources
15        Why use a bank      Introduction to session – Who already has a bank        Flipchart,
          account?            account/knows someone who has? Why have                 paper, pens
                              they got an account?

30        Choosing an         In pairs/small groups work through the topic            MGR CD ROM
          account - types     ‘Choose an Account ‘on MGR CD ROM.
          of bank             Make notes in Key Facts file to record the
          accounts            difference between basic and current bank
                              accounts.

30        Features of         Using Colossal Cards talk through the different         Colossal Cards
          accounts            features of bank accounts, including standing           Paper, pens
                              orders, direct debits, overdrafts, online bill
                              payments and how they work.
                              In pairs, learners to design posters to illustrate
                              how one or more of the different features work or
                              to promote an account on the basis of one or
                              more features.

15         Choosing an        Discuss what factors might be involved in
          account –           choosing a particular bank e.g. online, branch
          factors to          close by, free gifts….
          consider
15        Break
20        Opening an          Discuss why proof is needed to open accounts.           Short
          account - ID        Use the sorting diagram on Handout 2.1 to sort          Programmes: 2.
                              types of ID into proof of address/name or both.         Need An
                              Check answers.                                          Account – List
                              Individuals to identify which proof of name and         of ID
                              address they have.                                      Handout 1B.1

25        Opening an          Individuals to practise filling in forms. Use a         Forms from
          account – filling   highlight pen to mark anything unsure of.               banks or
          in forms            Compare with a partner and make a note of any           sample form in
                              questions to ask whole group.                           Financial
                              Make notes in margin when got answers.                  Products
                              Make a list of information required to apply for a      Resource Pack/
                              bank account.                                           Short
                                                                                      Programmes: 2.
                                                                                      Need An
                                                                                      Account
25        Opening an          Split the whole group into two: one set make a list
          account –           of the questions that you would want to ask when
          visiting the        opening an account and the other set make a list
                                                                       BCS/PFQ1 Teachers Handbook/Nov07
                                                                        © The British Computer Society 2007
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                                                                        Unit 1 –Managing Money Day to Day


          branch           of the questions that you might get asked by the
                           bank. Use the questions to role play in pairs a
                           visit to a bank to open an account.

5         What next?       Recap
                           Next session will be looking at budgeting.


Note: See the Useful Resources section for information on:
   • Financial Products Resource Pack
   • MGR: Money-go-round CD ROM
   • Short Programmes: 2. Need an account




                                                                   BCS/PFQ1 Teachers Handbook/Nov07
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                                                                       Unit 1 –Managing Money Day to Day


Budgeting
Unit goal
For learners to be able to manage money on a day-to-day basis using appropriate financial
products.

Learning Outcomes
The learner will be able to:
1.4   Demonstrate the use of personal budgeting.

Minutes   Topic                   Activity                                           Resources
15        Skills for budgeting    So far looked at money coming in and
                                  keeping the money in a bank account – now
                                  need to look at managing the money so that
                                  you don’t run out each week/month or pay
                                  charges for going overdrawn.
                                  Discuss what group understand by the term
                                  ‘budget’.
                                  List the skills needed for budgeting:
                                  •       Read bank statements/bills
                                  •       Converting between weekly, monthly,
                                          yearly bills
                                  •       +, -, * , / or use a
                                          calculator/spreadsheet
                                  •       Distinguish between essential/non-
                                          essential spending
                                  •       Plan ahead

30        Reading                 Model checking a statement and a bill.             Sample bills
          statements/bills        Important to have a rough idea of how much         and
                                  to expect going to pay/coming through              statements on
                                  account.                                           MMtoM
                                  In small groups work through the ‘Check Bills      website
                                  and Statements’ section of Money-Go-Round          MGR CD ROM
                                  CD ROM.

30        Converting between      Need to be able to compare bills. Ask              Handout 1C.1
          weekly/monthly/yearly   for/provide examples of different bills. In        Calculators
          bills                   small groups/pairs convert as appropriate.         Mini
                                  Record answers on mini whiteboards and             whiteboards,
                                  hold up for checking. Points awarded for           pens, cloths
                                  correct answer. Prizes if appropriate.

15        Break
25        Essential/non-          Look at an example budget. Is it in surplus or     Sample
          essential spending      not? If there is a loss need to look at            budgets on
                                  increasing income or reducing expenditure.         MMtoM
                                                                                     website and
                                  Highlight in green essential spending and in       MGR CD ROM
                                  red non-essential spending.
                                  In pairs, discuss what categories would have
                                  in own budget – which would be essential
                                  and which non-essential?

                                  Brainstorm ways to reduce (but not eliminate)
                                                                     BCS/PFQ1 Teachers Handbook/Nov07
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                                                                          Unit 1 –Managing Money Day to Day


                                    essential spending – e.g. switch supplier,
                                    reduce amount used.

30        Drawing up a budget       Tutor to use a case study or similar from           Case Study
                                    which a budget can be draw up. Give the
                                    information to the group.
                                    How can the budget be adjusted to build up
                                    an emergency fund/stop being
                                    overdrawn/save for an event or item?

20        Ten top tips for saving   In small groups draw up list of ten top tips for
          money                     saving money. Collate list and vote on top
                                    10.
                                    Put top 10 in Key Facts file.

5         What next?                Recap
                                    Next session will be looking at Borrowing.


Note: See the Useful Resources section for information on:
   • MGR: Money-go-round CD ROM
   • MMtoM: Money Matters to Me website




                                                                        BCS/PFQ1 Teachers Handbook/Nov07
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                  Unit 1 –Managing Money Day to Day




Handouts for Unit 1




                BCS/PFQ1 Teachers Handbook/Nov07
                 © The British Computer Society 2007
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                                         Unit 1 –Managing Money Day to Day


Handout 1a.1 - Sources of Income
Income Sort

            Employment             Self-employed




              Benefits                Other




                                       BCS/PFQ1 Teachers Handbook/Nov07
                                        © The British Computer Society 2007
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                                     Unit 1 –Managing Money Day to Day


Handout 1a.2 - Sources of Income
Key Rights

Written Contract




Payslip




National Minimum Wage




Working Hours




Holidays




Sick Pay




Dismissal




                                   BCS/PFQ1 Teachers Handbook/Nov07
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                                                               Unit 1 –Managing Money Day to Day


Handout 1a.4 - Sources of Income
Main Benefits

Which benefits go in which circles?




                   If you Work
                                                         If your income is low




                                      Other Situations




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                                 Unit 1 –Managing Money Day to Day


Handout 1b.1 - Bank Accounts


            Proof of
            Address




                                                          Proof of
                                                          Name




                               BCS/PFQ1 Teachers Handbook/Nov07
                                © The British Computer Society 2007
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                                                                    Unit 1 –Managing Money Day to Day


Handout 1c.1 - Budgeting
Weekly/Monthly

Decide whether you are going to work out a weekly or monthly budget. This will affect your
calculations as some of your bills may be weekly, some monthly or some for the whole
year (annual) and these will need dividing up or multiplying.

If you are paid weekly, it probably makes sense to work out a weekly budget.

To do this you will need to work out approximately how much any monthly, quarterly or
annual bills are each week.

To change annual bills to weekly, divide by 52.
To change quarterly bills to weekly, multiply by 4 and then divide by 52.
To change monthly bills to weekly, multiply by 12 and then divide by 52



If you are paid monthly, it probably makes sense to work out a monthly budget.

To do this you will need to work out approximately how much any weekly or annual bills
are each month.

To change annual bills to monthly, divide by 12
To change quarterly bills to monthly, divide by 3.
To change weekly bills to monthly, multiply by 52 and then divide by 12




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                                                                     Unit 1 –Managing Money Day to Day



Useful Resources for Unit 1

Details of where to order resources can be found in the Resource Directory

Colossal Cards
Information and resources linked to the different types of cards

Direct Payment Pack
Range of resources linked to opening bank accounts

Financial Products Resource Pack
Basic Bank Account section provides realia related to a basic bank account

Making Ends Meet
Topics on opening a bank account and budgeting

Money-go-Round – CD ROM
Topics on budgeting, bank accounts and payslips

NatWest Face 2 Face with Finance – interactive materials and video clips
Bank On It
Money for Life

Personal Finance Handbook
Chapter 2   Everyday Money
Chapter 9   Benefits and tax credits

Short Programmes
• Need an Account? - session plan looking at the literacy and financial skills needed to
  use a bank account
• Using an Account - session plan looking at the numeracy and financial skills needed to
  use a bank account
• Keeping Track of Your Money - plan looking at the numeracy and financial skills
  needed in budgeting

www.direct.gov.uk/en/Employment/Employees
Information on rights of employees

www.direct.gov.uk/en/MoneyTaxAndBenefits
Information on benefits and tax

www.moneymadeclear.fsa.gov.uk
Sections on budgeting and using a bank account

www.moneymatterstome.co.uk (Money Matters to Me)
Useful Tools
Interactive Budgeter helps you work out your monthly budget on an ongoing basis.

Money Matters
2. Where money comes from: employment, self-employment and benefits
4. Introduction to record keeping with interactive activities
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                                           Unit 1 –Managing Money Day to Day


5. Spending and budgeting

Workshops
Interactive ATM, Chip and PIN machines




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                                                                  Unit 1 –Managing Money Day to Day



Key Skills

Opportunities for providing evidence for Key Skills Communication, Application of Number
and ICT at Level 1:

Opening a bank account.

Communication
    C1.1            Take part in a group discussion on different types of bank accounts
    C1.2            Read texts about the different features of a bank account
    C1.3            Make a list of the advantages/disadvantages of the different types of
                    accounts
      C1.3          Fill in an application to open a bank account

This theme could also provide evidence for use of ICT.

Setting up a budget
Set up a budget based on own data or from that of a case study. Gather information from
bank statements and utility bills (online and paper based). Compare the budget with that
of another learner or case study.

Application of Number
      N1.1        Gather numerical information to help set up a budget. Find another
                  budget to compare with.
      N1.2a,b,c   Compare the data from the two budgets.
      N1.3        Interpret the results and present your findings, in two different ways

ICT
      ICT1.1        Gather information from online bank statements and bills to help set
                    up a budget.
      ICT1.2        Use ICT to combine information from the internet and a non ICT
                    based information source to set up budget using a spreadsheet. Send
                    an email querying an item on a statement/bill.
      ICT1.3        Present the budget information accurately and fit for purpose. This
                    could be by using and image, text or both.




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                                                                            Unit 2 – Planning your Money



Unit 2: Controlling Your Money

Unit goal
For learners to be able to make decisions about saving and borrowing using appropriate
financial products and sources of help.

LEARNING OUTCOMES              ASSESSMENT CRITERIA

The learner will:              The learner can:

2.1 Be able to plan ahead      2.1.a   Identify how a household budget may be
    to repay borrowing.                constructed to repay borrowing and how this may
                                       be affected by a change in circumstances such
                                       as unemployment or interest rate changes.

                               2.1.b   Identify financial products and strategies that can
                                       help households protect their budgets against
                                       changing circumstances.

2.2 Recognise and seek         2.2.a   List debts in order of priority.
    help with a debt crisis.
                               2.2.b   Construct a personal budget for repaying problem
                                       debts.

                               2.2.c   Identify sources of advice and help with debt
                                       problems.

2.3 Demonstrate an          2.3.a      Differentiate between what is meant by short,
    understanding of short-            medium and long-term goals
    term goals and how
    they differ from        2.3.b      Identify the main types of products suitable for
    medium and long-term               each of the following: emergency fund, saving for
    goals.                             a holiday, saving for retirement.

                               2.3.c   For different scenarios, compare and choose
                                       between two or more financial products on the
                                       basis of risk and return.

                               2.3.d   Using tables, extract the amount that needs to be
                                       saved to meet a short-term savings goal.

2.4 Recognise how to           2.4.a   Distinguish between similar products on the basis
    make informed                      of AER or APR and other factors, such as term
    purchasing decisions               and risk.
    funded by credit or
    saving.                    2.4.b   Using tables, extract the total cost of an item
                                       purchased with borrowing.



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                                                                          Unit 2 – Planning your Money



Teachers Guidance

The Personal Finance Handbook and the FSA’s Money Made Clear9 website should
provide you with the background knowledge to deliver the unit. Further resources that
may be useful are also indicated. Full details for the resources can be found in Section 5.

Session plans have been provided to illustrate possible activities that can be used to
deliver this unit. Signposting to resources, tutor generated examples and exemplar
handouts to support the sessions has been provided

Each unit has 3 session plans of 3-hours each. The MOWE Personal Finance Hot Topic10,
part 2 could be used at the start or finish of the unit to make up the guided learning hours
to 10 for each unit.

Flipchart, paper and pens given as standard but interactive whiteboard would be
preferable if available.

If possible each learner should keep a Key Facts file summarising information to be
remembered along with definitions of key words.

The following guidance referenced to the syllabus provides further details to help delivery
of the unit.




9
    www.moneymadeclear.fsa.gov.uk
10
    www.mowe.org.uk
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                                                                          Unit 2 – Planning your Money


2.1    Borrowing
Learner is required to plan how to repay debt, including strategies to manage the risk to
debt repayments of changes in circumstances, and be able to compare different ways of
borrowing.

2.1.1 Planning ahead
a) Have knowledge of different reasons for borrowing.
b) Understand the importance of planning how debt will be repaid.
c) Understand the circumstances and types of risk that most often upset debt
   repayment plans.
d) Be able to construct a budget to repay borrowing

Additional guidance

Learners need to know about:
Effect of uncontrolled spending, uncontrolled gambling, change in interest rates, loss of
job, family breakdown




2.1.2 Comparing different ways of borrowing
a) Begin to understand the cost of borrowing and how to use Annual Percentage Rates
   (APR)s.
b) Have knowledge of some key types of borrowing and sources of borrowing and
   understand the key differences between them.
c) Have a knowledge of financial strategies and products that may help to manage the
   risks.
d) Be able to use look-up tables and online tools to work out the total cost of an item
   bought on credit.
e) Be able to compare the relative cost of credit deals using the APR.
f) Be able to identify risks associated with borrowing for different scenarios.
g) Be able to weigh up whether an insurance product is worth having.
h) Be in control of borrowing decisions.
i) Be confident turning down unwanted products

Additional guidance

Learners need to know about:
   • traditional credit cards, store cards, pre-pay credit cards, secured and unsecured
      personal loans
   • High Street lenders, credit unions and partnership schemes, cheque cashing
      services, doorstep lending, loan sharks
   • choosing fixed-interest-rate or variable-interest-rate products, building up an
      emergency fund, insurance products




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                                                                          Unit 2 – Planning your Money


2.2   Debt problems
Learner is required to be able recognise when borrowing has become problem debt,
understand the consequences of failing to pay debts, and know where to get help and
advice.

2.2.1 Identifying and tackling debt problems
a) Understand the consequences of failing to pay different types of debt.
b) Have knowledge of the agencies that offer free advice and help sorting out debt
   problems.
c) Recognise when debts have become a problem.
d) Be able to list debts in order of priority.
e) Be able to adjust a budget to release money to tackle debts.
f) Be able to find the contact details for agencies offering free debt advice and help
   (online and from paper-based directories).
g) Be confident seeking help with debt problems.

Additional guidance

Learners need to know about:
Order of priority for debts

Useful websites:
http://www.moneymadeclear.fsa.gov.uk/print.aspx?Page=/tools/sorting_out_borrowing_p
roblems




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                                                                        Unit 2 – Planning your Money


2.3    Saving
Learner is required to understand the advantages and disadvantages of saving and be
able to construct a plan to achieve a short-terms savings goal

2.3.1 Interest on savings
a) Understand that savings usually earn interest but take time to build up.
b) Know that interest rates for savings are expressed as Annual Equivalent Rates (AER)
   and how to use the AER.
c) Be able to compare different savings deals on the basis of AER.

Additional guidance:



2.3.2 Time span
a) Understand that goals may be short, medium or long term and that the approach to
   achieving them is likely to differ according to the timespan.
b) Have knowledge of the broad types of product that are suitable for goals according to
   timespan and how they vary in terms of risk.
c) Be able to identify whether goals are short, medium or long term.

Additional guidance:

Learners need to know about:
   • Different types of risk (capital, inflation, shortfall).


2.3.3 Short-term goal
a) Have knowledge of the main savings products and sources suitable for a short-term
   goal and understand the key differences between them.
b) Using look-up tables, be able to work out how much needs to be saved to meet a
   defined goal over a defined short-term timespan.
c) Be able to suggest suitable savings products for different short-term goals.
d) Be able to monitor savings using statements
e) Be confident in ability to save up for something.

Additional guidance:

Learners need to know about:
   • bank and building society accounts
   • National Savings & Investments
   • credit unions
   • Savings clubs and payment-in-advance schemes such as Farepak.




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                                                                        Unit 2 – Planning your Money


2.4   Saving and borrowing compared
Learner is required to judge for given scenarios when borrowing or saving might be the
most suitable strategy.

2.4.1 Making saving and borrowing decisions
a) Be able to suggest whether saving or borrowing would be most appropriate in
   different scenarios, giving reasons for the choice.
b) Be confident making purchasing and saving decisions.

Additional guidance:




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                                                                             Unit 2 – Planning your Money



Session Plans

Borrowing
Unit goal:
For learners to be able to make decisions about saving and borrowing using appropriate
financial products and sources of help.

Learning Outcomes
The learner will be able to:
2.1   Plan ahead to repay borrowing.

Minutes Topic          Activity                                                          Resources
15      Why            In small groups cut out pictures from magazines of items          Magazines
        borrow?        that might need to borrow money in order to buy. Stick            Scissors
                       pictures on flipchart paper to create posters. Display            Glue
                       posters around room.                                              Flipchart
                       Discuss other reasons why we might need to borrow e.g.            paper
                       to study, pay debts.

30       Planning      Input on need to plan to re-pay debt – see ch4 Personal           PFH
         repaying      Finance Handbook. Discuss what might upset a
         debt          repayment plan.
                       Make notes in Key Facts file.

15       Comparing     In small groups brainstorm types and sources of                   Handout
         ways of       borrowing. Collate list from ideas gathered in groups.            2A.1
         borrowing –   Discuss the differences between them.
         where
         from?
15       Comparing     Input on cost of borrowing, APR and how to use.
         ways of
         borrowing –
         cost of
         borrowing
15       Break
30       Comparing     Using adverts, pairs to find the cheapest loan and the most       Adverts for
         ways of       expensive loan using the APRs. Discuss why APRs vary              loans
         borrowing –   and what else to look out for when choosing a loan.
         comparing
         APRs
30       Comparing     Introduce online tools and look-up tables to work out cost        Access to
         ways of       of borrowing e.g.                                                 Internet /
         borrowing –   www.moneymadeclear.fsa.gov.uk/tools/loan_calculator or            MMtoM CD
         working out   www.moneymatterstome.co.uk/Interactive-                           ROM
         cost of       Tools/LoanCalculator .
         borrowing     In pairs choose three items from catalogues/magazines.
                       Using look up tables/online tools work out the total cost of
                       borrowing to buy items chosen.

25       Comparing     Brainstorm ways of managing risks associated with
         ways of       borrowing.
         borrowing –   Discuss when might take out insurance products and how
         managing      to turn down unwanted products. If appropriate role play
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                                                                      Unit 2 – Planning your Money


         risks        turning down unwanted products.

5        What next?   Recap
                      Next session will be looking at Debt.


Note: See the Further Resources section for information on:
PFH: Personal Finance Handbook
MMtoM: Money Matters to Me website




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                                                                              Unit 2 – Planning your Money



Debt

Unit goal
For learners to be able to make decisions about saving and borrowing using appropriate
financial products and sources of help.

Learning Outcomes
The learner will be able to:
2.2   Recognise and seek help with a debt crisis.

Minutes   Topic             Activity                                             Resources
15        What is debt?     Brainstorm what is meant by the word ‘debt’.
                            Discuss why having debt can be a problem.
60        Tackling debt     Individuals/pairs work through MMtoM section         Access to
                            Implications of Finance: Dealing with Debt.          Internet/MMtoM
                                                                                 CD ROM for pairs
15        Break
30        Seeking help      Individuals/pairs use the Internet to identify       Access to Internet
                            organisations offering advice related to debt.       for pairs
                            Make notes on what is being offered, whether
                            it is independent advice, whether there is a
                            cost.
                            Compare results and discuss where they
                            would go if they needed help solving a debt
                            problem.
                            Record contact details in Key Facts file.

30        Receiving help    Discuss the information that would be needed Handout 2B.1
                            if an adviser was to help sort out debt            (cut into strips to
                            problems.                                          make cards)
                            Using debt cards created from Handout 2,
                            small groups put debts into order of priority for
                            re-payment. Compare to FSA list – this is a
                            general guide to the order of priority, but it may
                            not be appropriate in every case. Magistrates’
                            court fines and not paying TV licence are often
                            given a higher priority because they can lead
                            to imprisonment.
                            Look at the consequences of not paying the
                            debts.

25        Adjusting a       As a whole group/pairs work through Deal with        MGR CD ROM
          budget            Problems section of MGR.                             Data projector if
                            Remind of work on essential/non-essential            available
                            spending and discuss how budgets can be
                            adjusted to help re-pay debts.

5         What next?        Recap
                            Next session will be looking at Savings

Note: See the further resources section for information on:
MGR: Money-go-round CD ROM
MMtoM: Money Matters to Me website
                                                                      BCS/PFQ1 Teachers Handbook/Nov07
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                                                                                      Unit 2 – Planning your Money



Savings

Unit goal
For learners to be able to make decisions about saving and borrowing using appropriate
financial products and sources of help.

Learning Outcomes
The learner will be able to:
2.3 Demonstrate an understanding of short-term goals and how they differ from medium
and long-term goals.
2.4 Recognise how to make informed purchasing decisions funded by credit or savings.

Minutes   Topic             Activity                                               Resources
15        Financial goals   Brainstorm items you might save up for in              Flipchart, paper, pens
          - timespan        the short (up to 5 years), medium (5-10
                            years) and long (more than 10 years) term.

15        Financial goals   Discuss the financial products which may
          - products        be suitable for the different timespans.
                            Discuss the different types and levels of
                            risk associated with the products e.g.
                            losing capital, effect of inflation, shortfall.

30        Short-term        In pairs, use magazines/newspapers to                  Magazines/newspapers
          savings           find adverts for short-term savings                    Scissors
                            products. For each list the features.
                            Collate a list of products and features for
                            whole group.
                            Match the products against the short-term
                            savings goals identified at the start of the
                            session.
                            Record in Key Facts file.

30        Interest          Work through MGR topic Choose the Best                 MGR
                            Way to Save in pairs or as a whole group.

15        Break
30        Comparing         In small groups come up with ways to
          savings           remember what AER stands for and that
          accounts -        the rates are used to compare savings
          AER               accounts.
                            Using the adverts found earlier in the
                            session find the savings account with the
                            highest rate. Discuss why you might not
                            always choose the account with the
                            highest rate.

25        How much to       Look up tables                                         Handout 2C.1
          save to meet      Work out how much to save a week/month
          goal              to meet the short-term savings goals
                            identified at the start of the session.

30        Save or           Work through MGR topic Plan for a                      MGR
          borrow?           Purchase in pairs.
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                                                                             Unit 2 – Planning your Money


5         What next?      Recap
                          Next session will be looking at Choosing
                          Financial Products



www.fsa.gov.uk/financial_capability/tools/fmf/index
Choose: budgeting for the cost of children

Note: See the Further Resources section for information on:
MGR: Money-go-round CD ROM




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                        Unit 2 – Planning your Money




Handouts for Unit 2




                BCS/PFQ1 Teachers Handbook/Nov07
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                                               Unit 2 – Planning your Money


Handout 2a.1 - Borrowing
Types and Sources of Borrowing

         Types of Borrowing      Sources of Borrowing




                                       BCS/PFQ1 Teachers Handbook/Nov07
                                        © The British Computer Society 2007
                                                                         40
                                                   Unit 2 – Planning your Money


Handout 2b.1 - Debt
Priority Debts



Mortgage (and other loans secured against your home) or rent



Council Tax



Gas and Electricity



Water



Income Tax or VAT arrears



Hire Purchase



Magistrates’ Court Fines



TV Licence



Maintenance to Support a Former Partner or Children



                                           BCS/PFQ1 Teachers Handbook/Nov07
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                                                                           Unit 2 – Planning your Money




Loans from Family and Friends



Social Fund Loans, Benefit Overpayments



Unlicensed Lenders


Store Cards, Credit Cards and unsecured Personal Loans and
Overdrafts


Business Debts


from
http://www.moneymadeclear.fsa.gov.uk/print.aspx?Page=/tools/sorting_out_borrowing_pro
blems

The key to sorting out your borrowing problems is the five-step approach:
   1) Work out the scale of the problem including which debts are a priority;
   2) Draw up your budget;
   3) Look for ways to increase your income and/or cut your spending
   4) Contact creditors and offer to pay what you can afford (giving priority to your priority
      debts), and
   5) Don't let matters slide - get help if you need it.




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                                                                         Unit 2 – Planning your Money


Handout 2c.1 - Savings
Look-up Tables

How your weekly savings can build up
 Amount you build    And you save this much each week:
 up* if you save for
      this long:       £1     £5      £10    £25     £50
6 months               £26   £132      £264   £660 £1,320
1 year                 £54   £268      £536 £1,339 £2,679
18 months              £82   £408      £816 £2,039 £4,078
2 years               £110   £552 £1,104 £2,759 £5,518
3 years               £171   £853 £1,706 £4,264 £8,528
4 years               £234 £1,172 £2,344 £5,859 £11,718
5 years               £302 £1,510 £3,020 £7,550 £15,100


How your monthly savings can build up

 Amount you build        And you save this much each month:
 up* if you save for
      this long:          £1      £5       £10    £25         £50
6 months                   £6      £31       £61   £153        £305
1 year                    £12      £62      £124   £310        £619
18 months                 £19      £94      £189   £471        £943
2 years                   £26     £128      £255   £638      £1,276
3 years                   £39     £197      £394   £986      £1,972
4 years                   £54     £271      £542 £1,355      £2,709
5 years                   £70     £349      £698 £1,746      £3,491

* Tables show before-tax return assuming interest rate of 6% pa gross.




                                                               BCS/PFQ1 Teachers Handbook/Nov07
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                                                                          Unit 2 – Planning your Money



Useful Resources for Unit 2

Details of where to order resources can be found in Section 5: Resource Directory

Dealing With Your Debts
Background information on dealing with debt and setting up budgets

Financial Products Resource Pack
Savings and Credit Card sections providing realia related to products

Making Ends Meet
Topics on savings, loans and debt

Money-go-Round – CD ROM
Topics on saving and borrowing

NatWest Face 2 Face with Finance – interactive materials and video clips
Credit File

Personal Finance Handbook
Chapter 1 Financial Planning
Chapter 3 Saving
Chapter 4 Borrowing

Short Programmes
Saving for the Future - session plan looking at the numeracy and financial skills needed to
look at options for saving.
Paying for It All - session plan looking at the numeracy and financial skills needed to look
at options for borrowing.

www.direct.gov.uk/en/MoneyTaxAndBenefits
Information on dealing with debt

www.moneymadeclear.fsa.gov.uk
Sections on savings, loans, comparing products, loan calculator and dealing with debt

www.moneymatterstome.co.uk
Money Matters
6. Risk and Return

Section on savings and loans, including savings and loan calculators
7. Making Personal Life Choices
Section on financial planning and debt

www.nationaldebtline.co.uk
Useful pack on dealing with debt problems




                                                                  BCS/PFQ1 Teachers Handbook/Nov07
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                                                                        Unit 2 – Planning your Money



Key Skills

Opportunities for providing evidence for Key Skills Communication, Application of Number
and ICT at Level 1:

Borrowing

Communication
    C1.1            Take part in a group discussion on the different types and sources of
                    borrowing available to consumers.
      C1.2          Read text that outlines the cost of borrowing.
      C2.3          Complete an application form to obtain credit
      C2.3          Devise a mindmap which illustrates the different types of borrowing

Application of Number
      N1.1        Gather numerical information from two sources (showing APR) to
                  identify the best deal for obtaining a loan.
      N1.2a,b,c   Compare the data from the two sources
      N1.3        Interpret the results and present your findings, in two different ways

ICT
      ICT1.1        Search the Internet to find details on costs of loans.
      ICT1.2        Use ICT to combine information from the internet and a non ICT
                    based information source to prepare article on the best deal.
                    Send an email to teacher with draft article attached, for comment.
      ICT1.3        Present findings in the form of an article for a student magazine,
                    including an image and numbers.




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                                                                 Unit 3 – Choosing Products and Getting Help



Unit 3: Choosing products and Getting Help.

Unit goal
For learners to be able to select between competing products and identify appropriate
sources of advice and help.

LEARNING OUTCOMES               ASSESSMENT CRITERIA

The learner will:               The learner can:

3.1 Be able to select           3.1.a   Distinguish between different products on the basis
    between competing                   of cost, accessibility, risk and other terms.
    financial products.
                                3.1.b   Access details of financial products from a range of
                                        sources.

                                3.1.c   Choose appropriate type/s of product which match
                                        specified financial goals.

3.2 Know the sources of         3.2.a   Choose between sources of information on
    information and help                financial products according to their purpose,
    that are available when             independence and reliability.
    making financial
    decisions.                  3.2.b   Identify the role of different types of intermediary
                                        that are available to the consumer.

3.3 Know the sources of         3.3.a   Identify whether or not a consumer has grounds for
    information and help                complaint for a given range of scenarios.
    that are available in the
    event of complaints         3.3.b   Identify the key characteristics of the main
    about financial                     independent complaints bodies.
    products.
                                3.3.c   Demonstrate awareness of the key characteristics
                                        of the main compensation schemes.

3.4 Recognise how             3.4.a Identify precautions the individual can take to
    financial crime can              reduce the risk of being a victim of fraud when:
    affect the individual and       - paying by debit card
    understand how to               - using online banking
    protect against it              - using a cash machine.

                                3.4.b   Recognise inaccurate transactions on statements.




                                                                      BCS/PFQ1 Teachers Handbook/Nov07
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                                                              Unit 3 – Choosing Products and Getting Help



Teachers Guidance

The Personal Finance Handbook and the FSA’s Money Made Clear11 website should
provide you with the background knowledge to deliver the unit. Further resources that
may be useful are also indicated. Full details for the resources can be found in Section 5.

Session plans have been provided to illustrate possible activities that can be used to
deliver this unit. Signposting to resources, tutor generated examples and exemplar
handouts to support the sessions has been provided

Each unit has 3 session plans of 3-hours each. The MOWE Personal Finance Hot Topic12,
part 3 could be used at the start or finish of the unit to make up the guided learning hours
to 10 for each unit.

Flipchart, paper and pens given as standard but interactive whiteboard would be
preferable if available.

If possible each learner should keep a Key Facts file summarising information to be
remembered along with definitions of key words.

The following guidance referenced to the syllabus provides further details to help delivery
of the unit.




11
     www.moneymadeclear.fsa.gov.uk
12
     www.mowe.org.uk
                                                                   BCS/PFQ1 Teachers Handbook/Nov07
                                                                    © The British Computer Society 2007
                                                                                                     47
                                                              Unit 3 – Choosing Products and Getting Help


3.1    Comparing Financial Products
The learner will be able to identify the main features that distinguish products and be able
to select appropriate products using a variety of sources.

3.1.1 Main features
a) Understand that a type of product is characterised by a set of features, some desirable,
   some not.
b) Understand that the precise features for a specific product generally vary from one
   provider to another.
c) Understand that the consumer may be able to alter some product features.
d) Be able to describe a savings account in terms of its main features.
e) Be able to describe a credit card in terms of its main features.
f) Be able to describe an insurance policy (e.g car insurance) in terms of its main features.

Additional guidance

Learners need to know :
   • How to assess features by cost, accessibility, risks, other terms.
   • Can change product by the way they choose to pay (eg credit card) or by changing
      cover or excess (insurance)



3.1.2 Sources of information
a) Have knowledge of the main sources of information about product features.
b) Be able to distinguish between information sources on the grounds of purpose,
   independence and reliability.
c) Be aware of how TV and print advertisements may influence choice
d) Be able to use online comparative tables to select savings accounts for different
   scenarios.
e) Be able to use online comparative tables to select personal loans and credit cards for
   given scenarios.
f) Be wary of taking marketing claims at face value.
g) Be confidently able to shop around for suitable deals.

Additional guidance

Learners need to know about:
   • Main sources of information: in particular, TV and print advertisements, marketing
      literature, terms and conditions, key facts documents, comparative tables in
      newspapers and online.




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                                                             Unit 3 – Choosing Products and Getting Help


3.2     Sources of information and help
The learner will have a basic knowledge of the range of financial products available, where
to get information and advice about them, and where to get help and advice with other
financial decisions.

3.2.1 Financial goals
a) Have knowledge of the range of financial goals that people are likely to have depending
   on their household circumstances and stage of life.
b) Identify typical goals in specified scenarios.

Additional guidance:


3.2.2 Financial products
a) Have a basic knowledge of the types of financial product that may be useful in achieving
   different goals.
b) Match generic products to specified goals.

Additional guidance

Learners need to know :
   • that FSA comparative tables cover only a limited range of products - e.g. they don’t
      include credit cards
   • the definition of intermediary.
   • a list of bodies that can be complained to where a product or service is outside the
      scope of the Financial Services Ombudsman.
   • that FSO are approachable and will provide support to complete the forms.

Financial Services Compensation Scheme, Compensation schemes for occupational
pensions: Pension Protection Fund, Fraud Compensation Fund, Financial Assistance
Scheme



3.2.3 Sources of advice and help
a) Have knowledge of the main sources of advice and help and be able to distinguish
   between them on the grounds of independence and cost.
b) Understand the distinction between information and advice.
c) Use the internet and paper-based directories to find contact details for sources of
   advice.
d) Evaluate sources of advice by independence and cost.
e) Be confidently able to seek appropriate advice.
f) Be confident rejecting inappropriate or unnecessary advice.

Additional guidance

Learners need to know:
Have knowledge of the main sources of advice and help and be able to distinguish between
them on the grounds of independence and cost, in relation to:
   • debt-related goals(e.g. Citizens Advice Bureaux, Consumer Credit Counselling
      Service, National Debtline, other money advice centres)
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                                                        Unit 3 – Choosing Products and Getting Help


•   state benefits and claiming them(e.g. Citizens Advice Bureaux, Jobcentre Plus, The
    Pension Service)
•   insurance (eg insurance brokers)
•   savings and investments (eg independent financial advisers)
•   Learners need to be aware of sources that lack independence, eg debt management
    companies, product providers, tied advisers (such as most banks and building
    societies).




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                                                            Unit 3 – Choosing Products and Getting Help


3.3    Complaints
The learner will know where to get advice and help when they have a complaint about a
financial product..

3.3.1 Making a complaint
a) Be aware of the responsibilities of consumers and when a complaint is likely not to be
   valid.
b) Have knowledge of the complaints systems financial firms must offer.
c) Have knowledge of the Financial Ombudsman Service (FOS) and its scope.
d) Have knowledge of other bodies dealing with complaints outside the FOS scope.
e) Be able to use the internet and paper-based directories to find the contact details of
   FOS and other independent complaints bodies.
f) Be able to write a letter of complaint for a given scenario.
g) Be confident making a complaint.

Additional guidance:

Learner needs to know:
   • Circumstances in which a consumer might have a valid claim or might not have a
      valid claim under FOS or other complaints schemes.


3.3.2 Redress
a) Have knowledge of compensation schemes and when they might apply.

Additional guidance:

Learner needs to know:
   • For Financial Services Compensation Scheme: the maximum amounts of
      compensation payable and in what circumstances.
   • For compensation schemes covering occupational pension schemes, the
      circumstances in which a claim might be made, including relevant dates.




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                                                              Unit 3 – Choosing Products and Getting Help


3.4   Financial crime
The learner will understand how to operate financial products safely in order to protect
himself/herself from fraud.

3.4.1 Financial crime
a) Understand how to operate a bank or savings account safely.
b) Be able to check a bank statement for accuracy.

Additional guidance

Learners need to know about:
   • keeping PINs safe, operating a cash machine safely, operating an online account
      safely, checking statements, disposing of documents carefully




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                                                                   Unit 3 – Choosing Products and Getting Help



Session Plans for Unit 3

Choosing Financial Products
Unit goal
For learners to be able to select between competing products and identify appropriate
sources of advice and help.

Learning Outcomes
The learner will be able to
3.1 Be able to select between competing financial products.

Minutes    Topic           Activity                                                    Resources
15         What are        In small groups, identify from sets of adverts              Adverts
           financial       which are for financial products and draw up list of
           products?       the types of financial products.
                           Record in Key Facts file.

30         Features of     In pairs, each take one of the adverts for a                Adverts
           financial       savings account, a credit card and an insurance             Highlight
           products        policy and identify the features, using highlight           pens
                           pens. Compare the features found within the
                           whole group to come up with a list of main
                           features for savings accounts, credit cards and
                           insurance policies. Record in Key Facts file.

30         Sources of      Watch a number of adverts for financial products.           TV/video /
           information -   eg:                                                         Internet
           TV              www.visit4info.com
                           http://tvs-worst-adverts.co.uk
                           http://www.nationalarchives.gov.uk/films/1979to20
                           06/filmpage_dummy.htm

                           Whilst watching ask group to make a note of any
                           of the main features of the products mentioned.
                           Compare results.
                           Discuss how the adverts will influence choice.

15         Sources of      In pairs re-visit adverts used earlier in the session.      Adverts
           information -   How will these adverts influence choice and what
           print           other information would you need to make an
                           informed choice?

15         Break
30         Sources of      In pairs search for information on a financial              Access in
           information -   product online. What types of sites come up as a            pairs to
           online          result of the search? Make a note of the sites and          Internet
                           comment on purpose, independence and
                           reliability.

35         Comparative     Model using a comparative table to select a                 Access in
           tables          savings account, a personal loan and a credit               pairs to
                           card.                                                       Internet
                           In pairs select a savings account, a personal loan          www.fsa.g
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                                                           Unit 3 – Choosing Products and Getting Help


                     and a credit card for a given scenario. Justify to        ov.uk/table
                     others in small group why chose particular                s : Savings
                     products for own scenario.

                     For savings, personal loans and credit cards,
                     could use www.moneyfacts.co.uk. For savings
                     could use FSA tables - note that PPI being added
                     at some time.

20   Sources of      Look back at the different sources of information –
     information -   do any others need adding to list of sources.
     comparison      Which would individuals use in future? Make a
                     note in Key Facts file of preferred source of
                     information.

5    What next?      Recap
                     Next session will be looking at Sources of Advice.




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                                                                 Unit 3 – Choosing Products and Getting Help


Sources of Advice
Unit goal
For learners to be able to select between competing products and identify appropriate
sources of advice and help.

Learning Outcomes
The learner will be able to
3.2 Know the sources of information and help that are available when making financial
decisions.

Minutes   Topic             Activity                                               Resources
5         Life stages       Either draw on paper/board or create a
                            timeline on floor. Mark off different life
                            stages.

15        Financial goals   Work in small groups to identify typical               Handout 3B.1
                            financial goals for each stage.

15        Financial         Small groups identify for each financial goal
          products          appropriate generic financial products.

40        Seeking advice    As whole group or in pairs work through                MGR
                            MGR – Talk to Experts

15        Information v     Discuss the difference between information
          advice            and advice.

15        Break
30        Sources of        Small groups identify where it would be best           Access to Internet
          advice            to get advice for the products they have               Telephone
                            identified earlier.                                    directories
                            Identify whether advice has a cost and is
                            independent.
                            Compare and update information gathered.
                            Put handout in Key Facts file.

30        Meeting an        In pairs, role play meeting an adviser to talk         Question cards
          adviser           about one of the products identified earlier.          (available in Short
                            Use appropriate questions from the Talk to             Programmes)
                            Experts section of MGR. Take it in turns to
                            be the adviser and client.

25        Practice test     Individuals to have a go at practice test so           Practice test
                            that areas that need re-enforcing can be
                            identified.

5         What next?        Recap
                            Next session will be looking at Complaints.


Note: See the Useful resources section for information on:
MGR: Money-go-round CD ROM


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                                                                   Unit 3 – Choosing Products and Getting Help


Complaints
Unit goal
For learners to be able to select between competing products and identify appropriate
sources of advice and help.

Learning Outcomes
The learner will be able to:
3.3 Know the sources of information and help that are available in the event of complaints
about financial products.
3.4 Recognise how financial crime can affect the individual and understand how to protect
against it.

Minutes   Topic             Activity                                                         Resources
15        When to           Brainstorm when you might complain about a financial
          complain?         product.
10        Making a          Input on making a complaint based on FSA’s section on
          complaint         Making a Complaint
                            www.moneymadeclear.fsa.gov.uk/guides/making_a_co
                            mplaint

20        Financial         In pairs visit the site for the Financial Ombudsman              Internet
          Ombudsman         Service (FOS) - www.financial-ombudsman.org.uk .                 access for
          Service           Identify which types of complaints the FOS covers.               pairs
                            Record in Key Facts file.

15        Other bodies      Input on bodies dealing with complaints outside the FOS
          dealing with      scope.
          complaints        Record in Key Facts file.

15        Financial         In pairs visit the site for the Financial Services
          Services          Compensation Scheme (FSCS) - www.fscs.org.uk .
          Compensatio       Use the flowchart to find out when compensation may be
          n Scheme          available.
                            Make a note of anything not understood. Share findings.

15        Break
40        Writing letters   Split the group into two. One half work through                  Copies of
          of complaint      www.moneymatterstome.co.uk Consumer Rights and                   sample
                            Responsibilities section on Buying Goods and the other           letters from
                            half work through section on Buying Services and then            MMtoM
                            compare notes.
                            Complete a letter of complaint based on one of the
                            sample letters.
                            Put copies of sample letters in Key Facts file.

45        Financial         Brainstorm scams and swindles to get access to your              Paper, pens,
          crime             personal and banking information.                                magazines,
                            Come up with a list of 10 tips to avoid being a victim of        scissors,
                            financial crime.                                                 glue
                            Make posters to alert others.
                            In teams try the Office of Fair Trading quiz on scams.
                            Prizes for the winners.
                            www.oft.gov.uk/oft_at_work/consumer_initiatives/scams/
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                                                             Unit 3 – Choosing Products and Getting Help


                        scam-quiz

5        What next?     Recap
                        Where next?


Note: See the Useful resources section for information on:
•      MMtoM: MoneyMattersToMe website




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               Unit 3 – Choosing Products and Getting Help




Handouts for Unit 3




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                                            Unit 3 – Choosing Products and Getting Help


Handout 3b.1 - Borrowing
Advice on Financial Products

Life Stage         Goal(s)     Product(s)         Advice
                                                  Source:




                                                  Cost: (Free, Commission or
                                                  fee)

                                                  Independent:


                                                  Source:




                                                  Cost: (Free, Commission or
                                                  fee)

                                                  Independent:


                                                  Source:




                                                  Cost: (Free, Commission or
                                                  fee)

                                                  Independent:


                                                  Source:




                                                  Cost: (Free, Commission or
                                                  fee)

                                                  Independent:




                                                 BCS/PFQ1 Teachers Handbook/Nov07
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                                                             Unit 3 – Choosing Products and Getting Help



Useful resources for Unit 3

Details of where to order resources can be found in the Resource Directory

Financial Products Resource Packs
Insurance, Savings, Credit Card

Money-go-Round – CD ROM
Topics on getting advice

Personal Finance Handbook
Chapter 1 Financial Planning
Chapter 2 Everyday Money
Chapter 3 Saving
Chapter 4 Borrowing
Chapter 6 Insurance
Chapter 7 Getting Advice
Chapter 11 Protecting consumers

Short Programmes
Need Advice? - session plan looking at the literacy and financial skills needed when
seeking advice

www.consumerdirect.gov.uk
Government funded site and phone line to help with consumer advice

www.direct.gov.uk/en/MoneyTaxAndBenefits
Information on managing money: including comparing products, making complaints and
keeping money secure

www.moneymadeclear.fsa.gov.uk
Sections on comparing products, making a complaint, getting financial advice and staying
safe

www.moneymatterstome.co.uk
8. Consumer rights and responsibilities




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                                                            Unit 3 – Choosing Products and Getting Help



Key Skills

Opportunities for providing evidence for Key Skills Communication, Application of Number
and ICT at Level 1:

Communication
    C1.1           Take part in a group discussion on how to choose a financial
                   product.
      C1.2         Read texts about a product and summarise the relevant information.
      C1.3         Write a letter/email asking for further information. (The email could be
                   used for ICT to show purposeful use of email).
      C1.3         Write a short report about the product .

Application of Number
      N1.1        Interpret numerical information from two different sources to help
                  choose a savings product (one source must be a table, graph, chart or
                  diagram.
      N1.2a,b,c   Compare the data from the different sources. Calculate simple
                  interest and compare products
      N1.3        Interpret the results and present your findings

ICT
      ICT1.1       Search on the internet for information on two financial products.
      ICT1.2       Enter the information about the products into a table.
      ICT1.3       Present the information, including text, image and number. (This could
                   be the report for C1.3, email could be used to send information to the
                   teacher)


      .




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5. Resource Directory

                                                                              Mapped to
Title                                                                         AFCaF/
                  Publisher      Price    Ordering details
                                                                              Key Skills/
                                                                              Lit/Num CC
Adult Financial   Basic Skills   Free     www.basic-                          Adult Lit/Num
Capability        Agency                  skills.co.uk/ouractivities/finan    CC
Framework                                 cialliteracy                        E3/L2
A1957                                     or phone
                                          0870 600 2400
Colossal Cards    Basic Skills   £10.00   www.basic-                          AFCaF
A1407             Agency                  skills.co.uk/ouractivities/finan    Levels B/D
                                          cialliteracy                        Adult Lit/Num
                                          or phone                            CC
                                          0870 600 2400                       E3-L2
Dealing With      National       Free     Download or order from              N/a
Your Debts        Debtline       (single  www.nationaldebtline.co.uk
                                 copies)
Direct Payment    Basic Skills   Free    www.basic-                           AFCaF
Pack              Agency                 skills.co.uk/ouractivities/finan     Levels B/D
A1705                                    cialliteracy                         Adult Lit/Num
(English),                               or phone                             CC
A1706 (Welsh)                            0870 600 2400                        E3-L2
Financial         Basic Skills   Free    www.basic-                           AFCaF
Products          Agency                 skills.co.uk/ouractivities/finan     Levels B/D
Resource                                 cialliteracy                         Adult Lit/Num
Packs                                    or phone                             CC
A1961                                    0870 600 2400                        E3-L2
Making Ends       Axis           £39.95 Avanti Books                          Adult Lit/Num
Meet              Education              Tel: 01438 747000                    CC
                                         Fax: 0143 8741131                    E1-L1
                                         Email:
                                         enquiries@avantibooks.com
                                         http://www.avantibooks.com
                                         Address: Unit 9, The iO
                                         Centre, Whittle Way,
                                         Arlington Business Park,
                                         Stevenage SG1 2BD

NatWest           National    Free        Order from                          Key Skills
Face 2 Face       Westminster             www.natwestf2f.com                  L1/L2
with Finance      Bank Plc
materials
Personal          Child          £14.00   ISBN 1-901698-74-2                  AFCaF
Finance           Poverty                 (2nd edition due out October        Levels D/E
Handbook          Action                  2007)
                  Group



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                                                                               Mapped to
Title                                                                          AFCaF/
                  Publisher      Price     Ordering details
                                                                               Key Skills/
                                                                               Lit/Num CC
Short             Basic Skills   Free      www.basic-                          AFCaF
Programmes        Agency                   skills.co.uk/ouractivities/finan    Levels B/D
A1958                                      cialliteracy                        Adult Lit/Num
                                           or phone                            CC
                                           0870 600 2400                       E2-L2
CD ROMs
Money-go-         Basic Skills   £10       www.basic-                          AFCaF
Round             Agency                   skills.co.uk/ouractivities/finan    Levels B/D
                                           cialliteracy                        Adult Lit/Num
                                           or phone                            CC
                                           0870 600 2400                       E3-L1
Websites
Adult Financial Literacy Resource          www.fin-lit-resources.org.uk
Centre website
Citizens Advice website                    www.adviceguide.org.uk
Consumer advice site                       www.consumerdirect.gov.uk
Consumer Credit Counselling Service        www.cccs.co.uk
Compare prices on a wide range of          www.moneyfacts.co.uk
financial products
Financial advisers and general             www.mylocaladviser.com
personal finance
Financial advisers – list of independent   www.unbiased.co.uk
financial advisers
Financial Literacy website                 www.basic-
                                           skills.co.uk/ouractivities/financialliteracy
Financial Ombudsman Service                www.financial-ombudsman.org.uk
Financial Services Authority –             www.moneymadeclear.fsa.gov.uk
consumer site
Forum for all those engaged in             www.niace.org.uk/spondoolies
financial learning for adults
Financial Services Authority –for those    www.fsa.gov.uk/financial_capability
delivering financial capability
HM Revenue & Customs                       www.hmrc.gov.uk
Money Matters To Me (NIACE)                www.moneymatterstome.co.uk
Move On With Equal Personal Finance        www.mowe.org.uk
section
National Debtline                          www.nationaldebtline.co.uk
Support and information about dealing      www.moneyadvicetrust.org
with money
UK government site with information on     www.direct.gov.uk
wide range of topics and links to all
public services




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6. Coverage of the Adult Financial Capability Framework

Component      Developing level                                                 Unit 1        Unit 2        Unit 3
Different        1. Understand that money means different things to different   1.4.1         2.3.3
types of             people.
money/paym       2. Understand that cash isn’t the only way to pay for goods    1.3.1/1.4.1
ents (a)             and services and recognize the alternatives.
                 3. Understand different forms of payment including cheques,    1.3.1
                     cheque guarantee cards and debit cards.
                 4. Understand and compare different forms of payment           1.3.1/1.4.1
                     including standing orders and direct debit arrangements.
                 5. Understand the key words credit and debt and relate these                 2.2.1/2.3.1
                     terms to savings, borrowing currently undertaken.
Income           1. Understand how earnings and salaries are calculated.        1.1.2/1.2.2
generation       2. Understand there are different forms of benefit, how they   1.1.3
(b)                  are paid for and how to access them.
                 3. Begin to understand the need for retirement provision       1.1.2/1.2.2   2.3.2
Income           1. Understand personal expenditure and how to manage it.       1.4.1         2.2.1/2.4.1
disposal (c)     2. Understand why money, such as tax or pension
                     contributions is deducted from earnings.                   1.1.2/1.2.2
                 3. Begin to understand local and national taxation and
                     spending.
Gathering        1. Understand keeping money in an account, eg, bank, post      1.3.1         2.3.3
financial            office, building society, credit union.
information      2. Know about some official financial records, eg, bank        1.1.2/1.2.2   2.3.3          3.4.1
and record           statements, ATM services, credit card vouchers, etc.       /1.3.2/1.3.
keeping (d)      3. Know about personal financial statements and other ways     1             2.3.3
                     of recording income and expenditure.                       1.4.1
                 4. Able to check for accuracy bank statements, utility and                                  3.4.1
                     other bills.                                               1.4.1



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Financial       1. Understand the need to consider saving and the potential           2.1.2/2.3.1
planning –         benefits.
saving,         2. Understand the variety of ways and places to save.                 2.3.2/2.3.3
spending,
budgeting       3. Begin to be able to plan and think ahead.                  1.4.1   2.1.1/2.1.2
(e)                                                                                   2.2.1/2.3.1
                                                                                      2.3.2/2.3.3
                4. Understand how to use budgets to plan and control          1.4.1   2.1.1/2.2.1
                   personal spending.

                5. Begin to understand the difference between long term and                         3.2.1/3.2.2
                   short term financial commitments and how planning and              2.3.2
                   decision making for these differs. (Information gathered
                   based on the need identified, analysed, a decision made
                   and the result evaluated.)
Risk and        1. Begin to understand the principles of probability and              2.1.2
return(f)          insurance.
                2. Begin to understand that both savings and borrowing are            2.2.1/2.4.1
                   offered on differing terms and conditions.
                3. Understand money is made from money by saving and                  2.1.2/2.3.1
                   interest paid on borrowing.
                4. Begin to understand that interest rates vary over time.            2.1.2
Personal        1. Begin to make decisions on the basis of short or medium            2.3.3          3.2.2
choices and        term needs.
the financial   2. Ability to identify short, medium and long term needs.             2.3.2          3.2.1
implications    3. Ability to prioritise different needs working within the   1.4.1   2.2.1
(g)                constraints of limited resources.
                4. Begin to be able to assess ‘best buy’ in a variety of              2.3.3/2.4.1    3.1.1/3.1.2
                   circumstances.
                5. Begin to understand how to plan and manage debt.                   2.1.1/2.2.1
                6. Begin to put a financial value on differing needs and              2.3.1
                   wants.


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Consumer         1. Understand that different people and organisations may                     2.2.1    3.1.2/3.2.3
rights,             give different advice on finances.
responsibiliti   2. Be aware of the purpose of advice, advertising and                                  3.1.2/3.2.3
es and              marketing information and how it might influence customer
sources of          choice.
advice (h)       3. Understand we have responsibilities as well as rights.                     2.2.1    3.3.1

                 4. Recognise different sources of advice to help in             1.1.1/1.1.2   2.2.1    3.2.3
                    understanding rights and responsibilities in relation to     1.2.1/1.2.2
                    financial services.
Implications     1. Know about the roles of financial organisations.                           2.3.3    3.2.3/3.3.1
of finance (i)                                                                                          /3.3.2
                 2. Begin to understand that local/national finance can impact
                    on your own life.
                 3. Begin to understand how local/national decisions may
                    affect personal finances.




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7. Coverage of the Key Skills: Communication, Application of
Number and ICT

Financial literacy could be used as a context to develop Key Skills. The table shows the
coverage across the units. The coverage does not imply that by completing the units all
evidence would be available for Key Skills.

                                     Unit 1         Unit 2               Unit 3
                                     Managing       Controlling          Choosing
                                     Money Day-     Your Money           Products and
                                     to-Day                              getting help
 Communication
 C1.1        Discussion

 C2.2           Read

 C2.3           Write

 Application of Number
 N1.1           Gather data

 N1.2a          Amounts

 N1.2b          Scale/Proportion

 N1.2c          Statistics

 N1.3           Interpret and
                present data
 ICT
 ICT1.1         Find information

 ICT1.2         Develop material
                Use of email
 ICT 1.3        Text
                Image
                Number




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7. Underpinning Level 1 Key Skills

In working towards the units Level 1 Key Skills are required and where particular
skills will be needed they have been identified in the syllabuses.

 Key Skills                                   Unit 1            Unit 2            Unit 3
 Communication
 Speaking and listening                       1.1.2                               3.2.3
                                              1.2.2                               3.3.1
                                              1.3.2
 Recognise purpose of texts                                                       3.1.2
 Skim, scan and read in depth                 1.1.2                               3.2.3
                                              1.2.2                               3.3.1
                                                                                  3.4.1
 Understand key terminology                   1.1.3             2.3.1
 Understanding abbreviations                  1.2.2             2.3.1
 Write for appropriate purpose and audience                     2.2.1             3.3.1
 Read and complete a form                     1.3.2
 Application of Number
 Read and understand numbers                  All               All               3.4.1
 Decimals                                     1.1.2             2.2.1
                                              1.2.2
                                              1.4.1
 Negative numbers                             1.4.1             2.2.1
 Writing numbers in words                     1.4.1
 Carry out calculations                       1.1.2             2.1.1
                                              1.2.2             2.1.2
                                              1.4.1             2.2.1
 Work with percentages                        1.1.2             2.1.2
                                                                2.2.1
                                                                2.3.1
 Read and understand graphs, charts and       1.2.2             2.1.1             3.1.2
 tables                                       1.4.1             2.1.2
                                                                2.2.1
                                                                2.3.1
                                                                2.3.3
 ICT
 Search for information on the Internet                         2.1.2             3.1.2
                                                                2.2.1             3.2.1
                                                                2.3.1             3.2.3
                                                                                  3.3.1

                                                                 BCS/PFQ1 Teachers Handbook/Nov07
                                                                  © The British Computer Society 2007
                                                                                                   68
8. Coverage of the European Computer Driving Licence

The following skills, knowledge and understanding needed for the ECDL (version 4.5)
modules can be taught using a personal finance context. For example, a document to be
word processed could be a letter to the bank which would be a direct use of the context
whilst mail merging would be indirect as it wouldn’t naturally arise in looking at personal
finance but could be covered as banks will use mail merge to send out letters.

The skills, knowledge and understanding needed from the ECDL to underpin Personal
Finance have been referenced within the appropriate syllabuses.

                                                                            Personal finance
Module                             Category
                                                                            context
1      Concepts of IT              1.1-1.6                                  Indirectly

                                   1.7            Security                  Directly
                                   1.8                                      Indirectly
2      Using the computer          1.1 – 1.3                                Indirectly
       and managing files
                                   1.4            Viruses                   Directly
                                   1.5                                      Indirectly
3      Word processing             2.1            Using the application     Indirectly
                                   2.2            Main application          Indirectly
                                   2.3            Formatting                indirectly
                                   2.4            Objects                   Directly
                                   2.5            Mail merge                Indirectly
                                   2.6            Prepare outputs           Indirectly
4      Spreadsheets                2.1            Using the application     Indirectly
                                   2.2            Cells                     Indirectly
                                   2.3            Worksheets                Indirectly
                                   2.4            Formulas and              Indirectly
                                                  functions
                                   2.5            Formatting                Indirectly
                                   2.6            Charts/graphs             Directly
                                   2.7            Prepare outputs           Indirectly
5      Database                    2.1- 2.6                                 Indirectly

6      Presentation                2.1– 2.6                                 Indirectly

7      Information and             1.1            The Internet              Directly
       Communication               1.2            Web navigation            Directly
                                   1.3            Web searching             Directly
                                   1.4            Electronic mail           Directly
                                   1.5            Messaging                 Indirectly
                                   1.6            Mail management           Indirectly




                                                                 BCS/PFQ1 Teachers Handbook/Nov07
                                                                  © The British Computer Society 2007
                                                                                                   69
9. PHSE and Maths Curriculum

The following mapping between the PSHE curriculum and the three units has been
identified. Where no mapping exists across all three units, the PSHE curriculum reference
has not been included.

                         Unit 1
                                                  Unit 2                              Unit 3
PSHE                     Assessment
                                                  Assessment criteria                 Assessment criteria
                         criteria
1. Key concepts
1.2 Capability
b                        1.3.1/1.4.1              2.1.1/2.1.2/2.2.1/2.3.1/2.3.3       3.4.1
d                                                 2.1.2/2.3.1/2.4.1                   3.1.1/3.2.3/3.3.1
1.3 Risk
a                                                 2.1.1/2.2.1/2.3.2                   3.1.1
b                                                 2.1.1/2.1.2/2.2.1                   3.1.1/3.4.1
1.4 Economic
understanding
a                        1.1.2/1.2.2              2.1.1                               3.4.1
b                        1.1.2/1.3.1              2.1.1/2.3.1
2. Key processes
2.2 Exploration
a                                                 2.1.2/2.2.1/2.3.3                   3.1.2/3.2.3/3.3.1
b                                                 2.1.2                               3.1.2/3.2.3
2.4 Financial
capability
a                        1.1.3/1.3.1/1.3.2/1.4.   2.1.2/2.2.1                         3.4.1
b                        1                        2.1.1/2.1.2/2.3.2
c                                                 2.1.2/2.3.2/2.3.3                   3.1.1
d                        1.3.1                    2.1.1/2.3.2/                        3.2.1/3.2.2
                         1.1.3/1.4.1
3. Range and
content
a                        1.1.1/1.2.1/1.2.2
d                        1.4.1                    2.1.1/2.1.2/2.2.1
g                        1.2.2/1.3.1/1.4.1        2.1.1/2.1.2/2.2.1                   3.1.1/3.2.2
h                                                 2.3.2/2.3.3/2.4.1

Some aspects of personal finance also come into the mathematics curriculum as shown in
the table below.

                          Unit 1                   Unit 2                             Unit 3
Maths
                          Assessment criteria      Assessment criteria                Assessment criteria
1. Key Concept-                                    2.1.2/2.3.1/2.4.1
Critical understanding
3. Range and content      1.2.2/1.4.1              2.1.2/2.2.1/2.3.1                  3.4.1
4. Curriculum             1.4.1
opportunities




                                                                          BCS/PFQ1 Teachers Handbook/Nov07
                                                                           © The British Computer Society 2007
                                                                                                            70

				
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