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1A Practical Guide to Financial Education within Careers Education

A PrActicAl Guide to FinAnciAl educAtion within Careers eduCation

a Practical Guide to Financial education within Careers education 2

03 introduction Financial education in context and the aim of this guide

04 curriculum an outline of financial education in the secondary curriculum

07 teaching and learning a range of strategies and ideas to plan quality financial learning in careers education including related themes and learning

08 Activities Practical suggestions and a range of activities to support different learning styles and ability levels

19 Activity sheets activity sheets to support teaching and learning

contents


one of the main aims of careers education is to enable individuals to “develop a range of character attributes… which underpin success in education and employment.”1 Financial and economic understanding has a key role to play in achieving this aim; it will lead to increased financial capability and provide a sound basis on which to make career choices.

Many of the key decisions in life – at individual, school, community, national and international levels – involve financial considerations, whether this is to do with the allocation of scarce resources, establishing financial priorities or sticking to tight budgets. a sound grasp of how the economy and financial markets work, allied with an understanding of our economic and financial rights and responsibilities, helps to lay the foundations for more informed participation and effective decision making.

introduction

welcome to this guide, developed by pfeg, part of Young enterprise with support from Capital one

For use by teachers delivering careers education at Key Stages 3 and 4.

The guide, and resources included, aim To:

� help teachers understand the connections between careers education and financial education;

� help schools develop a coherent approach to the delivery of financial education through careers education and other curriculum subjects;

� provide practical ideas and activities for teaching financial education within careers education.

1 www.gov.uk/government/uploads/system/uploads/attachment_data/file/440795/Careers_Guidance_schools_Guidance.pdf


it is stated that the subject should prepare students to take their place in society as responsible citizens, manage their money well and make sound financial decisions, equip them with the skills to enable them to manage their money on a day-to-day basis, and plan for future financial needs.

the national curriculum states that students should be taught about:

� the functions and uses of money, the importance and practice of budgeting, and managing risk (Key stage 3);

� income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent (Key stage 4).

in Mathematics it is stated that the subject should develop the students’ use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.

At Key Stage 3 students should be taught to:

� use standard units of mass, length, time, money and other measures, including decimal qualities;

� solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics;

� use compound units such as speed, unit pricing and density to solve problems.

as schools continue to develop an effective programme of financial education in the light of the national Curriculum for england, and consider what students need to know, they will develop and flesh out the detail of the key stage specifications. this will present opportunities to teach financial capability in different areas of the curriculum.

the further issue of financial exclusion is also an important one. some students receive little information and guidance from parents and carers about how to manage money competently. this can mean that they become marginalised and may find it difficult to participate in mainstream society, thereby threatening their future life chances and certainly affecting their ability to make informed and satisfactory career choices.

WhaT are financial educaTion and financial capabiliTy?

Financial education in schools is a planned programme of learning opportunities and experiences designed to increase the financial capability of young people from every social and cultural background. Being financially capable means having the confidence, skills and knowledge needed to manage money well, both now and in the future. the development of financial capability is lifelong and includes the ability to adapt approaches to money management in response to changes in financial circumstances and the wider economic environment.

Young people need to know how financial products work and acquire the knowledge and understanding to make sound financial decisions. this means that they should have a working knowledge of financial products such as bank accounts, credit cards, loans, shares and savings. they also need to acquire the skills involved in handling money competently i.e. when budgeting, assessing risk, spending responsibly and so on. this will help them manage money on a day-to-day basis, avoid falling into debt and negotiate the increasingly complex world of electronic finance and e-commerce.

they also need to understand the wider economic context in which financial decisions are made, and how personal finance and public policy can be influenced by the uK and global economies. this includes aspects of finance such as changes in interest rates (who sets them and why), recession, financial exclusion, how taxation is decided, how pensions are arranged, wage levels (the national Minimum wage), gender differences in pay, the way the energy market works, and the decisions made by local and central government and financial institutions. all of these impact on people’s lives and the financial decisions they make, and should be taken into account in order to manage money effectively. to be financially capable, a wide financial understanding is necessary.

curriculumin england, the 2014 national Curriculum includes specific provision for financial education within Citizenship.


developing a coherenT approach To financial educaTion

Financial education may be delivered through a wide range of subjects. while calculating interest rates may be most suited to mathematics and the uses made of taxes by society appropriate for citizenship, the relationship between personal money management and wellbeing might be best investigated in Phse education. Careers education can also significantly enhance students’ knowledge of and skills in financial matters, particularly as the main source of income for most people is through employment.

whatever the case, it is essential that there is a coherent and planned programme of financial education across all subjects, and schools should map out clearly where elements of financial capability are being taught. Moreover, these elements should be addressed directly and explicitly in lessons with learning outcomes clearly stated.

to support the planning, teaching and progression of financial education, pfeg has developed two frameworks – see www.pfeg.org/PlanningFrameworks. these frameworks have been designed to help teachers deliver financial education flexibly across a range of subjects and to highlight learning opportunities available within the school curriculum.

the frameworks can be used in a number of ways, for example to:

� gauge students’ starting points for financial education;

� identify learning outcomes for lessons and schemes of work;

� map existing provision and identify gaps;

� plan for progression between ages and key stages.

Consulting students can be a fruitful way of deciding what aspects of financial education to teach. an audit of what they already know as well as what they would like to learn about can be carried out. pfeg has a number of case studies which show how this can be done and the financial criteria or topics that could be used in the consultation – see www.pfeg.org/resources.

Financial education may take place in a number of ways including:

� within timetabled subjects;

� tutorial time which may occur once a week for 50 minutes, or in short 10 - 20 minute periods;

� blocks of lessons on a carousel, e.g. a run of five lessons over five weeks;

� one-off events, e.g. My Money week (www.pfeg.org/MyMoneyweek);

� special activity days where outside financial experts play a role.

schools and other education settings will have to decide on how to devise a programme of financial education to suit their circumstances and the needs and interests of their students. however, the relationship between careers education, citizenship, Pshee and mathematics – is particularly important. they can provide a cohesive and complementary framework to teach financial capability, understanding and responsibility. For more help, advice and tools on planning financial education see www.pfeg.org/planning-teaching


careers education

there are many reasons why people work and embark on a career. however, ask most people the reason they work and their first response will be “for money”. of course, they do not mean by this that they just want money for its own sake; money is seldom an end in itself. rather it provides the means to realising ambitions and meeting goals. as the principal source of income for most people is through paid employment, careers education can contribute significantly towards young people leaving school equipped with the skills, knowledge and confidence in financial matters to take part fully in society.

through careers education students can come to understand and appreciate that:

� work will play a significant role in helping them to meet their future wants and needs and that this will contribute to their overall personal wellbeing;

� the choices they make about their career and personal life will have financial implications e.g. living independently, continuing in education, being employed or self-employed;

� there is a potential link between qualifications and earnings and what they may earn through different jobs or careers;

� there is a potential relationship between education, training, jobs and income and the role they play in helping them to achieve personal and financial goals, including long-term ones such as retirement;

� they will need to continuously monitor and potentially change the way they manage money in response to changes in personal and financial circumstances, and to changes in the economy.

citizenship

the introduction of financial education into Citizenship has highlighted the continuing need to develop informed, active citizens, who are able to think critically and will engage in and contribute to society at large. important decisions on public projects often depend on the amount of money available and the perceived benefit to citizens. decisions about taxation and government spending, particularly in relation to cuts in spending and issues around welfare and benefits, affect all of us.

topical controversies about finance issues, e.g. bankers’ bonuses or payday lenders, usually generate a good response from students and develop interest in learning about financial matters. Young people need to be able to join in the public debate on financial matters and be armed with the knowledge and skills to allow them to participate with confidence.

see A Practical Guide to Financial education in citizenship for practical guidance and activities www.pfeg.org/Citizenshipresource

Mathematics

at its most basic level, managing money involves calculations using numbers and numeracy skills underpin most of our interactions with money; without them we cannot make informed financial decisions. Money provides a real-world context and relevance for mathematical tasks. For instance, understanding the way ‘interest’ is calculated is central to managing money (borrowing and saving) in the everyday world. students need to be able to work out the interest on loans or savings to make sound decisions.

see introducing Financial Mathematics for practical guidance, and activities in respect of mathematics and financial capability. www.pfeg.org/MathsGuidance&resource

PSHe education

Financial education is an important aspect of Personal, social, health and economic education and is already incorporated into many Pshee programmes. the focus here is upon equipping students with knowledge, skills and understanding to manage their money now and in the future through exploring the personal, social and emotional aspects of financial decision-making and responsibility. it is this perspective that places financial knowledge and skills in personal and family contexts, recognising the impact money has on many important areas of our lives including our relationships, our physical and mental health and wellbeing, and our plans for work or career development.

see A Practical Guide to Financial education in PSHe education for practical guidance and activities. www.pfeg.org/Psheresource


these activities concentrate on money and are designed to be standalone; however it is almost certainly the case that teachers will wish to use them as part of a broader spectrum of careers education. For instance, there is much more to be learned about the financial implications of going to university than can be presented here.

the practical activities are divided into five sections broadly representing key areas of careers education. each activity is designed to take approximately 30 to 40 minutes to run. in each case the two activities in each section can be run together to provide input for a longer session. an extension activity is also suggested; this can be incorporated into the formal session or used to challenge students to continue their investigations individually.

2.1 career happiness and Wellbeing

this section concentrates on making choices which will enhance personal wellbeing and satisfaction.

Activity 2.1A More money? More happiness? investigates the links between financial reward and potential levels of happiness/satisfaction

Activity 2.1B Are You Satisfied? asks students to think about other aspects of work which may contribute to potential levels of happiness/satisfaction

2.2 paThWaysthere are, of course, many pathways which can be taken towards having a successful career. this section concentrates on two.

Activity 2.2A university looks at some of the implications of taking out a student loan

Activity 2.2B Apprenticeship concentrates on managing income and outgoings

2.3 employmenT Terms and condiTions

this section considers the direct and indirect financial implications of working.

Activity 2.3A Payments considers direct financial remuneration with particular reference to the Minimum wage

Activity 2.3B Benefits concentrates on flexible benefits schemes and how these may contribute to a remuneration package

2.4 changing careerit is increasingly the case that young people will change their career path and this section investigates two key reasons for doing so.

Activity 2.4A All change looks at retirement – specifically taking early retirement

Activity 2.4B Starting over considers the ramifications of redundancy

2.5 lifelong learningstudents’ learning will continue throughout their time after formal education and this section looks at why this will be necessary.

Activity 2.5A employability investigates which skills employers find desirable

Activity 2.5B Starting over concentrates on the students’ development of their own particular skill set

teaching and learningthe second part of this guide offers some ideas for practical approaches and activities that teachers can use to deliver financial education in the context of careers education.

Facilitators are encouraged to bear in mind that students will come from a wide range of backgrounds and may well include those who have suffered financial difficulties related to career choices or where circumstances have altered their situation e.g. family members being made redundant. a degree of sensitivity to potential unease is therefore recommended in dealing with some of the issues raised by the materials.

8A Practical Guide to Financial Education within Careers Educationa Practical Guide to Financial education within Careers education 8

Activities


overview

start with a well-chosen news story such as this item about bonuses for city workers news.sky.com/story/1396077/city-bonuses-to-rise-21-percent-despite-cap-rules.

ask students to discuss in pairs how much they think they would need to earn a year as a 25 year old before they’re likely to say that they are happy with their life and career most of the time. take a range of answers, write them up and invite a few students to explain their responses. ask them to think about the same question but this time for when they are a 50 year old; are they going to require more, the same or less? again take a range of answers, write them up and invite a few students to explain their responses. examine the difference between the sums for the two age groups. why are the sums different? (assuming that they are and they probably should be!)

explain that according to a recent survey2, £61,250 is the level of income at which everyone describes their life as very happy or fairly happy! how near, or far away, is this to the sums which students mentioned? ask them to nominate some of the key things which will have to be paid for from such a sum (e.g. housing costs, food, clothing, transport, utilities, savings, etc.). what about non-essentials but highly desirables (e.g. holidays, entertainment costs and so on)?

ask the students to come up with examples of work which is non-paid, e.g. volunteering, charity collecting, following a hobby or improving a skill set. how about, for them, doing homework? Pose the question of how a monetary value can be put on such work. Give students time to work on this problem with a partner before bringing them together to discuss.

extension work

ask students to focus specifically on the issue of housework/chores – is it just a necessary evil or can it contribute to levels of happiness? should payment be made for doing it when you are a) a child/teenager or b) an adult?

2.1A

2 www.dailymail.co.uk/news/article-2317542/Money-really-does-buy-happiness-economists-discover-higher-persons-income-satisfied-life.html

More money? More happiness?

pfeg financial education planning framework 11-19www.pfeg.org/secondaryplanningframework

11 – 14 � Connections between the world of work and future economic well-being

� investing in my future

14 – 16 � using information and advice to make financial decisions

� work, income and deductions � Longer term financial planning

16 – 19 � Links between work, life choices and financial planning

� Personal and economic links with the wider world

career development institute aceg framework for careers and work-related education: a pracTical guidewww.thecdi.net/write/Cwre_user_Guide.pdf

KS3: 3 explain how you have benefited as a learner from career and work-related learning activities and experiences5 identify different kinds of work and why people’s satisfaction with their working lives varies

KS4: 3 review and reflect upon how you have benefited as a learner from career and work-related learning activities and experiences5 explain how work is changing and how this impacts on people’s satisfaction with their working lives

Post 16: 3 be proactive in taking part in career and work-related learning activities and assessing the benefits to you as a learner 5 recognize the personal, social and economic value of different kinds of work and be critically aware of key debates about the future of work

career happiness and wellbeing


overview

ask students what they think contributes to job satisfaction? Good remuneration is important but what else has an effect (these might be monetary e.g. perks or benefits, conditions, management style, work colleagues, etc.)?

use Activity Sheet A to focus the students’ thoughts. divide students into small groups and give each a set of cards and ask them to carry out a diamond nine activity. review their conclusions and ask them to think about how these things might be evaluated before accepting or starting a job (perhaps through research and asking the right questions at interview).

show students a picture of a school staffroom (there are lots of useable images on the web – better still take a picture of the school staffroom and use that). start by asking what students notice. do they think the picture shows a satisfactory environment in which to work? what alterations might they make to the layout? what improvements might be introduced? how might they feel about working in such an environment?

in small groups, ask students to suggest ways of spending £3,000 over the course of a school year to improve the job satisfaction of staff in a school. review their ideas in a plenary and promise to forward them to the senior leadership team.

extension work

students might investigate the results of Michael rose’s 2007 study of the occupations that produce the highest level of job satisfaction www.onrec.com/news/news-archive/hairdressers-come-second-top-in-job-satisfaction-league

2.1B are you satisfied?




14 – 16 � using information and advice to make financial decisions

� work, income and deductions � Longer term financial planning


� Personal and economic links with the wider world


KS3: 3 explain how you have benefited as a learner from career and work-related learning activities and experiences5 identify different kinds of work and why people’s satisfaction with their working lives varies

KS4: 3 review and reflect upon how you have benefited as a learner from career and work-related learning activities and experiences5 explain how work is changing and how this impacts on people’s satisfaction with their working lives

Post 16: 3 be proactive in taking part in career and work-related learning activities and assessing the benefits to you as a learner 5 recognize the personal, social and economic value of different kinds of work and be critically aware of key debates about the future of work

career happiness and wellbeing


overview

start by getting students to complete the true/false quiz on Activity Sheet B (first checking that answers are still valid). this will highlight some of the main financial issues and discussion will naturally arise from the points covered. notes are given with the answers to help facilitate this.

as a way of consolidating the main points, show the students the short video tuition Fees and student Loans on the uCas website (www.ucas.com/ucas/undergraduate/finance-and-support/tuition-fees-and-student-loans)

alternatively, start with the video and then proceed to Activity Sheet B as a means of checking learning.

in small groups students should then work on Activity Sheet c in which they calculate some figures based on student sam’s case study. depending on the level of students’ ability, some optional clues have been added which can be used to assist anyone struggling with the methodology.

extension work

students should access and consider some of the other short videos on the uCas website which cover financial matters such as starting a student bank account, working while studying and managing a student budget.

they can do this by visiting www.ucas.com/connect/videos#js=on and typing the word ‘money’ into the “show me videos on….” box.

Pathways2.2A university


11 – 14 � Borrowing money and managing debt � Connections between the world of work and future economic well-being


14 – 16 � Planned borrowing and saving � Longer term financial planning

16 – 19 � Paying, borrowing and saving � Financial planning and budgeting � Links between work, life choices and financial planning


KS3: 4 describe different ways of looking at people’s careers and how they develop13 show that you can manage a personal budget and contribute to household and school budgets14 look systematically at the choices and opportunities open to you when you reach a decision point15 know how to negotiate and make plans and decisions carefully to help you get the qualifications, skills and experience you need

KS4: 4 explain key ideas about career and career development13 show that you can manage your own money, understand personal financial documents and know how to access financial support for further study and training14 research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals15 know how to make important plans and decisions carefully including how to solve problems and deal appropriately with influences on you

Post 16: 4 be proactive in taking part in career and work-related learning activities and assessing the benefits to you as a learner13 develop your personal financial capability to improve the decisions you make that affect your everyday living, further study, training and work14 research and evaluate progression pathways and return on investment for the higher and further education, training, apprenticeship, employment and volunteering options that are open to you15 know how to make career enhancing plans and decisions


overview

to set the scene start by watching the following video about apprenticeships: www.youtube.com/watch?v=Kauxrtroo34.

use Activity Sheet d to examine some principles of budgeting. students should start by reading the diary extracts which contain a lot of information they will need in the activity.

when they have done this, take any questions which arise, group the students in pairs and hand out the recording sheet.

ask students to go back to the diary, pick out the relevant figures and enter them into the table and make any necessary calculations. You may wish to provide some of the figures as a starting point (an answer sheet is provided for ease of reference).

debrief the activity and consolidate the key points about budgeting and financial planning such as the need to monitor and change according to circumstances. are there broad categories which the apprentice has not thought about – if so what proportion should be set aside for these things?

in particular ask students to think about what the apprentice might do with the surplus. the key options are, of course, spend more or save (or possibly donate some of it).

what sort of amounts would be feasible and appropriate in each case? what might happen if expenditure was more than income?

extension work

to give students some budgeting practice ask them to write up a simple budget plan for themselves in their current situation showing income and broad categories of outgoings.

2.2B


11 – 14 � Financial paperwork and budgeting � Connections between the world of work and future economic well-being


14 – 16 � Planning and budgeting � work, income and deductions � Longer term financial planning

16 – 19 � Financial planning and budgeting � Links between work, life choices and financial planning


KS3: 4 describe different ways of looking at people’s careers and how they develop7 be aware of what job and labour market information (LMi) is and what it can do for you13 show that you can manage a personal budget and contribute to household and school budgets14 look systematically at the choices and opportunities open to you when you reach a decision point15 know how to negotiate and make plans and decisions carefully to help you get the qualifications, skills and experience you need

KS4: 4 explain key ideas about career and career development7 find relevant job and labour market information (LMi) and know how to use it in your career planning13 show that you can manage your own money, understand personal financial documents and know how to access financial support for further study and training14 research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals15 know how to make important plans and decisions carefully including how to solve problems and deal appropriately with influences on you

Post 16: 4 be proactive in taking part in career and work-related learning activities and assessing the benefits to you as a learner7 draw conclusions from researching and evaluating relevant job and labour market information (LMi) to support your future plans13 develop your personal financial capability to improve the decisions you make that affect your everyday living, further study, training and work14 research and evaluate progression pathways and return on investment for the higher and further education, training, apprenticeship, employment and volunteering options that are open to you15 know how to make career enhancing plans and decisions

apprenticeship

Pathways


employment terms and conditions2.3A Payments

overview

start by showing students the minimum wage table on www.dailymail.co.uk/news/article-2998028/Minimum-wage-rise-3-6-70-october-businesses-forced-share-benefits-recovery-employees.html.

ask them what they notice and ensure that they understand what the minimum wage is and how it operates (facts and information at www.gov.uk/national-minimum-wage).

it is worth taking some time over this to make sure it is properly understood and what they can do if an employer is not offering this.

encourage a discussion on whether rates are fair and proportional. Get them to work out what the monthly and yearly incomes would be for someone earning just the minimum wage. how far would this go? how much more than this would they like to earn?

in the light of their responses show students the following table of average yearly earnings for professional footballers:

Premiership £1,162,350

Championship £211,068

League one £73,320

League two £38,844

ask them to think of reasons for why footballers are able to command such sums. is this right/fair? Compare these figures with the average nurse’s pay (£23,091).

ask students also to consider the source of the money for making these payments (private business v. the public purse). would higher taxation be acceptable in order to be able to pay public servants more?

how might footballers increase their earnings even further? [Bonuses for wins, playing for national side, sponsorship/endorsement, appearance fees, transfer fees (typically 5%)]

extension work

ask students to research the national Living wage and find out how this differs from the minimum wage.




14 – 16 � work, income and deductions � Longer term financial planning



KS3: 4 describe different ways of looking at people’s careers and how they develop5 identify different kinds of work and why people’s satisfaction with their working lives varies9 be aware of the laws and by-laws relating to young people’s permitted hours and types of employment; and know how to minimise health and safety risks to you and those around you

KS4: 4 explain key ideas about career and career development7 find relevant job and labour market information (LMi) and know how to use it in your career planning

Post 16: 4 explain the impact of changing career processes and structures on people’s experience and management of their own career development7 draw conclusions from researching and evaluating relevant job and labour market information (LMi) to support your future plans


overview

with reference to the footballers’ rewards from the first part of this section, ask students what extra (non-monetary) benefits might players get, for example kit, other clothing, travel upgrades, holidays, company cars, health care, entertainment, child care, private security. how important do they think these extras are to players making decisions about their futures?

now get students to brainstorm the sorts of financial benefits which a business organisation or company might offer its employees over and above the basic salary. this might include monetary bonuses, shares in the company or a pension scheme.

also get them to brainstorm other benefits such as a company car, a subsidised canteen or crèche facilities. although these are not directly financial benefits they all have cost implications for the company and aim to save the employee money.

to demonstrate the financial aspect of such benefits use Activity Sheet e. Give each student a copy of this leaflet from a fictitious company, Fun2work4, announcing their updated flexible benefits scheme.

ask students to work on their own first and to imagine they are a new employee of the company deciding which benefits to choose for themselves. use a scale of 6 (most preferred) to 1 (least preferred) to record preferences. then arrange the students in small groups and hand out the second group work sheet.

ask them to work out their average group score and compare this with their individual scores. how much agreement or discrepancy was there? then, working collaboratively, they should make notes of a discussion on the pros and cons of the different types of benefit on offer.

extension work

students should look at the small-print of an actual flexible benefit scheme to give them experience of checking details, e.g. a bicycle for work scheme such as www.cyclescheme.co.uk/ or a childcare voucher scheme such as www.kiddivouchers.com/.

are there, for instance, any criteria which have to be specifically met or exclusions in certain circumstances?

2.3B Benefits







KS3: 4 describe different ways of looking at people’s careers and how they develop5 identify different kinds of work and why people’s satisfaction with their working lives varies9 be aware of the laws and by-laws relating to young people’s permitted hours and types of employment; and know how to minimise health and safety risks to you and those around you

KS4: 4 explain key ideas about career and career development7 find relevant job and labour market information (LMi) and know how to use it in your career planning13 show that you can manage your own money, understand personal financial documents and know how to access financial support for further study and training

Post 16: 4 explain the impact of changing career processes and structures on people’s experience and management of their own career development7 draw conclusions from researching and evaluating relevant job and labour market information (LMi) to support your future plans13 develop your personal financial capability to improve the decisions you make that affect your everyday living, further study, training and work

employment terms and conditions


overview

start by focusing on those sports careers where players and performers typically need to prepare for changes in their mid-30s, e.g. when their careers are coming to a close for physical reasons. ask students for examples of players and performers who have gone through this transition and what they did before and afterwards (e.g. managing and coaching, media commentating).

Give out copies of Activity Sheet F. ask students in pairs to answer the questions on this timeline sheet. they should arrive at a consensus through discussion and make a note of their answers for the plenary.

debrief the activity (using the notes on the reverse of the resource sheet) and highlight key learning points about psychological and financial changes during transitions.

extension work

ask students to carry out further research into the state pension and the state pension age. Challenge them to work out whether this will be enough to meet their perceived needs and wants.

changing career2.4A all change







KS3: 1 describe yourself, your strengths and preferences5 identify different kinds of work and why people’s satisfaction with their working lives varies13 show that you can manage a personal budget and contribute to household and school budgets14 look systematically at the choices and opportunities open to you when you reach a decision point17 show that you can be positive, flexible and well- prepared at transition points in your life

KS4: 1 recognise how you are changing, what you have to offer and what’s important to you5 explain how work is changing and how this impacts on people’s satisfaction with their working lives14 research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals17 review and reflect on previous transitions to help you improve your preparation for future moves in education, training and employment

Post 16: 1 assess how you are changing and be able to match your skills, interests and values to requirements and opportunities in learning and work5 recognise the personal, social and economic value of different kinds of work and be critically aware of key debates about the future of work14 research and evaluate progression pathways and return on investment for the higher and further education, training, apprenticeship, employment and volunteering options that are open to you17 know how to develop and use the strategies you will need to cope with the challenge of managing your career transitions


overview

explain that another reason why people may change their career is because of losing their job, particularly in the case of redundancy. ensure that students understand this term and that it is not the same as being dismissed/fired. if redundancy occurs then they have certain rights and expectations.

use the case study on Activity Sheet G to help students understand the financial implications of such an occurrence.

once the calculation has been completed this will provide a sound basis to discuss the financial implications of taylor’s situation. Give students a figure representing taylor’s outgoings and ask them to work out how long taylor’s redundancy money will last. this is also a good opportunity to discuss how savings can help to offset such a situation.

it would also be useful to guide students to the state benefits that exist for people who become unemployed. use the information at www.gov.uk/jobseekers-allowance as a starting point for this.

extension work

ask students to write up taylor’s story after being made redundant and how this is dealt with. Key ideas to think about include: self-esteem, hope, optimism, adaptability, resilience, transition and financial management.

2.4B starting over

pfeg financial education planning framework 11-19 www.pfeg.org/secondaryplanningframework






KS3: 1 describe yourself, your strengths and preferences5 identify different kinds of work and why people’s satisfaction with their working lives varies13 show that you can manage a personal budget and contribute to household and school budgets14 look systematically at the choices and opportunities open to you when you reach a decision point17 show that you can be positive, flexible and well- prepared at transition points in your life

KS4: 1 recognise how you are changing, what you have to offer and what’s important to you5 explain how work is changing and how this impacts on people’s satisfaction with their working lives14 research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals17 review and reflect on previous transitions to help you improve your preparation for future moves in education, training and employment

Post 16: 1 assess how you are changing and be able to match your skills, interests and values to requirements and opportunities in learning and work5 recognise the personal, social and economic value of different kinds of work and be critically aware of key debates about the future of work14 research and evaluate progression pathways and return on investment for the higher and further education, training, apprenticeship, employment and volunteering options that are open to you17 know how to develop and use the strategies you will need to cope with the challenge of managing your career transitions

changing career


lifelong learning2.5A employability

overview

ask students to work independently on a definition of employability. then ask them to compare their definition with a partner and between the two of them to come up with a shared definition. Follow this with a discussion to reach a working definition for use in the rest of the session.

[A definition from the Confederation of British Industry (CBI) – Employability is the possession by an individual of the qualities and competences required to meet the changing needs of employers and customers and thereby realise his or her aspirations and potential in work].

Give pairs of students a set of employability cards (Activity Sheet H) and ask them to set out the first three headings in front of them (essential; desirable; neither desirable nor essential). Call out a job (e.g. doctor) and then ask the students to sort the other cards into the three columns as they deem appropriate.

discuss outcomes and ask one of the students to name a job. have students re-sort cards for this. repeat several times or alternatively get the pairs to challenge each other.

are there skills which appear as essential across a range of employment? what are the skills which appear to be least in demand?

Link this to the probable monetary outcome – the more skilled someone is, the more likely they are to command a good salary. why will a brain surgeon earn more than a shop assistant or a stock market trader more than a rubbish collector? do students think that a developed skill can have a monetary value placed upon it?

extension work

students construct a personal statement and add to their CV their personal qualities, abilities and attributes.







KS3: 1 describe yourself, your strengths and preferences2 tell your own story about what you are doing to make progress, raise your achievement and improve your wellbeing11 recognise the qualities and skills needed for employability and provide evidence for those you have demonstrated both in and out of school15 know how to negotiate and make plans and decisions carefully to help you get the qualifications, skills and experience you need

KS4: 1 recognise how you are changing, what you have to offer and what’s important to you2 be positive about your own story and the responsibility you are taking for your own progress, achievements and wellbeing4 explain key ideas about career and career development11 show that you have acquired and developed qualities and skills to improve your employability15 know how to make important plans and decisions carefully including how to solve problems and deal appropriately with influences on you

Post 16: 1 assess how you are changing and be able to match your skills, interests and values to requirements and opportunities in learning and work2 create positive accounts of your own story emphasising the responsibility you are taking for managing your own progress, achievement and wellbeing4 create positive accounts of your own story emphasising the responsibility you are taking for managing your own progress, achievement and wellbeing11 explain what you are doing to improve your employability and to meet the expectations of employers and co-workers15 know how to make career enhancing plans and decisions17 know how to develop and use the strategies you will need to cope with the challenge of managing your career transitions


overview

return to the card sort exercise (Activity Sheet H). this time use the second set of header cards (high priority, Medium priority and Low priority). ask each pair of students to take it in turns to sort the cards into these columns as applicable to themselves.

nB: Low priority can encompass skills already sufficiently developed as well as those that would not be needed in a particular circumstance.

ask students to make a record of the outcomes of the card sort. Conclude the session by having a discussion about how students might develop the essential skills they have identified (e.g. relevant work experience, part-time jobs, contributing to extra-curricular activities, volunteering and keeping up existing sports and hobbies and developing new ones).

extension work

ask students to use the notes of the card sort outcomes to write a short plan for further developing the skills that are important to them. ask them to think about not only what skills they wish to develop but how they are going to achieve this and over what time period.

2.5B upskilling

pfeg financial education planning framework 11-19 www.pfeg.org/secondaryplanningframework






KS3: 1 describe yourself, your strengths and preferences2 tell your own story about what you are doing to make progress, raise your achievement and improve your wellbeing11 recognise the qualities and skills needed for employability and provide evidence for those you have demonstrated both in and out of school15 know how to negotiate and make plans and decisions carefully to help you get the qualifications, skills and experience you need

KS4: 1 recognise how you are changing, what you have to offer and what’s important to you2 be positive about your own story and the responsibility you are taking for your own progress, achievements and wellbeing4 explain key ideas about career and career development11 show that you have acquired and developed qualities and skills to improve your employability15 know how to make important plans and decisions carefully including how to solve problems and deal appropriately with influences on you

Post 16: 1 assess how you are changing and be able to match your skills, interests and values to requirements and opportunities in learning and work2 create positive accounts of your own story emphasising the responsibility you are taking for managing your own progress, achievement and wellbeing4 explain the impact of changing career processes and structures on people’s experience and management of their own career development11 explain what you are doing to improve your employability and to meet the expectations of employers and co-workers15 know how to make career enhancing plans and decisions17 know how to develop and use the strategies you will need to cope with the challenge of managing your career transitions

lifelong learning

19A Practical Guide to Financial Education within Careers Educationa Practical Guide to Financial education within Careers education 19

Activity sheets


diamond nine activity

use with 2.1B: Are You Satisfied?

this activity involves arranging nine choices into priority order, in the shape of a diamond with the most important at the top and the least important at the bottom. the activity is useful in helping students make choices between competing alternatives. it encourages negotiation and the clarification of ideas.

required Structure

Women and men are treated equally in the

organisation

The organisation’s computer systems and networks run smoothly

The organisation encourages employees to use their skills and develop new ones

The work is varied and interesting

The atmosphere at work is friendly and easy-going

premises are kept clean and tidy (e.g. dusted,

lavatories cleaned, waste bins emptied)

good regular feedback is given on how well the job

is being done

staff are encouraged to suggest ways of doing

things better

There is a canteen with free/subsidised food

#

aCtiVitY sheet a

explain the required structure to the students and give each group a set of the following cards (ready cut up) to organise through discussion and agreement.


Questions true False

Your student loan is written off after 30 years

You have to start paying back your student debt as soon as you graduate

Your student debt affects your credit rating

the amount of maintenance loan you can get depends on where you live

You have to pay back a maintenance grant

whether you choose a course that costs £6,000 or £9,000 a year, you’ll still repay the same amount each month

usually graduates earn more than their peers who passed a levels but who didn’t go to university and get a degree

research shows that working more than 16 hours per week alongside studying for a levels usually results in students achieving a levels at least a grade lower than expected

if you have sufficient funds you can pay off your student loan early

taking a gap year is a good way of helping to fund a university place

Student finance quiz

use with 2.2A: Pathways – university

aCtiVitY sheet B


Student FinAnce QuiZ true False

Your student loan is written off after 30 years üYou have to start paying back your student debt as soon as you graduate ü

there is a threshold of earnings that has to be reached before repayment begins – currently this is £21,000 per year

Your student debt affects your credit rating üthe amount of maintenance loan you can get depends on where you live ü there is, for instance, a different rate

for London

You have to pay back a maintenance grant ü Loans have to be repaid – grants do not

whether you choose a course that costs £6,000 or £9,000 a year, you’ll still repay the same amount each month üusually graduates earn more than their peers who passed a levels but who didn’t go to university and get a degree üresearch shows that working more than 16 hours per week alongside studying for a levels usually results in students achieving a levels at least a grade lower than expected

ü

if you have sufficient funds you can pay off your student loan early ü depending on personal circumstances it may be wiser not to

taking a gap year is a good way of helping to fund a university place ü

this depends on what you do. spending a year earning can provide a cushion; spending a year travelling will probably involve more spending than saving

*use latest editions of the following guides to check the answers above are still valid

• student Finance england – www.sfengland.slc.co.uk/

• student Loan repayment Company – www.studentloanrepayment.co.uk/pls/portal/docs/page/rpipg001/rpips001/rpips006/sfe_terms_and_conditions_1516_d.pdf

• student room website – www.thestudentroom.co.uk/content.php?r=5659-student-Finance

• Money saving expert website – www.moneysavingexpert.com/students/student-loans-tuition-fees-changes

Student finance quiz answers*


aCtiVitY sheet B – Continued


Sam’s plan


aCtiVitY sheet C

sam took out a student loan for tuition and maintenance. on graduation, she owed £51,000.

Year one

For a while after graduation, sam earned less than £21,000 so did not have to start paying back the loan straight away. however, she was still liable to pay interest on the loan at the rate of inflation, which stood at 2.5%.

a) How much interest did Sam owe?

Year two

in the second year after graduating, sam earned £24,000. as this is above the threshold (£21,000) she must now start paying back the loan at the rate of 9% on the amount above this threshold. the payment is deducted by sam’s employer but how much will this be?

how much would be taken from sam’s salary?

b) for the whole year?

c) each month?

now that sam is earning above the £21,000 threshold the interest rate on the loan also changes. she is told that the interest rate will be 5.0 per cent.

d) How much interest did Sam owe in Year 2?

e) What was the total repayment for Year 2?

Finally

f) What was Sam’s total commitment in the first two years after graduating?


Sam’s plan – clues


aCtiVitY sheet C

if students are unsure of the calculations give them the following assistance:

a) How much interest did Sam owe?

Clue: 2.5% of £51,000

b) How much would be taken from Sam’s salary for the whole year?

Clue: 9% of £3,000

c) How much would be taken from Sam’s salary each month?

Clue: divide answer b) by 12

d) How much interest did Sam owe in Year 2?

Clue: 5% of £51,000

e) What was the total repayment for Year 2?

Clue: add answers b) and d)

f) What was Sam’s total commitment in the first two years after graduating?

Clue: add answers a) and e)


read these extracts from the diary of an apprentice

Januaryat last! transrail advanced engineering apprenticeship scheme opens. i have to apply by the end of March but it says on the website don’t leave it until the last minute. if i’m successful, i’ll start in september.

Aprili’ve passed the online aptitude tests! i’m going to an assessment centre next. they’ll pay my expenses.

Junei have to pass a medical test as well. it’s all to do with health and safety. i can get it done at my GP surgery.

Year one of the apprenticeship

Septemberi’m going to be earning £8,618 during my first year.

i’ll be living away from home in my first year. the residential training centre is 240 miles away. transrail will pay for my dormitory-style accommodation, three meals a day, my work clothing and personal safety equipment. they’re going to pay for me to go home for 10 planned long weekends, easter and Christmas. i’ve worked out my expenses for the year. i hope i can keep within my budget:

necessities (extra food, health products and toiletries) – £750

entertainment and treats (going into town, new clothes, tV licence, etc.) – £1,750

travel – £200

i’m going to start paying into the company’s pension scheme. it will cost me 3% of my salary in the first year, 5% in the second year and 7% in the third year.

AugustFor successfully completing my first year, i’ve been awarded a bonus of £1,150.

i have to pay national insurance (ni) on part of my gross salary and first year bonus. i don’t have to pay ni on the first £7,956 that i earn; but i have to pay it on the rest of my earnings. the rate is 12%.

Year two of the apprenticeship

Septemberwell, that’s my first year over. transrail have paid a lot of my expenses for me but now it’s down to me.

i’m going to be earning £12,055 in my second year. You don’t have to pay any tax on the first £10,600 you earn but i’ll have to pay income tax at 20% on £1,455.

Mum and dad lost £20.50 a week child benefit when i started my apprenticeship. now i’m living back at home and working, i’m going to give them £30 a week towards my food, washing, etc.

octoberi’m working and studying for the next two years at the depot nearest to my home. i could have chosen to go somewhere further away but i didn’t want the expense of renting a flat and i didn’t think i could really afford it anyway. actually, the depot is not that close to my home – it’s over an hour away on the train – and i do a mix of day shifts and night shifts. My travel costs would have been £300 per year but they’ve just brought in a scheme where i get a 25% discount and an interest free season ticket loan.

Junei reckon i’ll spend about £2,500 on necessities and entertainment this year, but i’m also planning to go on holiday abroad with some friends and that’s going to cost me £1,000 when i’ve paid for the flight, hotel, travel insurance and spending money while i’m there.

Year three of the apprenticeship

Septemberi’m going to be earning £14,364 during my third year. the full cost of my season ticket has gone up to £340 but i still get 25% off. i plan to give Mum and dad an extra £10 per week this year.

Junei’ve just taken out a new mobile phone contract so i reckon i’ll spend about £3,250 on necessities and entertainment this year, but i’m also planning another holiday abroad with some friends so that’s another £1,000.

Augusti’ve passed all my exams and successfully completed my apprenticeship. the best news is that transrail have offered me a job!

diary of an apprentice

use with 2.2B: Pathways – Apprenticeship

aCtiVitY sheet d


diary of an apprentice


aCtiVitY sheet d – Continued

Year one

item Money in item Money out

First year salary £national insurance at 12% on my earnings above £8,060

£

Bonus for successfully completing the first year

£ Company pension scheme (3% of salary) £

Personal expenses £

travel £

totAl £ totAl £

Year two


second year salary £income tax at 20% on what i earn above £10,600

£

national insurance at 12% on my earnings above £8,060

£

Company pension scheme (5% of salary) £


Contribution to family expenses £

holiday £

travel £

totAl £ totAl £

Year three


third-year salary £income tax at 20% on what i earn above £10,600

£


£

Company pension scheme (7% of salary) £


Contribution to family expenses £

holiday £

travel £

totAl £ totAl £


diary of an apprentice answers


aCtiVitY sheet d – Continued

Year one


First year salary £8,618national insurance at 12% on my earnings above £8,060

£66.96

Bonus for successfully completing the first year

£1,150 Company pension scheme (3% of salary) £258.54

Personal expenses £2,500

travel £200

totAl £9,768 totAl £3,025.50

Year two


second year salary £12,055income tax at 20% on what i earn above £10,600

£291


£479.40

Company pension scheme (5% of salary) £602.75


Contribution to family expenses £1,560

holiday £1,000

travel £225

totAl £12,055 totAl £6,658.15

Year three


third-year salary £14,364income tax at 20% on what i earn above £10,600

£572.80


£724.08

Company pension scheme (7% of salary) £1,005.48


Contribution to family expenses £2,080

holiday £1,000

travel £255

totAl £14,364 totAl £8,887.36


use with 2.3B: Benefits

aCtiVitY sheet e

Fun2work4 benefits schemeFun2work4 has been voted 99th in the sunday Morning newspaper’s list of the 100 best companies to work for. this year we have negotiated with our new providers a benefits package that is bigger and better than ever before.

take some time to look at all the exciting options and decide what would be best for you. award 6 next to your top choice, 5 to your second choice and so on down to 1 for your last choice.

6 = top choice 1= lowest choice details of this year’s u-benefits scheme from Fun2work4

confidential telephone advice service when you need it Qualified advisers are on hand to help employees deal with issues and problems such as stress, bullying, relationship difficulties, alcohol/substance misuse, debt and financial pressures, tax and legal difficulties, work/life balance. Cost: free

Private Medical insurance we have negotiated affordable medical insurance cover with a leading healthcare provider. it will enable you to reduce the waiting time for referrals and treatment, choose the hospital and get a private room. it does not cover chronic illnesses such as diabetes, normal pregnancy and childbirth, injuries relating to dangerous sports or cosmetic surgery to improve your appearance. Cost: £33 per month

childcare Vouchers Fun2work4 will supply you with childcare vouchers up to £243 per month by deducting the cost of the vouchers from your salary before tax and national insurance (called ‘salary sacrifice’). we top up the value of the vouchers with the money you’ve saved on tax and national insurance which means you get 32.5% extra. these vouchers can be used to pay for nursery, preschool, a nanny or a childminder up until a child’s 15th birthday. Cost: £265 worth of vouchers will cost you £200 per month

Gym Membership Fun2work4 has negotiated membership of the Fit gym chain at a discounted rate. Gym membership is a taxable benefit, so employees will pay a bit towards it. Cost: £35 per month

Bike to work Cycling to work helps you stay fit and reduces your carbon footprint. Fun2work4 will hire the bike for you. You make payments for one year only and then after three years the bike is yours. Fun2work4 withholds the cost of the bike hire from your salary under a scheme called ‘salary sacrifice’ which means you do not pay the tax (20%) and national insurance (12%) on the money spent on the bike if you are a basic taxpayer. Cost: Choose a £750 bike but only pay £563 over 12 months (a saving of 25%)

Buying annual leave the cost of buying extra holiday will be based on your rate of pay following the Government’s rules. the hr department will work this out for you. You can take a maximum of five extra day’s holiday per year. Cost: Your daily rate of pay for each full day taken


use with 2.3B: Benefits

aCtiVitY sheet e – Continued

Fun2work4 benefits scheme Group work

work out the average group score for each of the six items. (add up the points you have individually awarded and divide by the number of people in the group). write these down below.

How does your order compare with the group order?

type of flexible benefit Plus points Minus points

Confidential telephone advice service

Private medical insurance

Childcare vouchers

Gym membership

Bike to work

Buying annual leave

what are some of the plus points and minus points of taking the various benefits in the Fun2work4 scheme?


use with 2.4A changing careers: All change

aCtiVitY sheet F

career change timeline1. When do most people doing these occupations normally retire? (enter the identifying letter for each) in the appropriate box

a) Ballet dancers

b) Footballers

c) Police constables

d) army officers

late 20s to early 30s

Mid 30s to late 30s

early 40s to Mid 40s

late 40s to early 50s

Mid 50s to late 50s

early 60s to Mid 60s

2. Why do people retire in mid-life in certain occupations?

3. What effect do you think the abolition of the retirement age (previously age 60 for women and age 65 for men) will have on people in occupations such as teaching?

4. What effects might changing career or retiring early have on someone’s personal finances?


1a Ballet dancers – early 30s. some retire earlier and a few continue into their late 30s. they lose flexibility and suppleness. sometimes the motivation goes as well. Ballet dancers can go on to teach ballet, write reviews or work in ballet management and promotion. a talented few can work as choreographers. others will pursue careers outside ballet.

1b Footballers – mid to late 30s or even earlier at the highest level of the game. some go on to do coaching qualifications and enter football management. some become media commentators.

1c Police constables – the compulsory retirement age is 60 for constables, sergeants, inspectors and chief inspectors. officers with 25 years’ pensionable service can retire at age 50. officers with 30 years’ pensionable service can retire before age 50. some use their police skills in the commercial sector (e.g. insurance fraud, loss prevention in retail, security guard, private investigator).

1d army officers – only 2% of service personnel serve a full career through to age 55. all pensions are paid at age 65 provided they have served at least 2 years. in addition to this preserved pension, officers are eligible for early departure Payments and a tax free lump sum after completing 18 years’ service and having reached age 40. those officers serving until their 55th birthday will receive a further tax free lump sum and their pension when they retire the army publishes information about how it prepares people for the return to civilian life www.army.mod.uk/welfare-support/23590.aspx. around 20,000 personnel retire each year and many try to find work using the skills they have learned in the army.

2. People retire in mid-life for a number of reasons including:

• personal choice having earned sufficient to do so

• physical limitations

• burn-out

• stress/ill health

• to care for a partner or relative

• family obligations

3. the normal pension age for teachers is now 65 but teachers can take their pension as early as age 55 on reduced benefits. it is likely that more and more teachers will choose to work part-time as they get older and to do related jobs such as examining and private tutoring.

4. this is a fairly open ended question with many possible responses. the key point is that earned income will drop severely or even entirely and income from savings/investments will need to come into play. ensure that students understand the difference between the state pension and having a workplace/personal pension. information about both types of pension can be found at: www.gov.uk/browse/working

use with changing careers: All change

aCtiVitY sheet F – Continued

career change timeline teacher notes


use with 2.4B Starting over

aCtiVitY sheet G

case Study: redundancyBelow are two key letters from the career of taylor who joined aBC Ltd. at age 20

letter of appointment – 9th october 2011

dear taylor

i am writing to confirm your appointment to aBC Ltd. as a marketing assistant starting from 1st november. You will be expected to work 37.5 hours per week. this position is offered subject to satisfactory reference and pre-employment checks and completion of the six-month probationary period during which time your performance will be reviewed.

this is a permanent position and you will therefore be entitled to all staff benefits. Your salary will be £21,000 per year, paid directly into your bank account on the last day of each month. You will be entitled to 4 weeks holiday per year plus Bank holidays.

we are all looking forward to working with you and hope you will soon feel part of the team. if you have any questions, please contact me.

redundancy letter – 4th February 2015

dear taylor

Further to our recent meeting, i regretfully confirm that your employment with us is terminated with effect from 1st March. Your position has been made redundant as a result of the considerable reduction of current and future workload and in no way reflects your performance in your job which has been outstanding.

as stated at our meeting, the terms of your redundancy are as follows:

• 3 weeks’ notice based on one week for each complete year of service up to a maximum of twelve weeks

• you have three qualifying years for redundancy calculation at a rate of £428 per week which is not subject to income tax.

• your holiday with pay entitlement for the year to date is 20 days less 16 days already taken, leaving you with a balance of four days @£85.60 per day which will be paid to you in your final salary slip

Finally, i should like to thank you for your service with aBC Ltd. and convey to you my very best wishes for the future and trust that you will be successful in quickly gaining further employment.

half a week’s pay for each full year under 22 years of age £

one week’s pay for each full year when 22 or older, but under 41 £

one and half week’s pay for each full year when 41 or older £

holiday pay £

totAl £

Calculate taylor’s redundancy/outstanding holiday payment based on the following


use with 2.5A employability and 2.5B upskilling

aCtiVitY sheet h

employability skills cards

essential desirableneither desirable

nor essential

top priority Middle priority low priority

#

reading, writing and speaking well

(literacy)talking to people

using figures (numeracy)

Being able to work with others

(teamwork)

Being creative and innovative

Being able to concentrate well

Being punctualKeep going at a

physical task

Listening and communicating

Being accurate Being dextrous Being conscientious

Being organised Being polite Being trustworthy using your initiative

Being confident Being patient attending regularlyBeing likeable and

well turned out

#


use with 2.5A employability and 2.5B upskilling

aCtiVitY sheet h – Continued

employability skills cards

the blank cards can be used by the teacher or the students to write in other employability skills

Being resilient Being adaptableBeing a problem

solverhaving a positive ‘can-do’ attitude

Being determined to do well

Customer carehaving business and commercial

awareness

using information technology well (digital literacy)

showing initiative and enterprise

Being able to planBeing well-organised

willing to learn

analytical decision-making skills

integrityBeing hardworking

(work ethic)Being able to

manage your time

accepting constructive criticism

Being able to work under pressure

reacting well to new demands

adaptable to change

#


www.pfeg.org www.young-enterprise.org.ukregistered Charity no.313697

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