This Unit has 3 sections designed to cover work in either Yr 3, 4, 5 and 6 or as a self contained Consumer Education package deliverable as an intense experience.
This unit has been developed by Cambridgeshire County Council Trading Standards Service in conjunction with Cambridgeshire PSHE Service and all necessary teaching notes and activities can be accessed via the Ask Cedric website.
Unit 1 - Healthy and Safe Lifestyles
Children will learn about the different factors that affect their health and their safety. When exploring the concepts of 'being healthy', they will learn basic information about healthy eating and balanced diets.
They will also examine different areas of safety and think about how dangers can be avoided in a range of scenarios. They will also look, in particular, at the implications smoking and the importance of the Firework Code on Bonfire night.
Unit 2 - Making Consumer Choices
Children will consider the difference between 'needs' and 'wants' and look at the different ways in which they make choices. They will examine the reasons why they make the decisions they do and, in particular, will consider the effect that advertising has on those decisions.
Children will also learn about making simple financial decisions. They will learn how to look after money and realise that future wants and needs may be met through saving They develop an understanding that people have different financial circumstances, attitudes and values and that standards of living vary across time and place.
This unit addresses the following aspects of the non-statutory framework for PSHE and citizenship at key stage 2:
Developing confidence and responsibility and making the most of their abilities
Pupils should be taught:
1a to talk and write about their opinions and explain their views on issues that affect themselves and society
1c to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action
1f to look after their money and realise that future wants and needs may be met through saving.
Preparing to play an active role as citizens
Pupils should be taught:
2f to resolve differences by looking at alternatives, making decisions and explaining choices
2j that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
2k to explore how the media present information.
Developing a healthy, safe lifestyle
Pupils should be taught:
3a what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices
3d which commonly available substances and drugs are legal and illegal, their effects and risks
3e to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable
3f that pressure to behave in an unacceptable or risky way can come from a variety of different sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong
Developing good relationships and respecting the differences between people
Pupils should be taught:
4a that their actions affect themselves and others, to care about other people's feelings and to try and see things from their points of view
4b to think about the lives of people living in other places and times and people with different values and customs
4g where individuals, families and groups can get help and support.
Breadth of Opportunities
During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:
5a take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]
5b feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take]
5d make real choices and decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]
5g consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]
5h find information and advice [for example, through helplines; by understanding about welfare systems in society]
Through the activities in this unit, children will be able to understand and use words relating to:
Every suggested teaching area on the teaching plan is linked to:
You may also wish to speak to your own local Trading Standards Department for help and advice on Consumer Education. You can find your local office in the telephone directory or by typing in your School's postcode on the Trading Standards Institute website (www.tradingstandards.gov.uk/).
Financial Capability through Personal Finance Education
Education for financial capability through personal finance education contributes to consumer education by enabling students to: make independent and informed decisions about budgeting, spending, saving, investing, using credit and obtaining value for money; understand their own and other's needs and to consider the effects of their decisions on individuals, groups, families and communities.
Financial capability encompasses three interrelated themes
The DfES and QCA have identified the teaching of personal finance to develop financial capability as an important aspect of the PSHE and Citizenship framework at all key stages. Additional guidance is given in Financial Capability through Personal Finance Education: Guidance for Key stage 3 and 4. The publication outlines the place of financial capability in the whole school curriculum, identifies what it might look like at each key stage and suggests the best methods for delivery.
The Financial Services Authority (FSA)
The FSA has a statutory duty to promote understanding of the financial system, a responsibility that includes pupils and students as well as adults. The aim is to provide individuals with the knowledge, aptitude and skills necessary to become questioning and informed consumers of financial services and manage their finances effectively. To be successful in meeting this objective it is crucial to work with teachers in order to help young people improve their financial capability as part of their preparation for adult life.
The FSA supports the work of teachers through:
For more information contact Steve Stillwell
Tel: 020 7676 4516
Personal Finance Education Group (pfeg)
Pfeg's goal is to promote and facilitate education of all UK school pupils about financial matters so they can make independent and informed decisions about their personal finances and long term security. The pfeg website (www.pfeg.org) lists teaching resources by age and key stage and shows how each is linked to the curriculum. The pfeg Quality Mark for recommended teaching resources is designed to raise standards and enable teachers to feel confident about the educational relevance of teaching resources.