Project model of a financial literacy school. Project “Creating a school educational environment to improve financial literacy of junior schoolchildren. Brief summary of the project

Municipal autonomous educational institution

"Average comprehensive school №8

Labytnangi, Yamalo-Nenets Autonomous Okrug

Project

"Mopeu&I"

Terzi E.G., primary school teacher,

economist

2016

Justification of the relevance of the project topic…………………………………..

Design object………………………………………………………

Subject of design………………………………………………………..

Design hypothesis…………………………………………..

Goals and objectives of the project……………………………………………………………

Expected results………………………………………..……………………………..

Action plan for project implementation………………….

Justification of the relevance of the project topic

The approximate basic educational program of general and secondary education includes modules on the basics of financial literacy. In this regard, in the 2016-2017 academic year, many Russian schools will begin financial literacy classes focused on solving applied problems of everyday life. It is expected that interest in new topic will grow, stimulating the development of both special educational programs on financial literacy and individual modules included in existing subjects school curriculum. This project is a response to the challenge of time. Its relevance has matured given the fact that, for the most part, the older generation did not have the opportunity to receive practical knowledge in the field of finance and passing on experience to their children and grandchildren. The modern generation of Russian youth in a market economy is in dire need of mastering basic skills of planning, saving and increasing, in other words, managing their personal finances.

The main idea of ​​this innovative project

Children are our future, and we must instill in them the basics of financial culture, introduce them to the basic rules of personal financial planning and financial security, so that tomorrow it will be easier for them to enter adulthood, and for some, to decide on the choice of a future profession.

Design object:

financial literacy school for students in grades 1-11 in

secondary school.

Subject of design:

Formation of financial literacy of children as an important means of long-term improvement of the global financial system, an effective measure to improve the quality of life and financial security of the population and future generations of citizens through the creation of a school of financial literacy.

Design hypothesis: creation of a financial literacy schoolwill provide :

motivating schoolchildren to think about the financial aspects of their future,take a responsible approach to planning needs life cycle. ;

improving the quality of knowledge in mathematics;

Goal and objectives of the project:

Target: develop and implement a financial literacy school model for schoolchildren,aimed at developing reasonable financial behavior and a responsible attitude towards personal finances, as well as improving the protection of the rights of consumers of financial services.

Tasks:

Create a financial literacy school

Organizeevents aimed at increasing students' awareness of the Russian financial system, its structure, functions and tools.

To instill active financial behavior in students.

3. Expected results:

The opening of a financial literacy school will ensure

Nurturing personal financial security

It will promote self-determination of students in choosing a future profession.

Will ensure integration of subjects at school: mathematics and financial literacy lessons

Will ensure the creation and testing of new proprietary programs.

Will create comfortable conditions for organizing educational and extracurricular activities of students

Update the content of educational work;

Will ensure continuity in organization and content educational process in primary and secondary schools;

Action plan for project implementation

Events

Deadlines

Responsible

1

Project development

Model for creating a financial literacy school

"Mopeu&I"

September

2

Development of extracurricular activities programs on financial literacy

September

3

Organization of extracurricular activities

4

Conducting the autumn session of the Project

"Online FG lessons"

September

5

Conducting FG Days: business games, round tables, open classes

According to a separate schedule

7

Excursions to financial institutions

for the purpose of introducing banking products and career guidance to schoolchildren

8

Participation in school intellectual competitions

Under contract

Averina-Kutsenko Elena Vladimirovna, teacher of geography and economics, Lyceum No. 86
Kreskova Yulia Vasilievna, teacher of history and social studies, MBOU “Gymnasium No. 166 of the city of Novoaltaisk, Altai Territory”
Merkulov Artyom Viktorovich, teacher of history and social studies, MBOU “Gymnasium No. 166 of the city of Novoaltaisk, Altai Territory”

Game Banking System (PPTX, 1.64 MB)

Project (PPTX, 191 Kb)

Project 2: Income. Lesson of new knowledge, 5th grade

Parfenova Elena Vladimirovna, teacher of history and social studies, Gymnasium No. 69
Savinkina Inna Valerievna, history teacher, Lyceum No. 124
Siromakho Irina Sergeevna, history teacher, Gymnasium No. 69
Sokolova Galina Vasilievna, history teacher, Gymnasium No. 80
Suvorova Irina Sergeevna, teacher of history and social studies, ODNKNR MBOU “Secondary school No. 53 with in-depth study of individual subjects”
Svetlana Nikolaevna Funk, history teacher, Lyceum No. 124

Financial literacy lesson 5th grade (DOCX, 20 Kb)

Project 3: Money loves an account, or how to manage your wallet so that it is not empty. Lesson of new knowledge, 3rd grade

Zarechneva Tatyana Nikolaevna, teacher primary classes MBOU Secondary school No. 1
Kekalo Natalya Aleksandrovna, primary school teacher MBOU MCOU "Pervoaleyskaya Secondary School"
Elena Vladimirovna Rakova, primary school teacher, Pavlovsk Secondary School
Raspopova Marina Mikhailovna, primary school teacher, Pavlovsk Secondary School
Solovyova Tatyana Grigorievna, primary school teacher, Gymnasium No. 11

lesson finance (PPTX, 3.85 MB)

financial literacy (DOCX, 53 Kb)

Project 4: What is money and what are they? Extracurricular activities, grades 2-4

Bolotova Lyudmila Ilyinichna, primary school teacher, Druzhbinsk Secondary School
Bessonova Olga Nikolaevna, primary school teacher, Municipal Budgetary Educational Institution “Secondary School No. 24”
Elena Georgievna Epishina, primary school teacher, Gymnasium No. 69
Eremina Marina Viktorovna, teacher at Buranovskaya Secondary School
Mayorova Elena Nikolaevna, primary school teacher, Gymnasium No. 69
Lyapina Lyudmila Nikolaevna, primary school teacher MCOU "Podoynikovskaya secondary school named after Hero of the Soviet Union M.I. Rogachev"
Ellert Elena Alekseevna, primary school teacher, Pobedimsk secondary school

What is money-5 (PPTX, 322 Kb)

Project 5: Let's take a closer look at money. Extracurricular activities, 2nd grade

Baklazhko Natalya Aleksandrovna, primary school teacher, Municipal Budgetary Educational Institution “Secondary School No. 113 named after Sergei Semenov”
Evgenia Vasilievna Zharinova, primary school teacher, Novoromanovskaya Secondary School
Zemlyakova Natalya Gennadievna, primary school teacher, Lyceum No. 101
Margarita Nikolaevna Sapegina, primary school teacher, Municipal Budgetary Educational Institution “Secondary School No. 55”
Saprykina Irina Valerievna, primary school teacher MBOU "Pospelikhinskaya Secondary School No. 2"

Lesson 2 Let's take a closer look at money (DOCX, 25 Kb)

Project 6: How to save? Extracurricular activities, 2nd -3rd grade

Akenshina Larisa Alekseevna, primary school teacher MCOU "Trusovskaya secondary school"
Alekseeva Natalya Viktorovna, primary school teacher, Municipal Budgetary Educational Institution “Erudite Lyceum”
Levchuk Nadezhda Nikolaevna, primary school teacher, Municipal Budgetary Educational Institution “Secondary School No. 78”
Lyutykh Galina Gennadievna, primary school teacher, Municipal Budgetary Educational Institution “Primary Secondary School No. 16”
Tatyana Fedorovna Mash, primary school teacher, Gonoshikhinskaya Secondary School
Shipilova Larisa Viktorovna, primary school teacher MCOU "Trusovskaya secondary school"

Savings (PPTX, 26.04 MB)

Technological map of the lesson (DOCX, 23 Kb)

Project 7: Family budget. Extracurricular activities, 6th grade

Bulgakova Daria Alekseevna, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 50”
Kiselev Vadim Anatolyevich, teacher of history, social studies, Municipal Budgetary Educational Institution “Secondary School No. 10 “Cadet Corps of Young Rescuers”
Podbolotova Margarita Alekseevna, teacher of history, social studies MKOU "Talmenskaya secondary school No. 5"
Sutormina Anna Nikolaevna, history and social studies teacher, Municipal Budgetary Educational Institution “Secondary School No. 10” Cadet Corps of Young Rescuers
Tutukina Lyudmila Anatolyevna, mathematics teacher, MBOU "Secondary School No. 60"

Lesson project (PPTX, 1.52 MB)

Project 8: Money: what is it? Lesson on discovering new knowledge, 8th grade

Afanasyeva Lyudmila Leonidovna, mathematics teacher, Gymnasium No. 3
Erofeeva Yulia Danilovna, teacher of history and social studies, Municipal Budgetary Educational Institution “Lyceum No. 101”
Makhotkina Yulia Vasilievna, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 76”
Rubtsova Elena Yurievna, technology teacher, MBOU “Profile Lyceum No. 24”, Rubtsovsk
Shustik Tatyana Ivanovna, technology teacher at MBOU “Secondary School No. 89 with in-depth study of individual subjects”

Technological map money (DOC, 111 Kb)

Financial Literacy (PPTX, 1.26 MB)

Project 9: Tax system in the Russian Federation. Business game, 8th grade

Bessonova Elena Vladimirovna, teacher of history, social studies, MBOU “Basic secondary school No. 15”
Imenova Lyudmila Valentinovna, economics teacher, Municipal Budgetary Educational Institution “Secondary School No. 93”
Isaeva Natalya Vladimirovna, teacher of the Municipal Budgetary Educational Institution “Poroshino Secondary School”
Maslova Larisa Nikolaevna, teacher of Russian language and literature, Savvushinskaya Secondary School named after Hero of the Soviet Union K.N. Chekaeva"
Savelyev Sergey Nikolaevich, teacher of history and social studies, Municipal Budget Educational Institution "Lyceum No. 129" named after the Siberian Battalion of the 27th Infantry Division
Sokolova Lyudmila Vasilievna, teacher of history and social studies, MBOU "Lyceum "Erudite"
Chernykh Lyubov Mikhailovna, teacher of history and social studies, MBOU “Secondary School No. 98”

Business game (DOCX, 35 Kb)

Project presentation (PPTX, 808 KB)

Applications (DOCX, 684 KB)

Lesson development (DOCX, 28 Kb)

Project 11: Money: what is it? Extracurricular activities, 8th grade

Avilova Natalya Nikolaevna, teacher of history and social studies, Municipal Budgetary Educational Institution “Lyceum No. 112”
Rudakova Lyudmila Anatolyevna, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 118”
Saprykina Nadezhda Alekseevna, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 81”
Safonova Olga Viktorovna, history teacher, Municipal Budgetary Educational Institution "Secondary School No. 51"
Chepkasov Ruslan Vladimirovich, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 31”
Chuvashova Olga Aleksandrovna, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 31”

Project Money Courses 2016 (PPT, 1.68 Mb)

Lesson project (DOCX, 27 Kb)

Project 10: First money. Extracurricular activities, 2nd grade

Badulina Tatyana Grigorievna, primary school teacher, Secondary School No. 20
Mityushova Svetlana Yurievna, primary school teacher, Secondary School No. 106
Oskina Elena Vasilievna, primary school teacher, Nizhnechumansk Secondary School
Pochankina Marina Vasilievna, primary school teacher MCOU Borisov Secondary School
Rudakova Tatyana Alekseevna, primary school teacher, Secondary School No. 106
Chernova Tatyana Yurievna, primary school teacher MBOU Secondary School No. 20

Lesson notes: first money (DOCX, 65 Kb)

First money (PPTX, 1.82 MB)

Project 15: Family budget

Prishchepa Vera Mikhailovna, teacher of the Romanovsky Center for Assistance to Children Without Parental Care
Yusupova Natalya Aleksandrovna, teacher of the KSBI “Yarovsky Center for Assistance to Children Without Parental Care”

Family budget (PDF, 409 KB)

Presentation 1 (PPTX, 329 KB)

Presentation 2 (PPTX, 1.45 MB)

Project 16: Where is the money spent?

Hartman Tatyana Evgenievna KGBU "Pankrushikha Help Center",
Zobnina Irina Aleksandrovna KSBI "Mikhailovsky Children's Assistance Center",
Kravchuk Nina Nikolaevna KSBI "Pospelikhinsky Center for Assistance to Children",
Ugreninova Nina Evgenievna KSBI "Pavlovsk Children's Assistance Center",
Chukanov Eduard Yurievich KSBI "Aleisky Children's Assistance Center",
Yamshchikova Anna Ivanovna KSBI "Kuibyshev Center for Helping Children"

Lesson notes (PDF, 306 Kb)

Presentation: Where to spend money (PPT, 6.23 Mb)

Game Economic Riddles (PPT, 4.84 MB)

Project 17: What is money?

Abasova Victoria Gennadievna (Zarinsk)
Bakanova Marina Borisovna (Troitskoe village)
Kiryanova Evgenia Albertovna (Rubtsovsk)
Lipinskaya Anastasia Yurievna (Kamen-on-Obi)
Maslova Evgenia Nikolaevna (Topchikha village)
Simaeva Larisa Nikolaevna (Altaiskoe village)
Khizhnyak Anastasia Leonidovna (station Central Siberian)

Lesson notes (PDF, 369 Kb)

Presentation (PPTX, 2.09 Mb)

Project 18: Family budget

Larikova S.A. MBOU "Secondary School No. 127", Barnaul
Shirobokova O.A., MBOU "Lyceum No. 2", Barnaul
Selivanova N.L., MBOU "Srostinskaya Secondary School named after. V.M. Shukshina"
Smirnova S.G., MBOU "Setovskaya Secondary School"

Technological lesson map (PDF, 420 Kb)

Lesson presentation (PPT, 1.43 MB)

Project 19: What are taxes and why pay them

Ruf Yulia Aleksandrovna MBOU Neninskaya Secondary School named after. Hero of the Russian Federation Laisa A.V.,
Subbotina Tatyana Valerievna MCOU "Peasant Secondary School",
Konkin Ivan Ivanovich MCOU Togulskaya secondary school,
Gubanova Elena Anatolyevna MBOU "Tselinnaya Secondary School".
Bagrintseva Natalya Valentinovna MBOU "Lyceum No. 101", Barnaul,
Voronina Elena Gennadievna MBOU Secondary School No. 3, Novoaltaisk,
Melikhov Vladimir Aleksandrovich MBOU Secondary School No. 84.

Technological lesson map (PDF, 466 Kb)

Taxes (PPTX, 1.90 MB)

Project 20: Money: what is it?

Maikopova Raisa Ivanovna MBOU "Gymnasium No. 80"
Nikitina Tatyana Aleksandrovna MBOU "Gymnasium No. 80"
Vikulina Oksana Aleksandrovna MBOU "Sannikovskaya Secondary School"
Potekhina Olga Sergeevna MBOU "Maloenisei Secondary School"
Voloshina Tatyana Sergeevna MBOU "Gymnasium No. 3"

Technological map of the lesson (PDF, 461 Kb)

Presentation (PPTX, 1.21 MB)

Project 21: Where does family money come from?

Arkhipova Oksana Fedorovna MBOU "Zavyalovskaya Secondary School No. 1"
Beltikova Anna Sergeevna MBOU "Sannikovskaya Secondary School" of Pervomaisky district
Bezhbarmakova Irina Ivanovna MBOU Neninskaya Secondary School named after Hero of the Russian Federation Lais A.V.
Vedrova Elena Viktorovna MBOU "Secondary school No. 127, Barnaul"
Shalpova Tatyana Petrovna MBOU "Lyceum No. 2, Barnaul"

Technological map of the lesson (PDF, 714 Kb)

Presentation (PPTX, 2.43 MB)

Project 23: Money: what is it?

T.V. Zhukova, teacher of history and social studies, Verkh-Obskaya Secondary School named after. M.S.
Evdokimov", Smolensky district
M.A. Tkachenko, teacher of Russian language and literature at Ust-Katunskaya
General education school, branch of the MBOU "Verkh-Obskaya secondary school named after. M.S. Evdokimov", Smolensky district
O.A. Sviridyuk, teacher of history and social studies, MBOU "Pervomaiskaya Secondary School",
Pavlovsky district
N.N. Chistyakova, teacher of history and social studies, MBOU "Pervomaiskaya Secondary School",
Pavlovsky district
N.K. Ellert, teacher of history and social studies, Municipal Budgetary Educational Institution “Secondary School No. 5”, Biysk

City project competition “Innovations in Education”, dedicated to the 125th anniversary of the city of Novosibirsk

Nomination 5 “Socialization and development of the student’s personality”

Creation of an educational environment at MBOU Secondary School No. 177 to improve financial literacy junior schoolchildren

Brief summary of the project

This project is dedicated to the formation of the foundations of financial literacy for junior schoolchildren through the development, implementation and implementation of a complex educational events in MBOUSOSH No. 177. Objective of the project

The timeliness of the project for an educational organization is due to the need of students and their parents (legal representatives) to realize abilities and opportunities in the aspect of mastering financial literacy as the basis of socialization; the need to organize school activities taking into account the requirements of the Federal State Educational Standard: development of extracurricular activity programs aimed at developing financial literacy, searching for an effective system for the socialization of students; the readiness of school teachers to develop financial literacy of students as part of extracurricular activities and in the classroom.

Project objectives:

2. Take advantage of the opportunity to integrate financial literacy topics into educational programs various academic disciplines implemented in educational organizations, in particular mathematics.

4. Actively use active and interactive forms group same-age and multi-age work, project, research, play activities, etc.

5. Include parents in the educational process, strengthening family relationships, as well as the relationship between parents and the school.

6. Create a collection of teaching materials on the topic “Improving the financial literacy of junior schoolchildren of MBOU Secondary School No. 177”

This project is under implementation and is designed to be implemented in 2017-2019 by the teaching staff of the educational organization, students and their parents (legal representatives). During the implementation of the project, the experience and effectiveness of using a specific educational system will be generalized and areas requiring improvement will be identified; conditions will be created in MBOU Secondary School No. 177 for the formation of the foundations of competent financial behavior of junior schoolchildren as a necessary condition for the financial well-being of students in the future; A collection of teaching materials will be published on the topic “Improving the financial literacy of junior schoolchildren of MBOU Secondary School No. 177.”

Novelty of the project“Creating an educational environment for MBOU Secondary School No. 177 to improve the financial literacy of junior schoolchildren” in a systematic approach to the formation of financial literacy of the younger generation, which is considered as a form of ensuring the financial security of the family.

Description of the institution (organization)

The strategic directions for the development of the municipal budgetary educational institution of the city of Novosibirsk “Secondary school No. 177” are defined in new edition Development programs “Improving the model of the educational space of the school based on the introduction of innovative pedagogical and information technologies in the context of the implementation of the Federal State Educational Standard" for 2016-2020.

The mission of MBOU Secondary School No. 177 is to create conditions for the successful adaptation and socialization of students, their self-realization in society.

The educational institution operates in an innovative mode. It is an internship platform for the implementation of the regional project “Education and socialization of children with disabilities.” disabilities health in the inclusive educational space of the Novosibirsk region", a network innovation platform of the Polytechnic School project, a platform for the implementation All-Russian project"School - Laboratory of Innovation", participant State program"Accessible environment".

The forecast for the future path of school development lies in building a system pedagogical activity taking into account the educational needs of students and their parents, organizing pre-professional training and specialized training through network interaction with higher and secondary specialized educational institutions, the formation of engineering thinking through the introduction of courses in extracurricular activities using Cuboro technology, the introduction of courses in extracurricular activities " Financial literacy" and "Economics" at the level of educational institutions for the purpose of financial and economic education of primary schoolchildren.

Since September 2017, MBOU Secondary School No. 177 has been implementing a project to develop the foundations of financial literacy. “Financial Literacy” classes are included in the current curriculum as extracurricular activities, and will also be built in as separate topics, tasks, lessons in other academic subjects, such as mathematics, the world around us, etc.

Formulation of the problem

In the Concept of long-term socio-economic development Russian Federation for the period until 2020, approved by Decree of the Government of the Russian Federation dated November 17, 2008 No. 1662-r, it is noted that stimulating the population to save money, including through the development of financial literacy, should be one of the main directions in the formation of investment resources. A study of the financial literacy of children and adolescents in Russia, as well as the factors that have the greatest influence on their financial behavior, conducted by the National Agency for Financial Research showed that only 8% of families keep detailed records of income and expenses. The majority (77%) do not keep a budget at all and do not involve (73%) their children in issues related to the family budget. Only a third of parents (33%) regularly discuss issues related to money, economics and finances with their children. “Since very often younger children school age excluded from the family financial planning process, a behavior pattern is formed in which they prefer to spend rather than save. Because of this, children are at risk when it comes to financial literacy.

According to the results of a survey conducted among parents of junior schoolchildren at MBOU Secondary School No. 177, it was revealed that the majority of parents do not involve their children in family budget planning and do not discuss with them issues related to money, economics and finance. (Annex 1). Therefore, children’s knowledge in the area of ​​competent management of personal finances is at a low level, which as a result can lead to risky behavior and a decrease in well-being at an older age. This problem requires the introduction of new active forms of organizing the educational process, which involve not only the participation of students in various intellectual events, Olympiads, and research, but also the inclusion of the entire educational institution in projects at various levels.

Project goal and objectives

Objective of the project- creating conditions for attracting younger schoolchildren to issues of competent management of finances and increasing the level of their financial literacy, contributing to the development of critical, positive thinking younger schoolchildren, their socialization.

The starting point for the implementation of this project was the initiative of the Russian Ministry of Finance to implement the project “Promotion of increasing the level of financial literacy of the population and the development of financial education in the Russian Federation.”

1. Introduce a new direction in the extracurricular activities of students at MBOU Secondary School No. 177 - teaching financial literacy.

2.Use the opportunity to integrate topics on financial literacy into educational programs of various academic disciplines implemented in an educational organization, in particular mathematics, and the surrounding world.

3. To update the knowledge of primary school students in the field of financial literacy, forming relevant meta-subject and personal competencies of junior schoolchildren, thereby laying the foundations for rational financial behavior of junior schoolchildren.

4. Actively use in the educational process active and interactive forms of group work of the same age and different ages, project, research, gaming activities, etc.

5. Include parents in the educational process, strengthening family relationships, as well as the relationship between parents and the school.

6. Create a collection of teaching materials on the topic “Improving the financial literacy of junior schoolchildren of MBOU Secondary School No. 177”

Justification of the relevance of the project

The growth rate of household overdue debt to banks in the Siberian Federal District (SFO) reached a record high by May 2016, collection agencies note. The volume of overdue payments on loans to individuals increased over the year by 16% and amounted to 149.38 billion rubles. Experts say the main reason is falling incomes.

It is the economic ignorance of the population that explains many financial difficulties problems faced by borrowers who took out so-called microloans and participation in financial pyramids. Massive inability to balance expenses with income, plan a family budget, and the desire to get everything at once leads to numerous loans that cannot be repaid.

Many adults are faced with the problem that they do not know and do not know how to manage their financial flows, therefore, they were not taught this purposefully, and they cannot form the right attitude towards money in their children. Lack of economic education often manifests itself in children’s careless attitude towards their things; they do not understand that replacing these things costs their parents considerable money. The ability to manage financial flows is not an innate ability of a person, it is an acquired system of ideas, values ​​and formed habits.

All this makes it urgent to create an educational environment to improve the financial literacy of younger schoolchildren in an educational institution. An agreement on cooperation in improving the financial literacy of the population of the Novosibirsk region was signed by the head of the Siberian Main Directorate of the Bank of Russia, Nikolay Morev, and the Minister of Education, Science and Innovation Policy of the Novosibirsk Region, Sergei Nelyubov.

“The financial services market is developing. Russian citizens, including adults, do not always behave carefully and cautiously on it. And, in general, a child from an early age must understand that there is a family budget, there is a salary, and one must somehow treat this money wisely. You need to think about how you will earn money in the future,” says Svyatoslav Kobuk, head of the interregional center for advanced training of the SIU RANEPA.

Therefore, teaching a student the basics of financial literacy is an important and necessary task. All this makes it relevant to introduce the tasks of developing financial literacy into the programs of various school subjects and the organization of extracurricular activities as an important element in the education of the younger generation.

In this regard, preparing primary school students for reasonable financial behavior, which implies the ability to make decisions in the financial sphere, ensure personal financial security and their own well-being, as well as the ability and willingness to contribute to the development of the economy, is an urgent task of education and a resource for the development of the city of Novosibirsk.

The introduction of the “Financial Literacy” course into students’ extracurricular activities will help solve the above problems. The goal of the “Financial Literacy” course is to develop special competencies in the field of personal finance management among school students.

Developing good financial habits starting at an early age will help you avoid many mistakes as you grow older and gain financial independence, and will lay the foundation for financial security and well-being throughout your life.

Financial literacy of schoolchildren - important tool long-term recovery of the financial system of Novosibirsk, an effective measure to ensure improved standards of quality of life and economic security population and future generations of citizens of the Siberian Federal District.

Readiness to implement the project

The best stage in a person’s life cycle, at which he can be given the opportunity to gain financial literacy skills, is the stage of obtaining an education at school, since in the modern world children are exposed to money much earlier, understand its meaning and learn to earn money, the school should help students begin to adapt to active life in market conditions.

School education has the greatest coverage of children. At the same time, the main educational and educational task of a school educational institution is to provide simple financial and economic knowledge and to form the correct (careful and economical) attitude of children towards money and handling it.

Based on the regulations in force at MBOU Secondary School No. 177 that regulate the activities of all subjects of the educational process, measures were taken to make a decision on developing a schedule for implementing a project to form the foundations of financial literacy for junior schoolchildren for 2017-2019.

A space has been created at MBOU Secondary School No. 177 innovation activity and pedagogical search. As a survey of teachers showed, most of them have a high degree of desire for knowledge and reflection on their activities. They introduce innovations into the educational process that have a positive impact on the quality of education.

In MBOU Secondary School No. 177, an organization model was developed and tested project activities.

Analysis of the level of methodological work of the school allows us to assert that teachers are prepared to master innovations, which includes mastery of modern psychological and pedagogical inclusive technologies, knowledge of the psychological characteristics of students, and mastery of project technology.

Teachers actively disseminate their experience at practice-oriented seminars, present their experience in the form of master classes, at methodological meetings, which indicates the readiness of the teaching staff to disseminate experience in developing financial literacy of students.

The personnel preparation of the educational institution staff for the professional implementation of innovative activities is quite high and is characterized by a high degree of cohesion around the idea of ​​​​increasing the financial literacy of students as the basis for their socialization.

The Financial Literacy course program is being developed for the age group of 8-10 years. The duration of the program is determined within the age category of the students. At the discretion of the educational organization, it is possible to complete the course program either in one year or over several years in separate modules. The goal of the “Financial Literacy” course is to develop special competencies in the field of personal finance management among junior schoolchildren. The program can be implemented using part of curriculum, formed by participants in educational relations, as a course of extracurricular activities, due to integration with other subjects: mathematics, computer science, the outside world, technology, as part of the additional education program. With any method of implementation, the teacher needs to develop an appropriate work program, approaching it comprehensively: include practical exercises, business games, excursions, project work and other active forms educational activities on this topic into the program of extracurricular activities and thereby implement a practice-oriented approach to the implementation of the program in full. In addition to direct work with the management system, you should actively use Internet sources of current analytical information about banking products offered to the population, and about changes in legislation.

The inclusion of the course “Financial Literacy” as a component of extracurricular activities allows us to attach social and economic significance to the content of the Basic Educational Program of Primary general education, which in turn contributes to the acquisition by schoolchildren of the skills necessary for socialization in modern society. At the same time, the curriculum remains balanced and does not allow an unjustified increase in the teaching load.

Information support for innovative activities will be carried out through the website of Municipal Budgetary Educational Institution Secondary School No. 177, which will present the main directions of the educational institution’s activities for the implementation of the project “Creating an educational environment for Municipal Budgetary Educational Institution Secondary School No. 177 to improve the financial literacy of junior schoolchildren”

The organization of the educational process to form the foundations of financial literacy for junior schoolchildren will be carried out using a variety of models: contextual; subject; extracurricular; design

Context model involves the inclusion of financial modules in general education courses. An analysis of the content of mathematics, the environment and technology courses for primary schools showed the possibility of integrating financial literacy issues with various sections programs of the listed disciplines. So, when studying the section of the mathematics program “Numbers and Quantities”, modules such as “Why do we need money?” will be considered. (1st grade), “What can money be like” (2nd grade), “Where does the price come from?” (3rd grade), “National currency” (4th grade).

Integration of financial literacy and subject content of primary school disciplines will be carried out through organizing project activities and solving contextual problems.(Appendix 2).

In line with the system-activity approach, an educational project can be presented as a set of educational tasks of an interdisciplinary nature, united by a common storyline of financial issues. To achieve this, a thorough selection analysis will be carried out. educational information from various disciplines and formulated tasks for the study of individual subject topics. Next, a plot is thought out around which the educational process is built. For the plot, real situations will be selected that should be interesting to children and take into account their age characteristics.

For example, subjects for developing financial literacy using project activities can be joint preparation of a holiday, organization of a tourist trip, making crafts for school fair, landscaping a school site, publishing a newspaper and others. (Application)

To others effective way formation of financial literacy of schoolchildren in the process of studying general education subjects is the application contextual tasks.

The introduction of elements into a mathematics course enlivens the process of teaching mathematics, brings it closer to reality, and allows the younger student to adapt to society. Introduction economic concepts and categories in a mathematics course can be carried out from the first years of study; accordingly, the entire mathematics teaching program from grades 1 to 4 should contain economic tasks, but not randomly scattered, but in some unified system. The content of mathematics in grades 1-4 has great potential for, including problems of an economic nature, to solve the problems of developing the mathematical competence of a primary school graduate.

Purposeful, systematic work on introducing elements of economics, including with the help of developed methodological proposals, will have a positive impact on the quality of mathematical knowledge and the level of economic knowledge of primary schoolchildren.

In MBOU Secondary School No. 177, part of the curriculum formed by participants in educational relations is presented academic subjects, allowing you to engage in activities to develop financial literacy: “Informatics in games and tasks”, “Solving project problems”, “I am a researcher” - at the level of primary general education.

The process of developing financial literacy will be accompanied by various activities that will allow as many participants as possible to be involved in it, expanding the circle of social partners of the school, namely cooperation with financial institutions city ​​of Novosibirsk.

Another structural element of the system is information and educational materials aimed at popularizing and widely promoting the additional educational programs being developed among parents, as well as other interested participants in the process of developing financial literacy among schoolchildren.

Great responsibility lies with parents, who must convey to their children that money does not come from a dresser drawer, that the family has a limited budget. And from a certain age, roughly 8-10 years old, you can already involve your child in discussing family expenses. Participation in budget planning will allow him to feel like a full-fledged member of the family.

Until today, not a single training course for general education institutions included materials for parents. (Appendix 2). The experience of jointly studying new issues in the field of finance, not only for children, but also for many adults, is unique. In addition, joint education of teachers, schoolchildren and parents will help significantly reduce tension in the consumer sphere.

The basics of financial literacy, the principles of a correct attitude towards money, which elementary school students must know:

What is money and what is it for?

Money is a commodity that can be exchanged for another product or service. Tell me a short history the emergence of monetary units to the child, if he is interested in this, or show the video.

How is money made?

Extracurricular activities in primary school should include, among other things, topics about professions, their characteristics, as well as monetary relations in the modern world. It is important to teach children about four ways to make money. We must try to honestly and reliably provide all information without distorting or altering it. There are ways like ': hired labor, own small business, large systemic business and investing. We will dwell in more detail on the first method, since it is the most common.

Respect

It is very important to instill in younger schoolchildren respect for people and parents for the fact that they earn money through hard work to buy food, clothing, gifts and other things. Teach your children to be careful and careful with the work of others and their own things.

Joint family budget planning

It is necessary to talk with children about monthly cash income and expenses. Try to list important items in the expense item together and find ways to save money. Explain to the child what, in case of lack of funds, the family can refuse and what not. Teach your child to properly allocate their budget.

How can a child earn his own money?

There are two ways.

First- this means finding temporary work outside the home on weekends or holidays. This could be walking neighbors' dogs, working as a nanny, delivering newspapers, car washing, or others. Very interesting tips how a schoolchild can earn money, and other important concepts, is described in the book “Mani, or the ABC of Money.” This ABC of financial literacy will certainly help your child navigate the world of money transactions.

Second way- this is earning money at home. Get an A4 piece of paper with the child's name on it. And for every useful, independent, in your opinion, action, reward your baby with a small sticker. For example, I woke up and made the bed, learned my homework, helped my mother wash the dishes, etc. One sticker is equal to one ruble. At the end of the month, count the number of stickers and exchange them for money that your child will spend or save with your help. Just make sure that such training in financial literacy does not lead the child to think that there is no point in doing useful and kind deeds for free.

Useful economic games and activities

Play different Monopoly games with your children; in addition, there are very good internet- game "CASHFLOW". Study together the biographies of famous successful entrepreneurs. Find useful sayings about money. Read business news.

In class, the teacher and the children discuss basis of the economy like science and economics in the family, what money is, what it is needed for, why anyone who wants to cannot issue their own money, and how to distinguish counterfeits.

The school builds interaction with parents by providing manuals specially developed for them, organizing surveys, holding parent meetings, joint meetings and consultations.

By organizing dialogue between adults and children in order to make joint financial decisions, teachers use the potential of the family to motivate children to further study the basics of financial literacy.

The main feature of the educational content of financial literacy classes is its practical orientation, therefore the subject content is selected so that its mastery allows one to successfully and effectively solve practical life problems in the field of finance.

The work program of extracurricular educational activities was developed on the basis of an approximate program of extracurricular activities in accordance with the requirements for the results of mastering primary general education, as well as the Financial Literacy program: E. A. Vigdorchik, I. V. Lipsits, Yu. N. Korlyugova, curriculum. General education grades 2-4. org. — M.: VITA-PRESS, 2014. The customer is the Ministry of Finance of Russia.

“Financial Literacy” is an applied course that realizes the interests of students in grades 2-4 in the field of family economics. When drawing up the program, the characteristics of primary school age are taken into account. The program is designed for 1 hour per week, and can be compiled for either 16 hours or 34 hours per year for students in grades 2-4. The program is innovative, like the subject itself, so there are no grades, only basic knowledge, and that which will be useful to everyone in life.

Purpose of the program:

development of an economic way of thinking;

education of responsibility and moral behavior in the field of economic relations in the family;

developing experience in applying acquired knowledge and skills to solve basic issues in the field of finance and family economics.

Main content lines of the course:

Money, its history, types, functions;

Family budget.

Mastering the content is based on interdisciplinary connections with courses in mathematics and the surrounding world. Educational materials and assignments are selected in accordance with the age characteristics of children and include tasks practical tasks, games, mini-studies and projects. In the process of studying, skills and abilities are developed in working with texts, tables, diagrams, as well as skills in searching, analyzing and presenting information and public speaking.

Novelty of the program in that it increases the level of development of students’ abilities in the field of finance, motivation for the educational process, and expands the range of interests that are not included in the school curriculum.

During educational activities, the teacher must:

talk about the types of money, explain that there are cash and non-cash money (developing the ability to make a non-cash payment by depositing banknotes into a payment terminal);

explain where money comes from in the family, i.e., what sources of money there are (developing the ability to substantiate the feasibility of acquiring the desired good in conditions of limited family budget);

teach children to negotiate with their parents about the purchase of goods they want, while understanding the limited funds available to their parents;

explain how family income is spent and why families have either savings or debts (developing the ability to understand that a family has obligatory and urgent expenses, and sometimes desirable, but not obligatory);

explain at a conceptual and arithmetic level the impossibility of a family spending more money than it receives income and has savings (developing the ability to notice opportunities in family life to reduce expenses and increase savings).

Primary school students cannot have a bank card, and parents in most families are not ready to give them even pocket money, then when teaching primary school students the most general issues that allow you to introduce your child to the world of money.

Methods of teaching and organizing classes in “Financial Literacy” are characterized by the use of a variety of techniques aimed at supporting students’ own activity in the learning process; the applied nature of training - the creation of learning situations based on real practice and the application of acquired knowledge in practice; using a variety of activities in the classroom: cooperative learning, teamwork, independent work outside of school, gaining knowledge from various sources (libraries, the Internet, family experience, family projects).

When studying the course, the predominance of active and interactive teaching methods is assumed. For example,

"Mosaic"

This method can be used when answering questions or solving problems. The class is divided into groups. In each group, the number of people corresponds to the number of tasks. Group members are randomly assigned numbers corresponding to the task number (for example, on each table there are cards with numbers facing down). Students are seated in such a way that players with the same numbers are at the same table and together they solve the problem(s) corresponding to their numbers. Everyone returns to their teams and each “expert” presents their task to the rest of the team. From each team, players are called to the board to solve problems in which they were not experts.

"One - two - together"

Test tasks with an open answer, tasks related to the explanation of the meaning (for example, proverbs), can also be performed in groups as follows. At the first stage, each group member writes his own answer, then students unite in twos and, based on individual answers, compose a common answer, trying not to lose everyone’s ideas. The next step is to create a group of two or three pairs and develop a common answer. Using this technique, a poster sketch can be developed if it is done by a group. In this case, it is better to limit yourself to four participants.

"Decision Tree"

When performing classification tasks, such as goods and services, or decision making, such as choosing a family vacation, you can build a decision tree. It is usually built with the top down.

"Brainstorm"

In group projects, such as organizing a class party, it is effective to start the work with brainstorming. Depending on the number of participants, ideas can be put forward individually or as a group. The role of the facilitator, whose duty is to record ideas, can be played by a teacher or a student. At the first stage, it is important to clearly formulate the problem that needs to be solved. At the second stage, ideas are put forward, recorded, but not evaluated. The number of ideas is unlimited. The third stage is devoted to grouping ideas that are similar in content, evaluation and selection.

"Mini-study"

Since the goal of the course is to involve schoolchildren in real life, the formation of an active life position and responsibility, research activities is probably the most effective method training. Any research involves defining a goal, collecting, processing and analyzing information, and evaluating the results obtained. Naturally, students in grades 2-4 are at different stages of mastering this activity. Therefore, the control measuring materials offer different variants tasks. To conduct a mini-research, one source is used, the results are presented in a simple form, for example, in the form of a table or short text.

"Case"

Educational cases that are used at school differ from university cases, which involve developing a situation with subsequent step-by-step changes depending on the decisions made. When we talk about a case study, we will be referring to the situation from real life with questions developed for it. For younger children, the situation may be close to real, but simplified.

"Auction"

The test of knowledge and ability to think logically is successfully carried out in the form of an auction. This game motivates even less successful students. The game takes place according to the following rules:

At the beginning of the game, each participant has 100 points (points, pounds, tugriks, etc.).

The right to answer a question is purchased.

The starting price for a simple question is 5 points, for a complex question - 10 points.

The price may change in increments of 5 points.

The final price is determined as a result of bidding.

If the answer is correct, the price of the question is added to the points of the person who answered, and if the answer is incorrect, it is subtracted.

Both the teacher and the student can play the role of auctioneer. In addition to them, a commission of several people is needed (the number depends on the number of participants), which will check the accrual of points by the game participants themselves or keep their own statements.

"Quest" ( Appendix 3)

Network interaction within the framework of the project

The Financial Literacy Project has open form, which encourages more and more participants to join it.

The author of the project made a proposal to expand the format of participation. Along with professional communication at the seminars, network interaction between the school and other project participants, city banks, and libraries is formed. The school, together with interested communities, has determined forms of interaction - meetings with financial professionals, holding subject-based games with schoolchildren on financial topics.

By organizing interaction with professional and business communities, the school decides management task on the introduction of creative approaches in organizing extracurricular activities and takes steps to achieve the goal of the project - the formation of reasonable, responsible behavior in relation to personal finances among a wide range of citizens, increasing legal literacy to effectively protect the rights of consumers of financial services.

The proposed activities differ novelty:

The possibility of developing financial literacy of students as a means of pre-profile preparation of students in a general education organization is substantiated;

The content is determined and a model for the formation of financial literacy of participants in the educational process is proposed;

Experience in developing financial literacy of the younger generation is considered as a form of ensuring family financial security;

Criteria and indicators have been developed that characterize the level of financial literacy of participants in the educational process;

Justified pedagogical conditions, promoting the formation of financial literacy of participants in the educational process;

Strengthening the practice-oriented component.

Predicted final results of activities

The implementation of the project “Creation of an educational environment at MBOU Secondary School No. 177 to improve the financial literacy of junior schoolchildren” will allow administration of the educational organization:

1. Introduce a new direction in children’s extracurricular activities - teaching financial literacy.

2. Start studying from any educational level and any class, depending on the capabilities of the educational organization.

3. Implement the principle of continuity in the study of financial literacy in primary, secondary and secondary schools.

4. To form current meta-subject and personal competencies of students in accordance with the requirements of the Federal State Educational Standard.

5. Use the opportunity to integrate topics on financial literacy into the educational programs of various academic disciplines implemented in an educational organization, in particular mathematics, the environment, ORKSE and others.

6. Provide participants with educational relationships through training to a certain extent social protection in the financial sector.

Teaching financial literacy courses allows to teachers:

1. Use the matrix principle (both vertically and horizontally) to organize practice-oriented training in financial literacy and system-based, activity-based, competency-based approaches to ensure the implementation of modern requirements for both the learning process and its results.

2. Ensure the formation of a financial culture and lay the foundations for rational financial behavior of students.

3. Use teaching materials as a resource for organizing systematic and continuous training, pre-vocational training, individual and distance learning.

4. To develop in students meta-subject and personal competencies that correspond to the Federal State Educational Standard.

5. Actively use in the educational process active and interactive forms of group work of the same age and different ages, project, research, play activities, etc.

6. Use the materials of individual modules for an in-depth study of topics in the financial sector and organizing work with gifted children.

7. Include parents in the educational process, strengthening family relationships, as well as the relationship between parents and the school.

8. Form the foundations of personal financial security for yourself, students and their parents.

A series of educational and methodological materials on financial literacy provides opportunities for:

For students:

1. Acquire skills of cooperation with peers and adults in educational, training, research, project and other types of activities; independent search for solution methods practical problems; information and cognitive activities.

2. Navigate in the complex world of finance, learn to use financial instruments, assess your risks when making financial decisions, understand the responsibility and consequences of rash decisions.

3. Understand financial information and correctly interpret financial terms.

4. Use the skills of rational financial behavior.

6. Apply acquired knowledge for effective execution socio-economic the roles of the consumer and others.

7. Develop personal development skills financial plan and formation of the family budget, use in various ways savings and accumulation of funds.

8. Strengthen relationships with parents.

9. Use the acquired knowledge, skills and abilities for the purposes of personal financial security.

10. Be prepared to educate yourself on financial literacy.

To parents:

1. Together with children, study the basics of financial literacy, acquire the skills to communicate productively and interact in the process of joint activities, and take into account the positions of other participants in the activity.

2. Form a family budget and implement it in life.

3. Expand opportunities to use financial services and products and use them effectively.

4. Form a strategy for personal financial security.

5. Strengthen family relationships.

6. Be ready for education, including self-education, in financial literacy.

On the initiative of the Ministry of Finance of the Russian Federation and with the participation of the FMC, for the first time in the Olympiad for schoolchildren “Highest Standard”, the profile “Financial Literacy” appeared. Olympiad diplomats in 2018, when passing the entrance examination at the National Research University Higher School of Economics, will receive additional points in the core subject of the Unified State Exam; in a year, it is planned to include the “Financial Literacy” profile in the application for the Olympiad level of the Ministry of Education and Science of the Russian Federation. The course of extracurricular activities for junior schoolchildren “Financial Literacy” is a means of motivation and preparation for participation in this Olympiad. This course can be implemented in high school.

Practical significance of the results

In the practice of implementing the Federal State Educational Standard of NEO, there is a broader understanding of educational/educational achievements - not only academic knowledge, but also competencies, citizenship, the ability to interact positively with others, self-esteem, respect for family and society, and care for others. In relation to the formation of financial literacy, these provisions mean the following:

students study problems that are of practical importance to them (in particular, how to form a family budget, how to use by bank card etc.), so they have internal motivation;

during the organization of training, students set goals for their own activities and correlate the results obtained with these goals (which, in principle, they will do in adult life, independently solving financial problems);

During the course of training, students master specific skills (how to act in a given financial situation), for example, distinguish between regular and irregular sources of income, understand their financial needs, etc.;

During training, the initial object is the knowledge and skills of the student himself, and the final product will be mastered methods of activity in various financial situations.

Hence, educational activities students, organized in financial literacy classes, is aimed at obtaining educational results that will contribute to the development of their own activities as the ability to act in various life situations of a financial nature.

Taking into account the specific-oriented way of thinking of younger schoolchildren, teaching them the basics of financial literacy is designed to develop the skills of logical thinking, thoughtful financial decision-making and is aimed at instilling responsibility for their consequences. In addition, the knowledge gained will create the basis for positive motivation for children when studying basic school subjects, since the program focuses on the value of education and its necessity for achieving sustainable financial well-being.

The practical significance of the project results lies in the fact that the sooner children develop basic ideas about financial side human life, and on their basis - concepts, the more painless their social adaptation in the adult world will be, the easier it will be to make their professional choice in the future, and society will receive more literate consumers and producers.

Criteria and performance indicators for project implementation

To monitor the achievement of the goals and objectives set in the innovation project, the following indicators are envisaged:

The presented practice contributes to: increasing the efficiency of the educational process in achieving the requirements of federal state educational standards; development of a creative and active atmosphere at school, activation professional activity teachers; optimization of financial, resource and staffing educational process; increasing the competitiveness of educational institutions; ensuring broad public participation in the management of educational institutions.

Resources (project budget)

Functionality of project participants

At MBOU Secondary School No. 177, the “Financial Literacy” program is implemented as part of the extracurricular activities of junior schoolchildren.

The methodological association of primary school teachers has identified one of the areas of its activity as organizing work with teaching staff to implement the “Financial Literacy” innovation; an action plan has been outlined:

Organize a creative group, which will include teachers, taking into account their experience in teaching academic disciplines of social and humanitarian orientation with students of this age group (in elementary school - “Mathematics”, “The world around us”, “Solving design problems”), the availability of knowledge and skills related to teaching based on an activity-based approach and practice-oriented tasks; knowledge of the specifics of cognitive tasks and the ability to use them at various stages of the educational process; availability of qualifications that allow participation in innovative activities; readiness to work in experimental mode with students and parents; the ability to attract one’s own creative potential to solve educational problems; having your own creative developments.

Based on the norms of administrative management, the publication of the order “On the organization of work on the implementation of the project “Creation of an educational environment at MBOU Secondary School No. 177 to improve the financial literacy of junior schoolchildren”

Determining the teacher’s tasks to promote the development of certain fundamentals of financial literacy in schoolchildren.

Conducting scheduled training seminars, including master classes teachers, analysis of the content of presentations by the developers of the course “Financial Literacy”

Conducting consultations for teachers on video materials of classes in order to identify problem areas and options for solving pedagogical problems.

A creative group of school teachers began to form a bank of pedagogical ideas ( methodological developments classes) in the direction of “Financial Literacy”.

Thus, it is a well-organized environment that will allow students to receive the basics of competent financial behavior, providing them with conditions for increasing the level of financial literacy, contributing to the development of critical, positive thinking of younger schoolchildren and their socialization.

List of sources

Website of the Center "Federal Methodological Center for Financial Literacy of the General and Secondary System" vocational education» https://fmc.hse.ru/

Teaching materials on financial literacy:

Korlyugova, Yu. N. K66 Financial literacy: Curriculum. 2-4 grades of general education. org. / Yu. N. Korlyugova. - M.: VITA-PRESS, 2014. - 16 p. (Additional education: Series “Learning reasonable financial behavior”).

Korlyugova, Yu. N. K66 Financial literacy: methodological recommendations for teachers. General education grades 2-4. org. / Yu. N. Korlyugova. - M.: VITA-PRESS, 2014. - 64 p. (Additional education: Series “Learning smart financial behavior”).

Evtykhova N. M., Khachemizova N. M. Methodological aspects of teaching solving economic problems in mathematics lessons in the 4th grade // Scientific and methodological electronic journal"Concept". - 2015. - T. 9. - P. 91-95. - URL: http://e-koncept.ru/2015/95035.htm.

Avtonomov V.S., Goldstein E. Economics for schoolchildren - http://www.bibliotekar.ru/biznes-63/index.htm

Alikina O. V. Introduction of economic knowledge into the education of junior schoolchildren Festival of pedagogical ideas “Open Lesson” -

Zemlyanskaya E. Economics for junior schoolchildren Festival of pedagogical ideas “Open Lesson” - http://festival.1september.ru/

Popova Tatyana, Menshikova Olga, Knyshova Larisa. Economics for kids, or how Misha became a businessman - http://www.solnet.ee/school/p8_50.html

Annex 1

Questionnaire for parents “My child and financial literacy”

Target: determine how interested parents are in teaching their children the basics of financial literacy and developing their skills of rational economic behavior.

How do you feel about the introduction of a new educational course on financial literacy in an educational institution?

a) I consider it necessary, since this course corresponds to the views, needs and interests of the child;

b) positive;

c) negative;

d) not ready to assess the significance of the course.

At what age do you think children should be taught economics and finance?

a) at primary school age;

b) at high school age;

c) I don’t see the need for such training.

Does your child enjoy learning financial literacy?

a) yes, he shows keen interest;

b) yes, but the course is difficult for him to understand;

d) I find it difficult to answer.

Do you and your child discuss topics covered in financial literacy classes?

c) sometimes.

How does children's behavior change as they learn financial literacy?

a) nothing changes in the child’s behavior;

b) the child began to ask questions related to economics and finance;

c) the child began to use words related to economics and finance;

d) the child enjoys completing economic tasks; subjects related to economics and finance have appeared in his drawings;

e) the child began to treat things and objects more carefully;

f) the child began to show interest and participate in planning purchases and the family budget.

Are you ready to participate in a financial literacy training program with your children?

a) ready;

b) not ready;

c) possible.

Appendix 2

Financial literacy: Materials for parents. 2-4 grades of general education. org. / Yu. N. Korlyugova. - M.: VITA-PRESS, 2014. - 64 p. (Additional education: Series “Learning reasonable financial behavior”). — ISBN 0000000 https://fmc.hse.ru/data/2016/05/24/1131587464/5.%20%D0%94%D0%BB%D1%8F%20%D1%80%D0%BE% D0%B4%D0%B8%D1%82%D0%B5%D0%BB%D0%B5%D0%B9%202-4%20%D0%BA%D0%BB..pdf

The “Financial Literacy” course has a practical orientation and gives every child the opportunity to gain an understanding of money, family finances, family budget management and its interaction with financial institutions. A positive attitude of parents towards their children studying this course and their active participation in this process will contribute to the achievement of educational goals. The manual describes in detail the forms of interaction between parents and children and with the teacher. Types of research and creative work, games simulating life situations, cases are given, for example,

Case

A first-grader exchanges toys and things... However, there is no need to worry, there is nothing dangerous or unusual in this behavior of children. It’s just that it is at school that the concept of “strange” is introduced, that is, adults quite seriously explain that you cannot take someone else’s thing and what the punishment is for this. But for a child, what turns out to be very desirable is precisely the thing that a friend has and does not belong to him. So begins the fun exchange of everything, anything, for anything. Why is the exchange sometimes completely unequal? Remember yourself as a child. Sometimes a completely cheap car, but, for example, having some quality that was valuable to you (the doors open, it is military, it has a spare tire) was much more expensive and valuable than your own expensive radio-controlled car. To avoid misunderstandings in the future, when you are looking for another expensive toy and call the parents of all your classmates, or, conversely, someone’s mother demands the return of the exchanged item, agree with your child on the rules of exchange. For example, if he wants to exchange some overly expensive toy, he should ask you about it. Explain that it is impossible to “buy” friendship with an unequal exchange. But this is often what happens: a child agrees to an unequal exchange in order to win the favor of one of the children. Under no circumstances should you forbid your child to change; this is a big part of collective play and growing up. Remember the stories of children's classics, for example Mark Twain, when a penknife is exchanged for a dead rat, and do not interfere with the child’s exchange.

Questions for reflection 1. Do you agree with the opinion of the author of the article? 2. Is it possible to allow children to exchange toys? 3. What should parents do in the event of a clearly unequal exchange?

If your child is not involved in exchanges, discuss this topic with your friends. If you encounter similar problems, the following actions are possible. First, parents must clearly define their own position. After this, you need to seriously explain it to your child, find out his opinion and add a little game: “Let’s conclude an exchange agreement!”

For example, this: you manage your toys yourself and can do whatever you want with them, but you keep your regrets about the unsuccessful deal to yourself. Or this: you manage inexpensive toys yourself. You consult with your parents about exchanging expensive toys. (At the same time, it must be determined what is considered inexpensive toys.) Or this: with any exchange, you must consult with your parents. Or: any exchanges are prohibited!

Fairs of old toys are a good practice for exchanges.

Case Old Toy Fair.

Traditionally, the event brings together hundreds of children who are ready to give a second life to their toys. In Yekaterinburg, preparations have begun for the “Old Toy Fair”, where children sell and exchange cars, bears and dolls that are no longer played with. “Children will be able to stand behind an improvised counter at the fair, determine the price and communicate with potential buyers. This is a great opportunity for city residents to see thousands of funny toys from the Soviet period and modern Russia", say the organizers. It is worth noting that experts in the field of economics will conduct a financial literacy lesson for children, where they will tell them what money is, business and how to properly communicate with potential buyers. Such lessons, according to the organizers, help to better understand money issues from childhood. The fair will also host an exhibition of unique designer toys. The authorship of most of the exhibits belongs to the Ural masters. They will introduce children to the technology of creating toys, and also teach them how to properly play games that neither adults nor children can understand. As past years' fair has shown, most often difficulties arise with children's board games. “As a child, many people dreamed of seeing how toys were made. At the fair, everyone will have such a chance. We are planning to open a small workshop where you can try to make a toy yourself,” say the organizers.

Questions to consider:

1. What benefits do you see in such an event? 2. What pitfalls can you encounter at the fair? 3. Would you like your child to participate in such a fair? If yes, then you can talk about it at a parent-teacher meeting and organize it in your class or school. Of course, this will bring you additional troubles, but no more than organizing any holiday. Some schools hold other fairs and the exchange of toys (books, CDs) can become part of them.

Appendix 3

A system of tasks used in classroom and extracurricular activities in elementary school, consisting of several blocks:

1. Tasks for encoding and decoding financial and economic terms

For example, (tasks are selected by the teacher in accordance with the educational needs of schoolchildren, their level of mastery of the basics of solving economic and financial problems)

Complete the actions, arrange the results in ascending order, and you will learn a very important word for the family and for the country

(economy)

2. Tasks for execution and compilation of algorithms

For example:

1) the table shows prices for some types of goods and their prices in the online store

b) make a set of three books so that the sum of their prices does not exceed 1000 rubles. Imagine all the options

3. Tasks for reading and compiling tables, simple diagrams, graphs of economic content.

For example, class 4A decided to relax in the mountains of Adygea during the school spring holidays. Denis Korablev was tasked with finding out prices for hotel accommodation and excursions. After requesting information on the Internet, Denis found a hotel called Park Hadzhokh, which offers its services presented in the table:

a) Which rooms are the most expensive? Which rooms are the cheapest?

b) How many rubles is a double room cheaper on weekdays than the same room on weekends?

c) How many rubles will three meals a day cost?

d) Which excursion is the most expensive? The cheapest?

e) How much will all excursions cost together?

*Calculate the cost of a two-day vacation for 25 4th grade students, two teachers and three parents accompanying the children, if you book double rooms, with three meals a day and two excursions (to the Guam Gorge and to the Lago-Naki plateau)

**Create the most economical cost estimate for a two-day vacation. 4. Text arithmetic problems, the plot of which reflects financial categories.

For example:

Father receives 4,000 rubles a month, and mother - 2,000 rubles. How much money do they earn in 1 year? Will they be able to buy a TV for 8,000 rubles in three months and go on vacation for 15,000 rubles, if 2/3 of their salary goes to household expenses? (SALARY, HOUSEHOLD EXPENSES, FAMILY BUDGET).

Garlic yield is 20 kg per acre (100 m). What is the mass of garlic collected from a plot 50 m long and 40 m wide? What income will the farmer receive if garlic was sold at 50 rubles per kg, and he spent 100 rubles on buying seeds? (COSTS, INCOME, FARMING)

"The Korzhikov family consists of a father, mother, grandmother and two children. The father earns 25,000 rubles a month, the mother - 20,000 rubles, and the grandmother receives 7,000 rubles in the form of a pension. What is the average cash income per family member?"

The lack of economic education often manifests itself in the fact that children carelessly treat not only objects common use, but also to your things. They do not always understand that even the smallest thing costs parents and the school considerable expenses. To update this topic, you can propose tasks that talk about the money spent on purchasing items, saving money from the family budget, school, etc. Taking into account the age characteristics of primary school students, I often offer tasks with economic content in an entertaining form, for which fairy-tale, cartoon, television, and literary characters beloved by children are introduced into the content of the task. For example:

Vintik and Shpuntik opened a car repair shop. To do this, they rented a house for a year and paid a rent of 6,000 rubles. In addition, they bought spare parts for 300,000 rubles and hired security for 36,000 rubles. The entire cost of car repair services provided amounted to 500,000 rubles. Of these, 10,000 rubles were paid taxes. What will be the net profit of our entrepreneurs for the year, for the month?

Mouse-Norushka, Frog-Frog and their friends began to live cramped in the old little house. They decided to build a new house. We calculated how much the construction would cost: laying the foundation - 10,000 rubles, putting up the walls - 36,000 rubles. To install the roof - 20,000 rubles, to finish the inside - 24,000 rubles. They borrowed half of this amount from the bank. How much money should they return to the bank if the additional fee for using the loan is 1/5 of the loan amount?

5. Interdisciplinary projects.

For example, the "Tea" project

A teacher and children read an excerpt from stories about Winnie the Pooh. “Once upon a time, Winnie the Pooh came to visit the Rabbit. Winnie the Pooh was always not averse to a little refreshment, especially at about eleven in the morning, because breakfast had long ended at that time, and lunch had not yet begun. And, of course, he was terribly happy to see that the Rabbit was taking out cups and plates. And when the Rabbit asked: “What should you put on - honey or condensed milk?” "Pooh was so delighted that he blurted out: “Both!” Winnie the Pooh could probably eat honey and condensed milk without drinking anything. But, as a rule, these sweets are consumed with tea, because these are sweets and they have a lot of sugar. Where did tea come from? This plot allows you to tell about the place where tea grows. This is the south-eastern outskirts of Tibet, China, India, Sri Lanka. And where tea is drunk the most: European countries, Russia, Australia , less in the USA. The places where the raw materials from which sugar is produced are also discussed. These are South and Southeast Asia, the islands of the Malay Archipelago, the Caribbean and southern North America, India - countries where sugar cane grows. And also Ukraine , Russia, the USA, the countries of central and Western Europe - countries where sugar beets are grown.Despite the fact that geography is not studied in elementary school, in our opinion, it is quite possible to show these states or regions on a geographical map or globe. discussing issues about the countries in which tea and raw materials for sugar grow, the concepts of “export” and “import”, “producing countries” and “consuming countries” of tea and sugar are considered. These terms can be introduced by the types of tasks in the first block. Thus, tea exporters include Japan, Indonesia, Mongolia and Pakistan, although tea does not grow in these countries. Tea consumers include European countries, the USA, Russia and Australia. Tea “bricks” (tea dust was compressed) in Mongolia served as a monetary unit in the 19th century.

It can be said that in Russia, since the end of the last century, tea has also been produced in the Krasnodar Territory near the city of Sochi. The world's northernmost tea, Adygea tea, is produced in Adygea.

Task. There is only one type of black loose tea, but in different packaging: in a cardboard pack of 100 g for 300 rubles. and in a jar of 50 g for 200 rubles. There is a large sheet in the jar, and they break it into a pack so that it fits there. Zarema wanted to give her guests from Moscow Adyghe tea. She had 1,500 rubles in her wallet. Help us create different sets for this amount of money. How many and what sets can you get?

Next, the concept of “production” is discussed, in particular tea and sugar. If there is a sugar factory or tea factory in a given locality, then you can organize an excursion to this plant (factory) to observe production process. You can discuss the form in which sugar is sold in stores. Let's talk about the fact that most often we use the so-called “granulated sugar”, or “refined sugar”, and for baking individual species cookies and buns, powdered sugar or sugar syrup is used in confectionery products. Tea can also be packaged in different forms. For example, in tea leaves or tea briquettes, tea bags (in which tea leaves are finely crushed) have become a part of our everyday life. When moving to the mathematical part, you can solve many problems of a geometric nature. For example, depict the shape of refined sugar and tea boxes and find similarities and differences in these shapes. Compare the shape of a tea bag and a milk carton. Compare the shape of the globe and the image of the earth on the map and the shape of the Earth itself (figures such as a circle and a ball are compared here). Identify which geometric shapes will help you draw sugar cane and sugar beets, tea leaves and tea bushes. Find objects in the surrounding reality that resemble the figures in question. You can discuss the forms and types of export of tea and sugar, the dependence of the cost of tea and sugar on the form and type of packaging. The importance of packaging for sales (tea sales). Here you can touch on such concepts as trade and its types “wholesale” and “retail”. Find out in what form sugar and tea are purchased: in the form of raw materials or in ready-to-eat form in Russia, and in England, and in Japan? Sugar has the necessary property of sweetness. A discussion of this property can be found in environment other products that have this property, but there are not so many of them: honey, sweet fruits and juices of some plants. However, sugar is also used as a valuable raw material for the chemical industry (detergents, dyes and other substances are made from it). Here we find out the reason for the growth of tea and sugar beets or sugar cane in those countries that were mentioned earlier, namely climatic conditions. Hence the need arises to consider such quantities as temperature, air humidity, etc. Then, we can distinguish such mathematical quantities as the mass of tea, the mass of one bag, quantity; or area, productivity. The length of the cane, the mass and volume of the beets, as well as the mass of sugar obtained from each unit of mass of raw materials, etc. will allow you to compile and solve a large number of problems related to these quantities. Movement problems will also be appropriate here, since they will arise when discussing issues of transporting these products. In the economic part of this category, it is proposed to consider such a concept as “economic benefit”. For example, using sugar is more profitable than oil and coal, since it is a renewable raw material. “Profit” from trade in sugar and tea, and as a result, such concepts as “cost”, “cost”, “labor expended”, “advertising”, “demand”, “supply”. Here you can remember about advertising various types tea on television. Fodder beets are known to contain little more than 1℅ sugar, and much effort has been required to develop varieties suitable for industrial production Sahara. When conducting an excursion to a sugar factory, it is important to note what changes occur with the raw material before it takes the form of the sugar that we see on store shelves. It can also be noted that with tea such dramatic changes do not occur. It is important to show how sugar production depends on weather and climatic conditions. You can consider solving plot problems involving proportional dependencies, problems involving movement, work, and the relationship between quantities “price, quantity, cost.”

6. Business games.

For example:

“The purpose of the game is to familiarize participants with the mechanism of market trading, to develop an attitude towards making independent decisions and taking active actions. It models the production processes (“release”) of consumer goods and their sale on the market.

• Contextual tasks and tasks for the formation of financial literacy.

The plot of the context task, which is used in mathematics lessons:

“Misha wants to upgrade his computer, for this he needs to save a certain amount of money. He can save some money if he saves weekly pocket money that his parents give him. In addition, he can earn money by working as a courier in his free time. Parents can buy computer equipment for Misha on credit, with the condition that he will compensate them for all payments on the loan. The amount of pocket money that Misha’s parents give is known, wage courier, various bank loan offers. Need to calculate best option saving money to upgrade your computer."

1. The store is visited by an average of 500 customers per day. The average bill is 450 rubles. Find your monthly revenue. Indication: Average bill = Monthly revenue: Number of clients per month.

2. In a hypermarket you can buy potatoes by weight, i.e. kilograms or in packages - nets of 10 kg.

A) how much will 1 kg of tomatoes in a net cost?

B) What is more profitable to buy 1 net and potatoes by weight if we need 5 kg? Some people think that it is more profitable to buy a net of potatoes than separately, 1 kg each? Explain their position.

C) Other people consider buying potato nets a bad financial decision. Why do you think?

8. Situational games - This is a subtype of active socio-psychological training, a method of social training in which a certain situation is set, and the participants act in accordance with it. At the same time, they must follow both the objective properties of the formulated situation and their subjective ideas about how to act in such situations.

An example would be drawing up a plan for the holiday. Preparing and holding a holiday is a team event. Each class member plays an important role in making this event happen. Children determine the date (theme) and discuss the menu. To create a budget, students, accompanied by adults, visit a market or store. After the return, a table is compiled in which the name of the products, quantity, price per unit is written down, and the cost of the products and other goods is calculated. The amount of expenses should not exceed the amount of total money set aside. Next, it is planned to distribute responsibilities between all participants of the event: - purchasing food - preparing dishes - cultural program - table setting and decorating the hall - cleaning (all participants of the event). Next, assignments and tasks relating to different subjects are compiled, which are distributed among all children.

Appendix 4

9. Quests

Quest “How to properly plan a family budget in order to save up?”

This quest was presented as the result of a graduation project, admitted for defense by the senior methodologist of the RMC L.N. Ivanova, at the Siberian Institute of Management - a branch of the Russian Academy of Economy and State University, the regional methodological center for financial literacy of the general and secondary vocational education system of the Novosibirsk region, gaining the second result among ten projects presented.

Methodological characteristics

Goal: Gaining experience in economically reasonable behavior in relation to the family budget.

Make necessary expenses.

Improve skills in using ICT.

Gain communicative experience of working together.

Personal characteristics and attitudes:

Understanding:

The fact that when planning a family budget it is necessary to spend rationally cash.

Skills:

Spend money wisely and take care of the family budget.

Competencies:

Make rational decisions about spending money.

Correlate your desires, needs and capabilities.

Planned results

Main content (conceptual apparatus)- family budget, income, expenses, savings.

Leading technology - quest (a quest is a type of game that requires the player to solve mental problems to advance through the plot. A quest in pedagogy is the completion of a problem task with game elements).

Description of the course of the lesson with the organization of educational activities (indicative routing)

This development is exclusively practice-oriented; all materials presented in the appendices to the project will help colleagues prepare and conduct an extracurricular event. The project is aimed at motivating students, understanding personal responsibility for decisions made in the process of forming a family budget. We hope that this project is some contribution to the methodological collection of colleagues who will be engaged in financial education of younger schoolchildren.

Appendix 4.1

Appendix 4.2

Route sheet

Appendix 4.3

Appendix 4.4

Appendix 4.5

Appendix 4.6

Appendix 4.7

Location 1

Buy products for borscht

You and your whole family went to the store. You have 560 rubles. You need to buy all the ingredients for borscht (the list is attached), spending as little money as possible. You will put the saved money into your savings wallet​.

(Maximum 560r, 470, 410, minimum 220)

Denomination 100 - 5 bills, 10-6 bills

You can choose to buy everything in one place or in different places. Layout of desks with pictures in the classroom.

Supermarket.

All products for borscht, but at a high price.

Potato

The test is considered passed if at least 10 rubles remain.

If the test fails, there is an opportunity to earn money by moving the boxes to another corner of the classroom in 10 seconds.

Bought - put aside - you can move on to the next location.

Location 2

Public utilities

5-6 minutes (green money)

Additional income

Collect garbage 10 rubles (white money)

Collect cut pictures (for each 10 rubles)

The teacher asks about the purpose of the devices and finds out what they are needed for.

Focus on the fact that utility costs depend on the amount of water, electricity, and gas spent.

You have 200 rubles (green) available

Transfer the water with a spoon, without spilling it on the floor, from one bucket to another. The less you spill, the less money you pay.

You must pay 150 rubles for water. Additional fee of 10 rubles for spilled water.

The test is considered passed if you have at least 10 rubles left.

Location 3

Medicine 5-7 minutes

(Interactive board)

You can earn money by solving a crossword puzzle.

Each word is 10 rubles.

White money.

You need to buy vitamins. There is a labyrinth in front of you. Vitamins inside. You must go through 3 gates and buy vitamins for the lowest price. The rest goes into your wallet.

The test is considered passed if you have saved at least 10 rubles.

If you don't pass, earn money (bandage your hand in 1 minute.)

The test is considered passed if you saved money and were able to put it in your wallet.

They pay the lowest price, the rest goes to their wallet.

The test is considered passed if you have saved at least 10 rubles.

If you don't pass, earn money (bandage your hand in one minute)

Location 4

Transport (blue money)

Problem from CMMs with 4

The test is considered passed if you saved money and were able to accumulate. If you failed, then you can earn money (squats, running, jumping, etc.)

Location 5

Entertainment and travel

Game "Believe it or not"

interactive board

You have 800 rubles. You need to answer 8 questions. By answering the question correctly, you save 100 rubles, and if you answer the question incorrectly, you spend 100 rubles. It all depends on your answer.

The test is considered passed if you have saved at least 100 rubles. If the test is not passed, then you need to pack your suitcase for your trip in 300 seconds. We did it - 50 rubles.

Results:

We count money. The team that saves the most wins.

At a round table within the framework of the Moscow Financial Forum, representatives of the Project of the Russian Ministry of Finance “Promoting the increase in the level of financial literacy of the population” and experts discussed the most effective practices for introducing financial literacy in public educational institutions.

The results of a study conducted by the NAFI Analytical Center jointly with the Russian Microfinance Center and the Citi Foundation in January-February 2018 indicate that 44% of Russians feel the need to improve the level of knowledge and skills in the financial sector, and in this matter 38% of respondents rely responsibility for government educational institutions. And now in the new academic year, schoolchildren will study financial literacy in a new capacity - as an element of compulsory subjects: social studies, literature, law, mathematics. Within the framework of the Project, educational programs were developed and educational materials for schools, and already this academic year the regions will receive about 8 million copies of educational and methodological kits.

Ekaterina Lavrenova, an expert on educational programs of the Russian Ministry of Finance Project to Improve Financial Literacy, told the INMFO portal how financial literacy will be built into the curricula of modern schoolchildren.

Who will teach financial literacy in schools on an ongoing basis - where will the staff come from, who will train them and where?

Within the framework of the Project of the Ministry of Finance of Russia on the basis of leading Russian universities - National Research University " graduate School Economics", Faculty of Economics of Moscow State University and Financial University under the Government of the Russian Federation - methodological centers have been created for training school teachers, university professors, consultants and methodologists with a regional network throughout the country.

Thanks to the Project, about 19,000 teachers have now been trained in financial literacy - these are current teachers, university and secondary education teachers, and students of pedagogical specialties. By the end of 2019, more than 38,000 teachers will undergo training in financial literacy.

How will new practices for improving financial literacy be integrated into programs in these subjects that have been running for a long time and consistently, and will there be any retraining courses for teachers in these subjects with an emphasis on elements of financial literacy?

There are several approaches to introducing financial literacy topics into the school education system. The first is to introduce it as a separate subject, which is not yet entirely optimal, since there is often talk about the overload of children and the extreme saturation of the school curriculum. Therefore, the Russian Ministry of Finance chose two other options.

Ekaterina Lavrenova conducts public lesson on financial literacy with representatives of the World Bank at a Moscow school in January 2018

The Federal Law “On Education in the Russian Federation” allows schools to independently choose courses and programs for extracurricular activities and electives. This makes it possible to introduce financial literacy courses, but outside the compulsory program. Each school, region, municipality has the right to decide this themselves. There is educational and methodological potential for this: 17 financial literacy kits have been created for different ages. In addition, a lot of work is being done in Russia to introduce elements of financial literacy into federal government educational standards. In the subject “social studies”, such work has already been carried out, so teaching and learning complexes (educational and methodological complexes) will be relevant for all schoolchildren in grades 8–9 and social studies teachers. In addition to social studies, special thematic modules have been prepared for such school subjects as: economics, law, basic safety and living standards (HSL), English language, geography and mathematics. Modules for history and computer science are being prepared for release.

During the Project, educational programs and teaching materials were developed for schools from 2nd to 11th grade. In 2018–2019 A unique circulation will be distributed in the regions - more than 8 million copies of educational and methodological kits on financial literacy.

These materials are available for free download on the official website of the Russian Ministry of Finance. Each educational and methodological complex includes additional educational programs, materials for students, methodological recommendations for teachers and information and journalistic materials for parents. Professional retraining and advanced training programs for methodologists, tutors, and teachers operate on the basis of federal and regional methodological centers.

Elena Maltseva

home » How to earn » Project model of a financial literacy school. Project “Creating a school educational environment to improve financial literacy of junior schoolchildren. Brief summary of the project