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1、6. understand the importance of savings and ways of doing it7. set a saving and investment planLevelKS3 （Secondary 3）Duration3-4 cycles （around 7-8 periods of 40 minutes each）ContentWhat is money? The origin of money Uses and limitations of money Different forms of paymentAm I a smart spender? Under

2、standing of personal expenditure Factors affecting my spending Spending skillsHow to be rich? The meaning of rich Sources of money The importance of savings Types of bank deposits and the variations of interest rates Different kinds of investment Risks of investment Saving and investment planContinu

3、um of Learning for Personal Financial EducationKS 1 （Primary 1-3）&KS 2 （Primary 4-6）KS 3 （Secondary1-3）KS 4（Secondary 4-5）（Secondary 6-7）General Studies Use of pocket money, savings The different types of work in society The importance of making rational consumer decisions and ways of doing it Our r

4、ights and responsibilities as consumers of goods and servicesMathematics Number Measures AlgebraKey concepts of the module What money is Income and expenditure Personal budgeting Saving up and investing for futureTechnology Education Home management and Technology Resources management Consumer Educa

5、tion Information Processing and PresentationPSHE The rights and responsibilities of consumers Services provided by common financial institutions Effective decisions as consumers, producers, savers and investors Number & AlgebraCommerce Financial Statements and Capital Stock Exchange Finance and Bank

6、ing Insurance AdvertisingHome Economics Consumer Studies and Money ManagementEconomics Money and BankingEPA The Individual as a ConsumerBusiness Studies （AL） Financial Management Risk ManagementPrinciples of Accounts （AL） Cash Flow Statement Budgeting Investment AppraisalEconomics （AL） Money The Pri

7、ce LevelPosition of Personal Financial Education in Technology EducationPersonal Financial Education What is Money?Key Stage: 3 （Secondary 3）Duration: 40 minutes（A） Key FeaturesIn the learning activities, students are expected to: Understand the origin of money Find out the uses of money Find out th

8、e limitations of money（B） Task Definition Working in groups of 4 or 5, students try to trade for what they want, e.g. snacks, stationery, etc. They have to share their feelings after the activity and explain why money is needed for todays society. In groups of 6 or 8, students discuss and debate on

9、what money can and cannot buy. Then, they have to conclude the uses and limitations of money.（C） Integrated Dimension of TechnologyIn the learning activities, students will incorporate the following learning elements: Resources Management- Personal financial budgeting（D） Intended Learning Objectives

10、Knowledge ContextsProcessImpactStudents should be able to: Tell the origin of money Know about different methods of payment Apply different methods of payment in daily life Reflect their personal values and attitudes towards money（E） Lesson Sequences1. Students are divided into groups to trade for w

11、hat they want such as snacks, stationery, etc. They have to share their feelings after the buying and selling activities. Then, students try to explain why money is needed for todays society.2. Students compare the uses of stones, shells, metal and paper as money.3. In groups of 6 or 8, students dis

12、cuss and present ideas on what money can and cannot buy in a debate. Teacher helps students to recognize the uses and limitations of money.4. Students brainstorm the daily expenses of teenagers and then consider the feasibility of different methods of payment.（F） Evaluation Learning ExpectationAsses

13、smentAssessorDemonstrate analytical abilityDebate/ Discussion/ ObservationTeacherOrganize and present ideas effectivelyDebate/ PresentationTeacher and PeerCommunicate with team members in completing the taskObservation ChecklistPersonal Financial Education Am I a Smart Spender? 120 minutes Prioritiz

14、e needs and wants on a limited amount of money Apply spending skills before making purchasing decisions Prepare budgets to plan and manage personal income and spending Students identify and prioritize their personal needs and wants within a week or a month. Then, they have to allocate the money to t

15、he items in accordance with their limited budgets. In groups of 4 or 5, students are assigned to choose an item for applying comparative shopping skills. They have to consider the items to be compared. Then, prioritize the alternatives for purchasing decisions. Each student works out a budget that s

16、upports personal financial goals. Then, follow the planned budget for a period of time, evaluate and make adjustments.（C） Integrated Dimensions of Technology Home Management & Technology- Management of family resources and budgeting- Financial budgeting- Consumers rights and consumers choices- Appli

17、cation of information technology（D） Intended Learning Objective Understand personal spending pattern Realize the influences of advertisements on spending money Realize the influences of peer on personal expenditure Identify the rights and responsibilities of consumers Tell the reasons for maintainin

18、g a budget Prioritize needs and wants on a limited budget Develop prudent and positive attitudes in managing their personal finance Realize their personal responsibilities in using their money1. Students recall their personal income and expenditure of last week and examine their current spending pat

19、terns. Then, think of categories that might be added in the near future.2. Students check their personal belongings such as clothing in wardrobe, computer games, stationary etc. and find out the items which are often or seldom used. Then, work out the percentage of items that are really needed.3. St

20、udents identify and prioritize their personal needs and wants within a week or a month. Then, they have to allocate the money to the items in accordance with their limited budgets.4. From videotaped advertisements, students try to discover messages that may affect their purchasing decisions.5. Stude

21、nts assess the influences of peer on their personal expenditure through case study.6. In groups of 4 or 5, students choose an item for applying comparative shopping skills. They have to consider the items to be compared. Then, prioritize the alternatives for purchasing decisions. Students will prese

22、nt their work in the next lesson.7. Teacher helps students to realize other spending skills before making purchasing decisions.8. Teacher revises with students the rights and responsibilities of consumers.9. Students share experiences of spending most of the allowance early in the week and having little left for other expenses later. Then, discuss the reasons of maintaining a budget and the consequences of poor budgeting or not following a good budget.10. Each student works out a budget that supp