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Adding Value

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Adding Value Powered By Docstoc
					Summer 2007




Adding Value




               Working with schools
              on financial capability:
                 A guide for Citizens
                     Advice Bureaux
Table of Contents




1 Introduction and background                                          1

2 What resources are available?                                        4

3 The curriculum: where do financial capability and bureaux fit in?    5

4 Building relationships and effective collaboration                   9

5 Engaging with schools                                               12

6 Suggestions on funding sources                                      14



Appendix A     Guidance for bureaux involved in supporting schools    16

Appendix B     Curriculum opportunities, outcomes and objectives      22

Appendix C     Communicating with schools: example pro-forma          28

Appendix D     Case Studies                                           30

Appendix E     Resources and further links                            32




Supported by
Part 1        Introduction and background


    All Citizens Advice Bureaux provide advice    • Teachers value the contribution of
    and information about money in the heart        bureaux as independent agencies with
    of their communities. They help people          practical expertise in money issues.
    resolve a range of debt and personal            Teachers often feel that they lack
    finance-related problems. More than 80          personal finance expertise and value
    bureaux also now undertake educational          the credibility and ‘real life’
    work with adults and young people to            contribution that bureaux can make.
    help them develop their financial skills.
                                                  • To be effective, schools and bureaux
    This guide has been produced as part of         should invest time together to clarify
    the Added Interest research project. This       expectations and to plan, deliver and
    was commissioned by Citizens Advice and         evaluate financial capability sessions.
    pfeg (personal finance education group)
    and undertaken by WA Partnership. It          • Bureau staff can effectively support
    identified how bureaux and schools are          teachers, but should avoid taking the role
    working together to deliver financial           of teacher unassisted. Although bureaux
    capability to students at school, and made      can usefully contribute to supporting
    recommendations about best practice and         schools’ financial capability work, they
    future work. It found the following:            should not be leading the work, as this
                                                    does not encourage schools to develop
    • Many Citizens Advice Bureaux working          and sustain their own programmes.
      with schools deliver sessions to students
      with limited input from teachers, often     Through the research element of the
      creating training materials from scratch.   Added Interest project, WA Partnership,
      Sessions are usually delivered to older     the authors of this guide, were able to
      students under the PSE/PSHE or              identify examples of good practice and
      Citizenship parts of the curriculum,        tips for effective partnership working.
      and focus on practical topics such as       These have been captured through
      budgeting and managing debt.                surveys and interviews with both bureaux
                                                  and schools, and form the basis of this
    • Bureaux would like to work with             guide. pfeg, Citizens Advice and WA
      schools and support the delivery of         Partnership all hope this guide will be
      financial capability in the classroom.      of use to bureaux interested in working
      They see the preventative benefits of       with schools to develop the financial skills
      equipping young people with financial       of young people. It is clear from the
      skills and want to reach out into the       research that there are many benefits
      community to promote bureau services.       to bureau– school collaborations.


      For a full or summary copy of the Added Interest report, please go to either
      www.pfeg.org or www.citizensadvice.org.uk/index/
      publications/financial_capability_publications.htm. Citizens Advice Bureaux can
      also download copies from the Citizens Advice intranet, CABlink.


                                                                                  Adding Value 1
Part 1


      pfeg (Personal Finance                         To find out more about the FSA’s National
      Education Group)                               Strategy for Financial Capability see
                                                     www.fsa.gov.uk/financial_capability
      www.pfeg.org
      pfeg is a registered charity with the aim      Citizens Advice – Financial Skills
      of ensuring that all young people leaving      for Life
      school are equipped with the confidence,
      skills and knowledge they need in financial    The Citizens Advice service is a network
      matters to take part fully in society.         of independent, local charities that helps
                                                     people resolve their money, legal and other
      pfeg works with teachers, government,          problems. The CAB service is the largest
      consumer bodies and financial industry         provider of free money advice in the UK.
      representatives to assist schools in           Last year Citizens Advice Bureaux provided
      delivering personal finance education          advice that helped solve nearly 1.5 million
      to the highest possible standards –            new debt problems. Citizens Advice
      making sure that children and young            provided information on debt issues
      people are able to understand money            to over 1.2 million visitors to our public
      and make informed choices which will           information website adviceguide.org.uk.
      guarantee them security and economic           Citizens Advice also uses evidence of CAB
      well-being in the long term.                   clients’ money problems to campaign
                                                     for change and is contributing to the
      pfeg is a one-stop shop of advice, support     government’s plan to provide all UK adults
      and resources for school leadership            with access to generic financial advice.
      teams, individual teachers and agencies,
      such as bureaux, needing help with             Citizens Advice wants people to have the
      integrating personal finance education         skills, knowledge and confidence to make
      into school and lesson plans.                  informed decisions across a range of
                                                     personal money matters. Our vision is to
      In 2006 pfeg was awarded £15 million           contribute to this by enabling every
      over five years by the Financial Services      Citizens Advice Bureaux in England and
      Authority (FSA) to implement the schools       Wales to provide some level of financial
      strand of the FSA’s National Strategy for      capability service by 2010.
      Financial Capability.
                                                     Citizens Advice Financial Skills for Life (FSfL)
      This resulted in pfeg’s Learning Money         is a national financial capability project
      Matters initiative – a five-year programme     established in 2002. FSfL works with a range
      that will give 1.8 million pupils in 4,000     of partner agencies to improve the financial
      secondary schools in England opportunities     skills of people of all ages, particularly those
      to receive financial education. This is just   at risk of social or financial exclusion. We do
      one part of pfeg’s extensive portfolio of      this by helping Citizens Advice Bureaux
      support and services.                          deliver effective financial capability
                                                     programmes, making use of their
                                                     community links and financial expertise.


 2 Adding Value
FSfL builds on our position as a trusted
provider of money advice, information and        Who is this guide for,
policy influence. By supporting the delivery     and what does it aim to do?
of educational initiatives at a community
level we help people avoid unmanageable          This guide is aimed at bureaux
debt and other money problems.                   planning to support schools in their
                                                 community to develop financial
With Prudential plc as its key partner,          capability. The guide offers bureaux
FSfL supports the work of over 80 bureaux        practical suggestions including:
across England and Wales who are
delivering financial education programmes.       • tips on planning and delivery
                                                 • signposting to training and other
What are the benefits                              resources
for bureaux and schools?
                                                 • a practical framework to help
The Added Interest research project                bureaux think about what level
showed that outside agencies, such as              of service they can offer to schools
bureaux, add value to students’                  • suggestions on funding sources.
experience of personal finance education.
It showed how bureaux can:                       This guide will also be useful to
                                                 teachers, as it shows how they
• provide independent and impartial              can work effectively with outside
  information on a range of money                agencies, such as bureaux, to
  matters                                        establish and deliver financial
                                                 capability programmes.
• add expertise and knowledge on
  subjects such as credit and debt
                                               • meet other objectives such as providing
• bring subject matter to life by using          opportunities for staff development
  real-life examples and case studies.           and training

Bureaux also reported benefits from            • develop new community links through
working with schools. They felt that they        working with schools.
were able to:

• raise the profile of bureau work and
  services among young people

• engage with work that helps build
  financial capability at a young age

• understand more about young people’s
  money attitudes and experiences


                                                                              Adding Value 3
Part 2            What resources are available?


      pfeg’s website www.pfeg.org lists            pfeg has also produced a series of good
      personal financial education teaching        practice guides, which can be viewed and
      resources for use in schools, many of        downloaded from www.pfeg.org/EandA/
      which are quality-marked. The site is        GoodPracticeGuides
      open to everyone, and most of the
      recommended teaching resources can be        A suite of training materials for use with
      obtained by bureaux or teachers free of      adults has also been produced by the
      charge. Many of the listed resources and     Citizens Advice national financial capability
      case studies are stand-alone, and come       project, Financial Skills for Life. These cover
      with teachers’ notes, students’ activities   topics such as budgeting skills, getting
      and suggestions for evaluation. They are     started with banking and dealing with
      classified by key stages and age groups,     debt and may be easily adapted for use
      and are linked to the national curriculum.   with older students at school (see CABlink).
                                                   The main section of BMIS on financial
      pfeg’s initiative Learning Money Matters     capability contains lists of recommended
      offers free consultancy, support and         sources of training materials.
      training for secondary school teachers
      to deliver personal finance education.
      Aiming to reach 1.8 million pupils in
      4,000 schools in England over five years,
      it provides a comprehensive range of
      resources that can be tailored to meet
      a school’s individual needs.




 4 Adding Value
Part 3         The curriculum: where do financial
               capability and bureaux fit in?

    Bureaux do not need in-depth knowledge        school curriculum, what learning about
    of the school curriculum in order to work     financial capability should look like at
    successfully with schools. However, some      each Key Stage, and the best methods
    understanding will help bureaux to            for delivering personal finance education.
    successfully link with schools to add to
    teaching and learning.                        Personal finance education can be
                                                  delivered through a range of different
    The curriculum delivered in schools in        subjects, such as Personal Social and Health
    England and Wales differs from other          Education (PSHE) in England, Personal and
    parts of the UK, but there is a common        Social Education (PSE) in Wales,
    recognition that one of the aims of           Citizenship, Mathematics and enterprise
    education is to prepare young people for      education, although there is no statutory
    adult life. The importance of developing      requirement for schools to teach it in any
    financial capability is recognised in the     of these subjects specifically. The
    curriculum specifications in England and      Qualifications and Curriculum Authority
    Wales. It features in all Key Stages of the   (QCA) can provide more detailed
    curriculum, but the majority of bureaux       information about particular subject areas
    working in schools reported working           www.qca.org.uk. Financial capability also
    predominantly with students at Key Stages     has enormous potential to contribute to a
    3 and 4 and beyond (16–18 years old).         school’s achievement in relation to the five
                                                  Every Child Matters outcomes, particularly
    Schools across the UK are expected to         achieving ‘economic well-being’.
    offer all pupils a programme that             See www.everychildmatters.gov.uk/
    provides opportunities to develop the         for more information.
    knowledge, skills and understanding
    that they will need as they move into         The various curriculum opportunities are
    adulthood. The content of these               set out in Appendix B, which shows the
    programmes will vary from school to           learning outcomes that schools are seeking
    school, and often reflects the interests      to deliver through work in financial
    or expertise of the staff involved. The       capability. The table in Appendix B sets out
    knowledge base a bureau can bring             the objectives for students at Key Stages 3
    meets a number of the learning needs          and 4, and could be used to help bureaux
    and outcomes set out in curricula             and schools jointly plan sessions. It draws
    guidance documents.                           on the DfES Guidance for Schools on
                                                  Financial Capability through Personal
    A good starting-point is the Department       Finance Education (2000).
    for Education and Skills (DfES) Guidance
    for Schools on Financial Capability           Bureaux can provide enrichment to the
    through Personal Finance Education            competence areas set out in the table,
    (2000): www.dfes.gov.uk/publications/         as they have relevant knowledge and
    guidanceonthelaw/fcg/index.htm.               first-hand experience which can be used
    This gives guidance on where financial        to bring topics to life.
    capability may be delivered in the whole


                                                                                  Adding Value 5
Part 3


      They may be asked to contribute to             from Every Child Matters, and will make
      individual lessons, whole school or year       up the revised subject that will replace
      groups’ off-timetable days, or activities      the current guidelines for personal,
      that take place in school settings but out     social and health education (PSHE).
      of school hours. The content can be very       The intention currently is that this subject
      wide-ranging in order to help young            remains non-statutory, so that even
      people understand money and manage             though the programmes follow the same
      their finances effectively.                    format as all the other subjects, there is
                                                     no requirement for them to be taught.
      Bureaux can help make an impact in the
      following areas:                               Each subject will have the same format
                                                     including a section on ’range and content’
      Personal Social and Health                     which teachers should draw on when
      Education (PSHE)                               teaching. The following are proposed
                                                     (June 2007) for PSHEE at Key Stage 4:
      • Understanding what influences how
        we spend or save money                       • understanding of how the economy
                                                       functions including the role of business
      • becoming competent at managing                 and financial services
        personal money
                                                     • different sources of financial help
      • taking responsibility for carrying out         and advice available to young people
        a task
                                                     • how to draw up a business plan.
      • learning to communicate confidently
        with peers and other adults                  In addition, the following are proposed
                                                     as part of the range and content for
      • making real choices and decisions            PSHEE at Key Stage 3:

      • considering social and moral dilemmas        • basic knowledge of a range of
                                                       economic concepts, such as market,
      • finding information and advice.                competition and price

      A revised national curriculum will come        • basic understanding of a range of
      into force for young people aged 11–16           concepts such as money, credit and
      from September 2008. A new approach              investment
      to personal, social, health and economic
      education (PSHEE) highlights areas like        • how businesses use finance
      careers, enterprise and financial capability
      in a new programme of study called             • understanding of risk and reward,
      economic well-being. This, along with            and how money can make money,
      a programme of study for personal                for example through savings,
      well-being, aims to reflect the outcomes         investment and trade.


 6 Adding Value
Citizenship                                     development of all learners aged 14 and
                                                above and they will be incorporated into
• How the economy functions, including          a variety of learning and qualifications
  the role of business and financial services   such as GCSEs, and made available as
                                                stand-alone qualifications.
• the rights and responsibilities
  of consumers                                  The three-year pilot will begin in
                                                September 2007, with functional
• central and local government, the             mathematics being available nationally
  public services they offer and how            from September 2010. However, the DfES
  they are financed, and the                    has published a useful leaflet ‘Functional
  opportunities to contribute.                  Skills – your questions answered’ which
                                                gives examples of how young people will
Mathematics                                     benefit from achieving their functional
                                                mathematics, and how the skills can be
As a subject, mathematics offers huge           applied in real-life situations, many of
opportunities for personal finance              which relate to financial matters. To
education. If young people are to become        download the leaflet, go to
financially capable then they need to be        www.dfes.gov.uk/14-19/documents/
able to use a whole range of mathematics        FunctionalSkillsLeaflet.pdf
techniques, along with other skills, to solve
problems or generate information they           Enterprise education
need in the course of making decisions
about financial matters. Equally,               Enterprise education consists of
mathematics teachers can use personal           enterprise capability – innovation,
finance education as a way of helping           creativity, risk management and risk-
young people to see the everyday                taking, a can-do attitude and the drive
relevance of the subject more clearly.          to make ideas happen – supported by
Bureaux can contribute to this context          financial capability and economic and
for learning and offer practical                business understanding. For further
opportunities for young people to practice      information, visit www.teachernet.gov.uk/
their mathematical and numeracy skills in       teachingandlearning/14to19/ks4/enterpris
the context of real-life situations.            eeducation/

These opportunities are being extended          In this context, financial capability is the
with the introduction of functional skills in   ability to manage personal finances and to
mathematics, as well as in English and          be questioning and informed consumers of
Information and Communication                   financial services. Business and economic
Technology (ICT). These functional skills are   understanding is the ability to understand
intended to develop the practical applied       the business context and make informed
skills that young people need to succeed in     choices between alternative uses of scarce
work, further learning and in life. The DfES    resources.
consider them to be crucial to the personal


                                                                                Adding Value 7
Part 3


      Everyone who is acting in an enterprising     Curriculum links in Wales
      way, in whatever context, will need good
      levels of financial capability. Effective     The Welsh Assembly has identified the
      enterprise learning takes place in an         development and support of financial
      environment – a school, community or          capability as a priority to meet the needs
      business setting – where young people         of young people in Wales. Bureau
      tackle relevant issues that involve an        expertise can help deliver aspects of the
      element of risk and uncertainty about final   current Personal and Social Education
      outcomes, as well as reward for their         (PSE) framework in Wales, such as taking
      successful resolution. Many schools are       responsibility for actions and decisions,
      seeking to work in this area with outside     making reasoned judgements, and asking
      agencies, such as bureaux, and some           for help, support and advice.
      bureaux have been involved in school
      enterprise pathfinder projects.               Of particular relevance is the vocational
                                                    aspect of the Key Stage 4 specification:

                                                    • pupils should understand a range of
                                                      economic and industrial issues related
                                                      to their role and their responsibilities
                                                      in personal finance as consumers and
                                                      future providers

                                                    • PSE provision should enable pupils to
                                                      make decisions and choices effectively.

                                                    For more detailed information go to the
                                                    The Department for Education, Lifelong
                                                    Learning, and Skills (DELLS) section of
                                                    the Welsh Assembly Government
                                                    www.wales.gov.uk/index.htm




 8 Adding Value
Part 4         Building relationships
               and effective collaboration

    Good practice in financial capability          that the teacher is seeking. Bureaux are
    brings together the expertise of teachers      currently involved with schools in a
    and specialists to ensure that students get    number of ways, including:
    a relevant and challenging experience.
    The Added Interest project identified          • supporting the teacher in any of the
    the following ingredients to successful          following stages of a financial
    bureau – school partnerships:                    capability lesson: research, planning,
                                                     preparation or delivery
    • time made available for joint planning
      – it’s all in the preparation                • providing information or material that
                                                     the teacher can use in planning
    • a range of activities planned that             classroom activity
      engage students in learning
                                                   • acting as a ‘consultant’ in a classroom
    • students being fully involved in the           activity, which is most effective, in
      learning and review process                    terms of teaching, but can be the most
                                                     time-consuming to plan: the aim here
    • good-quality information provided              is for the ‘consultant’ to provide ideas
      by the school and the bureau                   and comments based on real
                                                     experience; for example, a group of
    • expectations made clear so that bureau         students could be asked to review a
      staff feel confident about working in          financial issue, based on a real case
      classrooms                                     study from the bureau, and consider
                                                     what they would do in that situation
    • bureau staff involved over an extended
      period of time – not one-off events          • giving a short presentation about the
                                                     work of the bureau or on a financial
    • time provided for evaluation of sessions       capability topic.
      by teachers, bureau staff and students
                                                   What should my role be?
    • programmes planned in a way that
      builds in time for teachers and their        Teachers are experts in managing the
      students to follow up on bureau input        learning process, and should be
      and carry out further research to            responsible for ensuring class discipline.
      extend learning.                             You should not be expected to be a
                                                   substitute or replacement teacher, but to
    What type of involvement can                   be an equal partner who is able to add
    I expect to have?                              value to classroom activities. Joint working
                                                   should ensure that language and materials
    The exact type of activity that you might      are appropriate to the age-range and
    be involved in will depend on a number         ability of the students in the class. It also
    of factors, including the age of the pupils,   enables the teacher to build on the points
    time available and the learning outcomes       and issues raised in later lessons.


                                                                                   Adding Value 9
Part 4


      TIPS FOR WORKING WITH SCHOOLS



        Building your relationship
        • Schools need to know what you can offer. Communicate this clearly to them
          so you can manage expectations.

        • There are obvious benefits for schools in involving outside experts. Ensure the
          school is clear about how students can benefit from your input.




        Planning
        • You are not a teacher, and you need to be clear as to the limits of your role with
          teaching staff. Good planning should involve outside organisations using their
          own expertise, not classroom or behaviour management.

        • If a school approaches you, make sure you know what they require and the
          commitment needed.

        • If a school asks you to give a talk to a whole year group or large group of
          students, ask them how this will be followed up, and what they consider to
          be the value of this approach. Research shows that this can have limited value
          because students do not reflect on what they have learnt.

        • Ask what support will be provided before and during any visits to the school,
          and how this will be followed up with students.

        • Ask the teacher what they think students already know about financial matters
          as an aid in ensuring relevance and pitching sessions at the right level.

        • Activities should enable you to build your confidence and skills in working with
          students as well as build teacher confidence in teaching money matters.

        • Build in planning time well ahead. If a school asks you to go in the next day,
          then it is likely that a lack of planning will limit the value you can add.




 10 Adding Value
Delivery and evaluation
• Your contribution should be fully supported by the teacher. This could be team
  teaching or managing the learning experience so that the students can make
  the most of your expertise. Ensure that this balance is struck, and that you are
  not left alone in a classroom.

• Help the teacher use a range of activities that take account of the different
  learning preferences of students. Up-to-date, relevant and real-life information
  and case studies are engaging for students.

• Be flexible. The teacher will help if prepared material is not going to plan.

• If the students are engaged in a particular issue, use it if you and the teacher
  feel that there is value in it.




                                                                          Adding Value 11
Part 5             Engaging with schools


      Through network organisations                Connexions service
      working in schools
                                                   Connexions helps young people aged
      First impressions count. The way in which    13-19 living in England who want advice
      you make the first contact with a school     on getting to where they want to be in
      can set the tone for how things continue.    life. It also provides support up to the
      Although there is nothing to stop you        age of 25 for young people who have
      from contacting the school of your           learning difficulties or disabilities (or
      choice directly, it can be easier to break   both). The service is managed locally
      the ice with the support of a school         by Connexions partnerships that bring
      relationship broker.                         together all the key youth support
                                                   services. You may be able to link with
      Education Business                           local schools via your local Connexions
      Partnerships (EBPs)                          service or individual advisers. For more
                                                   information about how you can do this
      Most areas have EBPs that are set up         go to: www.connexions-direct.com
      specifically to build and support links
      between the local business community         Contacting schools direct: How can
      and schools. The staff are experienced,      bureaux get their message across?
      and will be able to help you decide what
      part you can play. Most EBPs run a           If you choose this approach it is vital that
      number of initiatives that you may be        you have:
      able to take advantage of. Alternatively,
      they can help you to shape your idea so      • identified why you want to make
      that it matches the needs of the schools       the link
      and their pupils, and help identify
      appropriate resources. They may know         • clear ideas about what you can offer
      which schools would be most likely to be
      interested in what you have to offer,        • undertaken some initial research and
      and may make the initial contact on your       identified the appropriate person to
      behalf. Many EBPs offer networking             make contact with
      opportunities that can put you in touch
      with other organisations working in          • patience.
      schools so you can learn from their
      experiences. EBPs do not charge for this
      service, and it can help you avoid
      expensive, time-consuming mistakes.
      Information about your local EBP can
      be found from the National Education
      Business Partnership Network website –
      www.nebpn.org/aboutus.htm




 12 Adding Value
Probably the best approach is to start by    Many bureaux said that it is hard to
writing or e-mailing a short introductory    communicate to schools how a bureau
letter that:                                 can enhance what they plan to do with
                                             students. The guidance framework in
• identifies you                             Appendix A and the curriculum
                                             opportunities set out in Appendix B
• outlines what you can offer and how it     should help you identify:
  would support the work of the school
                                             • the extent to which you can get
• suggests that you will follow up with        involved
  a telephone call to arrange a visit to
  the school at a mutually agreeable         • your areas of expertise and where
  time to explore the possible curriculum      they fit into the curriculum at Key
  links further.                               Stages 3 and 4.

For primary and special schools, this        You can then use this information in a
letter should be sent to the head teacher.   number of ways. For example, you could:
In secondary schools it would be more
appropriate to send the letter to the        • send it to key school contacts such as
PSHE/PSE or Citizenship co-ordinator,          PSHE/PSE or citizenship co-ordinators
and perhaps copy to the head teacher.
                                             • send it to key contacts in the local
Experience suggests that it may take           authority, such as the school
several days, or longer, to speak to the       improvement officer with responsibility
right person. Teachers do a lot more           for PSHE/PSE or citizenship
than teach, and do not finish work at
four o’clock. They will have meetings        • send it to the director of the Children’s
to attend, after-school clubs to run, and      Service in the local authority
lessons to prepare and mark. They also
rarely have easy access to a phone, and      • display the information in your bureau
cannot be called away from a class. Few        so that a wider audience can see what
will have their own office, and there          is on offer
might be a queue to use the telephone
in the staff room during busy times. It is   • use it to show potential funders what
therefore important to be patient, and         you would like to do.
persevere in making the follow-up
telephone call. Failure to respond to a      Appendix C provides you with a simple
message or respond to a call does not        template that you can use to
mean that the school is not interested.      communicate with schools, and an
                                             example of how this might work for you.




                                                                            Adding Value 13
Part 6             Suggestions on funding sources


      Research shows that some bureaux have       For more information on educational
      been successful in getting funding to       innovation funds go to:
      support larger projects. Others have
      managed to support basic information        www.dfes.gov.uk
      and ad hoc contributions through existing   www.teachernet.gov.uk/management/
      core funding. The guidance framework        schoolfunding
      in Appendix A indicates the likely cost
                                                  www.standards.dfes.gov.uk/
      of different types of bureau involvement
                                                  innovation-unit
      with schools.
                                                  www.governmentfunding.org.uk
      Unfortunately, there is no single, easily
      identifiable place to go to find            Other key initiatives that might lead
      sustainable funding for bureaux that        to further funding opportunities
      want to work with schools on financial
      capability initiatives. Bureaux have        Every Child Matters
      secured funds from a range of sources       At the heart of the government’s new
      over the last few years – such as through   relationship with schools is a key policy
      regeneration initiatives/ programmes        document, Every Child Matters (2004).
      (including the ‘Communities First’          This recognises the need for better
      programme in Wales), charitable trusts,     co-ordination between agencies that
      lottery sources, local community            have traditionally provided separate
      foundations, Legal Services Commission,     services for children and young people.
      local Learning and Skills Councils,
      corporate sponsors, local government        The remit of the new Children’s Service
      initiatives, utility trusts and the FSA.    is to focus on five essential areas:
      However, there are few examples of
      bureaux securing funds on an ongoing        • being healthy
      basis or through being directly
      ‘commissioned’ through schools, LEAs or     • staying safe
      local education partnerships. Most funds
      tend to be directed towards ‘innovative’    • enjoying and achieving
      programmes or are designed to get new
      work under way, rather than supporting      • making a positive contribution
      already established activities on an
      ongoing basis.                              • achieving economic well-being.

      However, the environment is always          Fundamental to achieving economic
      changing, and it may be worth bureaux       well-being is the need to ensure that
      looking into potential opportunities        steps are taken to help all young people
      for direct funding from educational         become financially capable. Education
      innovation funds or other local             departments will play a key role in
      partnership opportunities that might        shaping the Every Child Matters agenda
      have the potential for ‘mainstreaming’.     within local authorities.


 14 Adding Value
Schools will also be working towards the     Service Director about how they can
Every Child Matters outcomes through         contribute to the economic well-being
partnership working with a wide              agenda.
cross-section of organisations and people,
eg Children’s Trusts, parents and the        For more information on the extended
wider community, voluntary groups and        schools and how community
the private sector.                          organisations such as bureaux might be
                                             involved, go to: www.teachernet.gov.uk/
For more information on the Every Child      management/fallingschoolrolls/
Matters agenda and how community             extendedschools
organisations such as bureaux might
seek funding, go to:                         School Improvement Partners
www.everychildmatters.gov.uk/
participation/multiagencyworking/            The School Improvement Partners (SIP)
                                             will support schools to implement the
Bureaux might also be able to access         Every Child Matters agenda. They play
information on local developments            a key role in bringing together
through their local authority Children’s     appropriate partners to deliver a range
Services Directorate.                        of provision that enables schools to
                                             achieve these objectives. These individuals,
Extended Schools                             some of whom are likely to be
                                             experienced head teachers, could be
Extended schools provide a range of          pivotal in brokering new relationships
services and activities, often beyond        that improve provision in schools.
the school day, to help meet the needs
of children, their families and the wider    Connexions Service
community. Extended schools: access to
opportunities and services for all (2005),   Many schools now have Connexions
outlines the government’s long-term          advisers on site to support young people.
vision for delivering extended services      A number of these advisers have sought
in and around schools, in partnership        support to build financial capability into
with local providers. It sets out a core     programmes of learning for young people.
offer of services that all children should
be able to access by 2010.                   For more information on partnership
                                             opportunities go to: www.lsc.gov.uk and
Schools will be seeking to collaborate       www.lsneducation.org.uk and
with partner agencies to deliver a range     www.connexions-direct.com
of extended services to young people and
their families. Bureaux could collaborate
with local schools to seek additional
funding to provide extended services.
They can make proposals directly to
the local authority through the Children’s


                                                                           Adding Value 15
Appendix            Guidance for bureaux involved
   A                in supporting schools

       This guidance framework has been developed in consultation with bureaux active
       in providing support to schools. Bureaux not currently working with schools have
       also made a contribution. It should help bureaux to identify and clearly communicate
       the level of involvement/service they can offer to schools.



        Level of involvement          Bureau activity                        What are the benefits to
                                                                             bureaux?

        1. Providing                  Provide information or links to        Bureaux are able to respond
        information                   information using                      positively to information requests
                                      www.adviceguide.org.uk and other       from schools. They can do this even
                                      CAB service resources, such as         when their resources are very
                                      AdviserNet. Provide schools with       limited, and without this impacting
                                      some local case studies and data       on their main priorities.
                                      to add value and local relevance
                                                                             The information service could be
                                      to generic, nationally available
                                                                             administered by a number of bureau
                                      information.
                                                                             workers, including volunteers.
                                      Provide this information direct to
                                                                             This is also an opportunity to
                                      schools on request by phone, letter
                                                                             promote the comprehensive range
                                      or e-mail. Ideally, simple requests
                                                                             of information provided by the
                                      for information could be responded
                                                                             online information service and the
                                      to within 48 hours.
                                                                             work of local bureaux.
                                      The collection and collation of
                                      local information would require
                                      some initial input and a small
                                      amount of time to update,
                                      perhaps twice a year.

        How does this approach benefit schools?
        Schools often seek up-to-date, reliable information on a range of topics that bureaux are likely to deal
        with. It enables the teacher to plan for learning using stimulating and motivating material that makes
        learning relevant for students. It also encourages teachers to become more knowledgeable in areas
        where they may be less familiar. Teachers could use CAB information and materials alongside those from
        other trusted sources, such as those quality-marked by pfeg. Schools will become more aware of the
        work of their local bureau and national resources, such as www.adviceguide.org and they might link to
        their local bureau and the CAB service on other related issues, such as consumer or employment rights.




  16 Adding Value
Level of involvement             Bureau activity                           What are the benefits to
                                                                           bureaux?

2. Involvement                   In addition to providing information      Direct involvement with teachers
in planning                      as part of involvement at level 1,        enables bureau workers to find
                                 the bureau provides time to have          out more about what the school
                                 a discussion with a teacher by            is doing/planning on financial
                                 telephone or arranges a visit to          capability, for example, what topics
                                 the bureau by the teacher.                are being covered in the
                                                                           curriculum. This will help them
                                 This brings the bureau’s expert
                                                                           form more of a local partnership
                                 advice and information to the
                                                                           and enable them to provide more
                                 teacher’s financial capability
                                                                           tailored and relevant information
                                 planning process.
                                                                           that may benefit teachers and
                                 Involvement in planning may               students.
                                 require a number of interactions
                                                                           It is also an opportunity to raise the
                                 with the teacher face-to-face or by
                                                                           profile of the local bureau and the
                                 e-mail or telephone.
                                                                           work it is involved in.

How does this approach benefit schools?
In addition to information, the teacher gains access to local, specialist help on a range of financial
matters. The opportunity to speak with a bureau worker or visit a bureau will help them to plan more
effectively. It will also allow them to clarify factual information on topics they plan to deliver. It builds
well on information provision (level 1 involvement) and opens the door for further collaboration.




                                                                                                  Adding Value 17
Appendix
   A

        Level of involvement           Bureau activity                         What are the benefits
                                                                               to bureaux?

        3. Involvement in              In addition to offering information     This allows bureaux to be involved
        planning and delivery          and help with planning (levels 1        directly with students and to be
                                       and 2), the bureau would assist in      able to evaluate the effectiveness
                                       lesson/module planning and take         of their work in schools.
                                       an active part in the delivery and
                                                                               The hands-on nature of the
                                       evaluation of the work in school.
                                                                               involvement also provides
                                       This would include direct interaction   opportunities to build up strong
                                       with students and collaborative         partnerships with schools and can
                                       planning with teachers.                 give bureaux an insight into the
                                                                               kinds of issues facing students.
                                       Bureaux seeking this level of
                                                                               There is also an opportunity to
                                       involvement would need to have
                                                                               promote bureau services directly to
                                       relevant workers CRB checked.
                                                                               young people and raise the profile
                                                                               of bureau work with schools.

        How does this approach benefit schools?
        More direct involvement in planning and delivery enables the teacher to make full use of bureau
        expertise, specialist knowledge and experience. The teacher can concentrate on structuring and managing
        the learning experience while the bureau concentrates on sharing its expertise with students, bringing
        credibility to the topics under discussion through use of real-life examples.
        This approach can help teachers develop their confidence and knowledge to deliver effective financial
        capability programmes, so building capacity and increasing the quality of learning.
        This approach also allows all those involved to review the effectiveness of the delivery and consider how
        to make improvements for the future.




  18 Adding Value
How much will my involvement                        provided some indicators on the amount
with schools cost our bureau?                       of worker time and other direct costs that
                                                    might be involved. Bureaux making use
It is difficult to put a ‘one-size-fits-all’        of the framework will need to calculate
cost on the different levels of service that        their own costs, reflecting their individual
a bureau might provide. This is because             situations and the specific work planned.
there are so many factors involved,                 It may also help to refer to the guidance
including, for example, locality, volume            on the Citizens Advice Bureau
of work, which workers are involved,                Management Information System (BMIS)
salary levels and funding available.                on costing projects and activities to
                                                    reflect full costs, such as staff on-costs
However, any additional activity is bound           (eg for NI and pension) and management
to have a financial or ‘opportunity’ cost           time. Please go to
to an individual bureau, so we have                 www.bmis.org.uk/htmldocs/FU049.htm


 Level of involvement                               Notes

 1 Providing information                            Research shows that bureaux might be able to
                                                    absorb this level of service as part of their existing
 How much time will this level
                                                    provision. This is because a basic information
 of involvement take?
                                                    service might be carried out either through a
 Providing information to schools in response to    modest investment in staff costs (where posts
 requests would likely take between 10 and 45       were core-funded) and/or through making
 minutes per query. This time would include         effective use of experienced bureau volunteers.
 processing and posting/e-mailing of information.
                                                    However, a capacity to absorb costs cannot be
 An initial investment of time would also be        guaranteed, especially where a bureau’s only
 needed to collate, develop and maintain local      specialist workers are funded through a contract
 information. This could take between one to five   (eg through the LSC). It is also recognised that an
 days each year, depending on the volume and        information service, even if delivered by volunteers,
 level of information produced.                     would need to be effectively supervised, and that
 Clearly, the overall amount of resource required   this would involve paid staff time.
 will be dependent on the number of school          If a bureau does not (or cannot) ‘absorb’ the cost
 requests.                                          through core costs, it is recommended that efforts
                                                    be made to highlight the activity and its benefits
                                                    so that the investment is recognised both
                                                    internally and externally. The activity could act
                                                    as a good example of a bureau providing ‘holistic’
                                                    community services.
                                                    There may also be some associated photocopying
                                                    or print costs involved if hard copies of
                                                    information are produced for use by schools.


                                                                                           Adding Value 19
Appendix
   A

        Level of involvement                                   Notes

        2 Involvement in planning                              An experienced, supervised volunteer with
                                                               expertise in money advice and/or financial
        How much time will this level of involvement
                                                               exclusion/personal finance issues could carry out
        take?
                                                               this role. However, the job is more complex than
        It is estimated that between two and five hours        for level 1 (providing information) and volunteers
        would be needed to assist each school with more        might need additional induction and support.
        detailed planning as set out under level 2.            Some bureaux may prefer to use specialist, paid
        Time would also be needed, similar to level 1,         staff for this work.
        to produce and maintain relevant local resources.      As per level 1, there may be some costs involved
        As for level 1, the overall resource required          in producing hard copies of information, but the
        would need to reflect the expected volume              reproduction costs of materials developed for use
        of school requests.                                    in the classroom should be met by schools.


        3 Involvement in planning and delivery                 As with level 2, volunteers could carry out this
                                                               work, but a very high level of confidence and
        How much time will this level of
                                                               expertise would be required at this level.
        involvement take?
                                                               Most bureaux report using paid staff when
        It is estimated that 14–20 hours would need
                                                               working directly in the classroom, but volunteers
        to be allocated for any one school requesting
                                                               could also fulfill this role. With the right support,
        assistance with more detailed planning and
                                                               volunteers may welcome this as a development
        involvement in school-based activity. This is based
                                                               opportunity, which could sit well alongside existing
        on examples of bureau involvement revolving
                                                               advice work.
        around modules of work in PSHE, typically
        consisting of between four and six sessions of one     However, to bring the relevant level of expertise
        hour each. The time estimate includes planning,        and credibility, a volunteer needs to have
        joint delivery and review, as well as provision        significant money advice experience and be
        of information as per level 1.                         provided with structured supervision. Some
                                                               bureaux report recruiting existing volunteers onto
        If setting up a new financial capability project
                                                               staff-led financial capability projects. Volunteer
        using this model, time and resources will also
                                                               roles can include co-working with staff to establish
        be needed for ‘indirect’ but necessary activities,
                                                               links with schools and help with promotion,
        depending on the scale of the project. Activities
                                                               information provision and administration.
        could include, for example, staff and volunteer
        recruitment, project promotion (to recruit schools),   Additional classroom resources may be developed at
        financial management, worker training and              this level, and if so, schools should absorb the cost.
        supervision and administration.
                                                               Additional schools would take up less time, as
                                                               some of the preparation may be used in more
                                                               than one school.




  20 Adding Value
Building partnerships
Local and national organisations funding bureau projects often have an expectation that bureaux will
develop, extend and maintain links to new agencies or networks as part of their work. Local funders are
sometimes part of a local network, or want to see a new network or steering group established through
bureau activity.
Although most bureaux want to build partnerships and ‘network’ as a matter of good practice, to
maximise funding and other opportunities, it is worth being aware that such activities may form part
of an explicit or implied agreement with a funder.
Bureaux carrying out any level of activity in this area may also want to share best practice with other
bureaux and agencies working in the field – for example, by attending a regional financial capability
forum, a Citizens Advice organised event or visiting another more experienced bureau/agency already
working with schools. Naturally, this all takes up valuable worker time, but is usually worth the investment.
For a project in its first year, it would not be unrealistic for an investment of 5–15% of worker time to
be spent on partnership and networking activities. Some bureaux also report the value of partnership
working to help secure funding.




                                                                                               Adding Value 21
Appendix            Curriculum opportunities,
   B                outcomes and objectives

        Developing Financial Capability –              Desired outcomes              Where in the curriculum
        Financial Understanding at Key                 for learners                  and what in particular
        Stages 3 & 4                                                                 can Bureaux contribute?
                                                                                     (some examples)

        What money is and the exchange                 We need to compare the        • Basic banking –
        of money                                       advantages of different         choosing, opening and
                                                       forms of payment. We            using an account for the
        • Understand different forms of payment.
                                                       should understand the           first time.
        • Understand the implications of different     situations in which
                                                                                     • Banking –
          forms of credit and debit.                   borrowing might be
                                                                                       common banking
        • Understand that exchange rates fluctuate     appropriate – and the
                                                                                       products/facilities such
          and that commission may be charged to        consequences of unwise
                                                                                       as overdrafts.
          change currency.                             borrowing. We should be
                                                       able to get a good deal by    • Credit Unions – how
        • Understand why money is needed for           comparing the costs and         they work, basic services.
          society’s needs – compare different needs.   features of different types   • Debt – general issues
        • Understand the advantages and                of credit.                      about the implications
          disadvantages of different forms of                                          – manageable and
          payment.                                                                     unmanageable debt.
        • Increase understanding of implications
          of credit and debt, including overdrafts,
          different loan arrangements and ways
          to compare interest rates.




  22 Adding Value
Developing Financial Capability –             Desired outcomes              Where in the curriculum
Financial Understanding at Key                for learners                  and what in particular
Stages 3 & 4                                                                can Bureaux contribute?
                                                                            (some examples)

Where money comes from                        We should be able to check
                                                                            • Government help for
                                              our wage slips and know
• Understand how earnings and salaries                                        students – including
                                              why deductions have been
  are calculated.                                                             student loans and
                                              made. Those receiving
                                                                              educational maintenance
• Understand there are different forms        benefits need to be able
                                                                              allowance. What can
  of benefit.                                 to check their entitlement.
                                                                              you do?
• Understand how deductions such as tax,      We should understand how
                                              shares finance companies      • Government
  national insurance and pension
                                              work and how this relates       help/benefits –
  contributions are made.
                                              to investments – income         including social fund and
• Find out about earnings and benefits        can be created from both        tax credits, jobseeker’s
  specific to school leavers, including       savings and investments.        allowance, income
  student finance.                                                            support, housing benefit
• Understand how companies and other                                          and council tax benefit.
  organisations are financed, including                                     • Pay – including paid
  shares.                                                                     holidays from work, time
                                                                              off for study or training,
                                                                              working in a bar,
                                                                              babysitting (England and
                                                                              Wales only).

Where money goes                              We need to prioritise         • Taxation – including
                                              our spending. Some              income tax rates, income
• Gain a basic understanding of personal
                                              expenditure can be              tax allowances, tax
  expenditure and ways of managing
                                              managed (eg phone bills or      exemptions and taxable
  money.
                                              entertainment) while other      income, National
• Begin to understand local and national      outgoings (eg taxes and         Insurance.
  taxation and spending.                      debt repayments) are
                                                                            • Budgeting for your
• Begin to understand the range of personal   largely involuntary. We
                                                                              needs – including case
  expenditure and how it may be managed.      should understand how
                                                                              studies about how to
                                              local and national
• Learn how and why government is                                             budget.
                                              government is financed.
  financed.




                                                                                          Adding Value 23
Appendix
   B

        Developing Financial Capability –          Desired outcomes                Where in the curriculum
        Financial Understanding at Key             for learners                    and what in particular
        Stages 3 & 4                                                               can Bureaux contribute?
                                                                                   (some examples)

        Financial records and information          We need to be able to           • Understanding
                                                   check financial statements        financial information –
        • Know about personal financial
                                                   and understand our                including reading and
          statements and other easy ways of
                                                   financial situation.              understanding bills, bank
          recording income and expenditure.
                                                                                     statements, credit card
        • Understand personal financial                                              statements, electricity
          statements, including bank statements,                                     and gas payments.
          utility and other bills.

        Budgeting                                  We need to plan, monitor        • Shopping – eg
                                                   and control personal              identifying best buys for
        • Begin to understand how to use budgets
                                                   income and expenditure.           general consumer goods.
          to plan and control personal spending.
                                                   Budgets and financial
                                                                                   • Budgeting – general
        • Begin to understand the difference       records such as bank
                                                                                     skills and strategies.
          between long-term and short-term         statements help us to do
          financial commitments and how the        this. We should be able to      • Budgeting for a life
          planning and decision-making for         distinguish between long-         transition – including,
          these differ.                            term, medium-term and             for example, estimating
                                                   short-term financial              costs of regular
        • Understand the ways in which to plan,
                                                   commitments and                   household bills.
          monitor and control personal income
          and expenditure.                         understand planning and         • Manageable and
                                                   decision-making for each          unmanageable debt –
        • Understand the difference between        differ. Institutions, such as     how to deal with your
          long-term, medium-term and short-term    schools, have to budget and       debt, types of debt,
          financial commitments and how the        manage finance as well.           negotiating with creditors,
          planning and decision-making for
                                                                                     debt management
          these differ.
                                                                                     companies (DMCs), credit
        • Begin to understand central and local                                      reference agencies, bailiffs
          government public statements about                                         and debt, bankruptcy and
          finance.                                                                   rural debt.




  24 Adding Value
Developing Financial Capability –            Desired outcomes              Where in the curriculum
Financial Understanding at Key               for learners                  and what in particular
Stages 3 & 4                                                               can Bureaux contribute?
                                                                           (some examples)

Risk and return                              We need to understand         • Common insurances –
                                             risk and how insurance          eg home contents and
• Develop an understanding of the
                                             can help us manage it,          car insurance.
  principles of probability and insurance.
                                             and how savings and
                                                                           • Pensions and savings.
• Begin to understand that both savings      investments carry different
  and borrowing are offered on differing     types of risk. Normally you   • Interest rates and how
  terms and interest rates.                  have to accept additional       they are calculated.
• Begin to understand that interest rates    risk if you want a higher     • Renting a home and
  vary over time.                            return. Some loans are          buying a home.
                                             secured, so we risk losing
• Understand the principles of probability   our pledge if we fail to
  and insurance in complex situations,       keep up repayments.
  identifying potential risks and how to     Interest rates on some
  protect against them.                      loans vary over time, so
• Understand that both savings and           we risk having to make
  borrowing are offered on differing terms   higher repayments.
  and interest rates that vary over time.
• Understand that some loans and purchase
  agreements are secured, while others are
  unsecured.
• Understand the difference in risk and
  return between saving and investment
  products.




                                                                                       Adding Value 25
Appendix
   B

        Developing Financial Capability –                Desired outcomes               Where in the curriculum
        Financial Understanding at Key                   for learners                   and what in particular
        Stages 3 & 4                                                                    can Bureaux contribute?
                                                                                        (some examples)

        Making personal life choices                     There are financial            Shopping –
                                                         implications in most things
        • Begin to make decisions on the basis                                          • identifying best buys for
                                                         we choose to do, from our
          of medium-term and short-term needs.                                            basic financial services
                                                         career to what we buy.
                                                                                          and utilities.
        • Develop the ability to identify long-term,     In planning our spending,
          medium-term and short-term needs.              we need to make decisions      • buying goods and
                                                         on the basis of long-term,       services.
        • Begin to prioritise different needs working
          within the constraints of limited money.       medium-term and short-         • restrictions on buying
                                                         term needs. We do not            goods and services.
        • Begin to put a personal financial value        have all the money we
          on differing needs and wants.                  want or need – but we          • mobile phones.
        • Begin to understand how to plan and            learn to prioritise and keep   Choosing credit –
          manage debt.                                   within our resources.
                                                                                        • common forms of
                                                         Sometimes we may need
        • Learn how to put a personal financial                                           borrowing, such as home
                                                         to borrow money, eg for
          value on differing needs and wants and                                          credit, credit, loans and
                                                         a mortgage, and we plan
          to prioritise these within the constraints                                      catalogues.
                                                         how to pay back what we
          of limited money.
                                                         owe, plus the interest.        Borrowing, including –
        • Understand how to plan and manage debt.
                                                                                        • getting the best deal.
        • Gain knowledge and understanding
                                                                                        • regulated credit
          of generic financial products applicable
                                                                                          agreements, being
          to young people in the short and
                                                                                          refused credit.
          medium term.
                                                                                        • cancelling a credit
        • Be able to assess the financial implications
                                                                                          agreements, arrears.
          of personal life choices in terms of career
          choices and lifelong learning                                                 • varying the agreement,
          opportunities.                                                                  paying the loan off early.
                                                                                        • extortionate credit.
                                                                                        • faulty goods and services
                                                                                          on credit.
                                                                                        • lost or stolen credit cards
                                                                                        • pawnbrokers.
                                                                                        • credit referencing – how
                                                                                          the system works.




  26 Adding Value
Developing Financial Capability –                  Desired outcomes               Where in the curriculum
Financial Understanding at Key                     for learners                   and what in particular
Stages 3 & 4                                                                      can Bureaux contribute?
                                                                                  (some examples)

Consumer rights and responsibilities               We are all consumers of        • Buying goods and
                                                   financial products and           services – including your
• Understand that different people may
                                                   services, as well as many        rights and responsibilities
  give different advice on finances.
                                                   other purchases that             eg buying second hand.
• Be able to assess and compare the                involve us in understanding
                                                                                  • Impartial information
  different sources of financial advice            our consumer rights and
                                                                                    on financial matters.
  and information.                                 also our responsibilities.
• Understand that we have different                We need to be able to make
  rights and responsibilities in relation          good consumer decisions
  to financial products.                           and to understand how to
                                                   seek redress when things
                                                   go wrong.

The wider implications of finance                  We are consumers of            • Attitudes to finance –
                                                   financial services, and          eg to borrowing, social
• Know about the roles of financial
                                                   there are mechanisms in          responsibility, impact of
  organisations.
                                                   place to protect us. The         our behaviour on others.
• Begin to understand the wider implications       Financial Services Authority
  of personal financial decisions.                 has a role to play in this.
• Begin to understand how local and                Our financial decisions
  national decisions may affect personal           affect the people around
  finances.                                        us, our families and the
                                                   wider community. Similarly,
• Begin to understand that local, national         decisions taken by local
  and global finances can impact on your           and national governments
  own life.                                        affect our own personal
• Understand the role of regulation and            finances. We live in a
  consumer protection in financial institutions.   global economy and our
                                                   lives can be influenced by
• Understand the wider implications of
                                                   far-away events.
  personal finance decisions.
• Develop an understanding of how local
  and national decisions may affect personal
  finances.
• Develop an understanding that local,
  national and global finances can impact
  on your own life.


                                                                                                Adding Value 27
Appendix            Communicating with schools:
   C                example pro-forma

       [Nominated] Citizens Advice Bureau
       Citizen Road
       [Nominated]
       NV1 PP2
       Telephone: [0000 777777]
       E-mail: info@[nominated].cab.uk

       Who are we and what do we do?
       The Citizens Advice Service helps people resolve their legal, money and other problems by providing
       free information and advice from over 3,000 locations, and by influencing policy-makers.

       Citizens Advice and each Citizens Advice Bureau are registered charities reliant on over 21,000 volunteers,
       helping people to resolve nearly 5.5 million problems every year. All Citizens Advice Bureaux in England,
       Wales and Northern Ireland are members of Citizens Advice, the national charity that sets standards for
       advice and equal opportunities and supports bureaux with an information system, training and other
       services. Citizens Advice also co-ordinates social policy, media, publicity and parliamentary work and
       maintains an information and advice website at www.adviceguide.org.uk which receives over 400,000
       visits per month.

       At [Nominated] Citizens Advice Bureau we focus on our clients as individuals and provide free, confidential,
       impartial and independent advice and information to help local people solve their problems. For example, we
       help people with debt, housing, consumer, welfare rights, immigration, family and other problems.

       [Brief details of any other bureau services/projects that are pertinent]

       We are also keen to do all we can in the area of preventative work. We campaign for change and
       undertake work of a preventative or educative nature through local partnerships.

       Our work with schools
       We have been providing a tailored information pack to schools to support their financial capability work
       with students. This has included information about our services, local case studies on money-related
       problems and reliable nationally produced information on common money problems. Many teachers have
       requested this pack and have found it useful in their PSHE sessions on financial education.

       We have now received funding through (funding source, details of local partner/ships involved) to work in
       a more ‘hands-on’ way with our local secondary schools. This is part of a wider project to help ensure that
       all young people in our community have the skills, knowledge and confidence they need to make good
       financial decisions.




  28 Adding Value
What can we offer your school?

1 An information pack on the work of bureau services, including case studies on a range of topics around
  money management, budgeting and debt (or other topics as applicable); we are able to distribute these
  to schools on request by phone, letter or e-mail, usually within three working days (or as applicable).

2 We have a financial capability officer who is able to offer up to half an hours’ (or as applicable)
  consultation with you to help you with your lesson planning and give you expert guidance and
  information on a range of topic areas. We are happy to do this by phone or e-mail.

3 We are able to offer four of our secondary schools the opportunity to plan an area of financial capability
  work collaboratively including involvement with you in the delivery. We are in a position to offer
  interested schools between 14 and 20 hours of support, depending on what is required.

4 We are able to offer expertise that we feel may contribute to citizenship and PSHE/PSE objectives, in the
  following areas:

  •   budgeting and money management
  •   understanding credit and avoiding debt
  •   how to open a bank account
  •   credit unions.

What we would want from you
• a commitment to make time to plan the work collaboratively from the start and a clear view of how you
  think we can add value to what you are planning
• to involve the bureaux officer appropriately in the classroom activity; we are more than happy to
  contribute our expertise, but prefer to leave classroom management and organisation to you as the
  teaching experts
• a commitment to evaluate the planned work with the students and the bureau officer
• a willingness to share what we learn with a wider network of schools and local Citizens Advice Bureaux
• anything else you need.

How to get in touch?
If you would like to take advantage of any of the support we can offer then you can e-mail or telephone
xxxx person.

[Details here].




                                                                                              Adding Value 29
Appendix            Case Studies
   D
       Developing financial capability              Annual financial capability
       programmes through PSE                       conference for Year 11 and
                                                    students peer teaching
       Flintshire Citizens Advice Bureau engaged
       in some pilot work with Flint High School    Neath Citizens Advice Bureau in Wales
       and the Basic Skills Agency in Wales to      acquired funding through the Community
       explore innovative ways in which the         Fund, Legal Services Commission and the
       message of financial capability could be     Welsh Assembly Government, to develop
       conveyed to young people. The school         a Young Persons project over two years.
       staff and students were involved at all
       stages of the planning and delivery.         A ‘cascading’ model was used whereby
       Through Communities First in Wales the       older students were involved in carrying
       bureau obtained a small grant to get         out financial capability work with
       the programme externally evaluated.          younger students to secure active
       The evaluation showed it to have been        engagement. Teachers acted as
       a success, and worthy of further             facilitators, but some control was given
       development.                                 to students over their own learning.

       They then obtained a grant through           The bureau also successfully planned
       the local authority to develop their work    and delivered a one-off financial
       further and they have since delivered        capability conference to Year 11 students
       courses within the PSE curriculum to over    in partnership with teachers, the
       900 Year 10 students in six local schools    Education Development Service, and
       and to three groups of excluded students.    the County Council.

       The project has a strong partnership
       ethos and representatives from the local
       Trading Standards, the local housing
       office and HM Courts Service in Wales
       assist with tutoring.

       The local authority grant has now
       expired, but further recent substantial
       grants from other sources, including
       Financial Skills for Life, will enable the
       bureau to continue its work in schools
       for the next two years.




  30 Adding Value
Using drama and poetry to set                  Delivering workshops for
the context for Q&As                           schools leavers
St Helens Citizens Advice Bureau in            At Vale Royal Citizens Advice Bureau,
Merseyside has developed an innovative         work takes place with a number of local
approach to financial education through        high schools. In their final term school
a lottery project which ran over three         leavers receive a talk or workshop which
years. Working with teachers and their         is focused on starting work (covering
Key Stage 4 and 16-19 year old students,       areas such as pay and tax) or going on
they used poetry and drama to set the          to further education. This year (07) over
context for question-and-answer sessions       300 school leavers will have attended a
on financial issues.                           workshop or talk delivered through a
                                               partnership between Vale Royal CAB and
This approach proved successful in             local schools. Students also benefit from
getting young people to talk openly            budget planners, leaflets and other
about their attitude towards money,            information on personal finance issues.
and their financial experiences. It also
provided a useful opener into the topic,       Current work is supported by the Tudor
which was followed up back in the              Trust as part of a three-year programme
classroom with in-depth sessions to            to develop and deliver financial capability
extend financial knowledge and                 skills in Vale Royal.
understanding.

The financial capability co-ordinator at the
bureau feels that it is important to work
closely with schools to ensure that planned
work is engaging and that follow-up
learning takes place to extend and embed
learning. Funding is currently secured
through the Coalfields Regeneration Trust
for this work, and there are plans to link
with schools that have a specialist
emphasis on drama & performance.




  Contact details for the above bureau projects can be downloaded from CABlink or
  by contacting Sophie Holmes on sophie.holmes@citizensadvice.org.uk or call
  0115 9348734. Details of a further 80+ bureau financial capability initiatives, many
  of which include bureaux working with schools or young people, are also available
  through CABlink or Beth Bell at the Citizens Advice Financial Skills for Life project.



                                                                             Adding Value 31
Appendix            Resources and further links
   E
       There are many resources already produced for the classroom that deal with a range
       of topics to help deliver financial capability. The best way to gain access to all of these
       resources is to visit www.pfeg.org

       In addition to school resources there are other generic resources that may be useful,
       including the following links:

       General education links
       www.dfes.gov.uk – Department for Education and Skills (DfES) main website
       www.teachernet.gov.uk – the DfES teacher website for all matters to do with
       the school community
       www.standards.dfes.gov.uk – The DfES school standards website
       www.teachernet.gov.uk/teachingandlearning/14to19/ks4/enterpriseeducation –
       Enterprise Education website
       www.teachers.tv – professional development website for teachers with access
       to online resources
       www.qca.org.uk – The Qualifications and Curriculum Authority website
       www.everychildmatters.gov.uk – Every Child Matters website

       Financial capability links
       www.pfeg.org – for all resources and guidance on developing financial capability
       in schools and DfES guidance on financial capability
       www.fsa.gov.uk/financial_capability/index.html – FSA National Financial Capability
       Strategy


       Partnership opportunities links
       www.lsc.gov.uk – Learning and Skills Council
       www.lsneducation.org.uk – Learning and Skills Network
       http://www.connexions-direct.com/index.cfm?pid=79&catalogueContentID=158
       – Entry to Employment – E2E
       www.teachernet.gov.uk/management/fallingschoolrolls/extendedschools
       – Extended Schools
       www.everychildmatters.gov.uk/participation/multiagencyworking
       – Multi-agency working
       www.communitiesfirst.info – Communities First (Wales)


  32 Adding Value
Citizens Advice service                      pfeg
The Citizens Advice service is one of the    pfeg is an educational charity that aims to
largest voluntary organizations in the UK,   make sure that all young people leaving
and the largest provider of free advice on   school have the competence, skills and
money matters. Citizens Advice Bureaux       knowledge in financial matters to take
across England, Wales and Northern           part fully in society. pfeg offers a range of
Ireland provide independent and impartial    advice and resources and supports
information and advice from over 3,000       teachers working with children and
locations – helping people resolve nearly    young people aged 4 – 19.
5.5 million new problems a year. Every
Citizens Advice Bureau is an independent     pfeg
charity and member of Citizens Advice, the   Fifth Floor
national charity that sets standards for     14 Bonhill Street
advice and equal opportunities, and          London
supports bureaux with an information         EC2A 4BX
system, training and other services.         Telephone: 020 7330 9470
                                             Fax: 020 7374 6147
Citizens Advice                              info@pfeg.org
115-123 Pentonville Road,                    www.pfeg.org
London N1 9LZ
Telephone: 020 7833 2181                     pfeg is a company limited by guarantee
www.citizensadvice.org.uk                    number 3943766, registered charity
                                             number 1081639
Charity Registration number 279057




Citizens Advice and pfeg would like to       Citizens Advice would also like to extend its
extend their thanks to all the Citizens      continued thanks to Prudential Plc for their
Advice Bureaux and schools that              ongoing support to the Financial Skills for
contributed to this guide by taking part     Life national financial capability project.
in the Added Interest research project.
We would also like to thank WA               For further information on the Added
Partnership for its work on the guide        Interest project, including copies of the
and the Abbey Charitable Trust for its       research report, please contact Beth Bell,
generous investment in the project.          Financial Capability Officer, on 0115
                                             9348735 or beth.bell@citizensadvice.org.uk




Produced by Citizens Advice, summer 2007

				
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