Other subjects
Personal finance education is not limited to subjects where it is specifically part of the National Curriculum
Subjects other than PSHE education, citizenship, mathematics and enterprise can also provide contexts for developing financial capability. The following examples are drawn from the programmes of study for some of them.
Design and technology
There are opportunities to look at financial issues as students consider the economic dimension of designing and making:
- "understanding that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions and impacts on the world”“ (Designing and making1.1a)
- “exploring how products contribute to lifestyle and consumer choices” (Cultural Understanding1.2b).
English
Most areas of English provide opportunities for researching, exploring or discussing money and financial issues. Financial capability can provide context and content for many aspects of the English programmes of study. For example:
- “prepared, formal presentations and debates” (Speaking and listening 3.1a) and “informal group or pair discussions” (speaking and listening 3.1b) about money and financial issues
- “reading texts that allow pupils to explore their present situation” (Reading 3.2b) such as novels where financial issues play a key role e.g . Alan Bleasdale, Boys from the Blackstuff; John Steinbeck, Of Mice and Men or George Orwell Down and Out in Paris and London. Download a full list of texts below.
- “reading non-fiction text including that with purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade” (Reading 3.2h) such as reference books, reports and newspapers with information about money issues
- “develop speaking and listening skills through work that makes cross-curricular links with other subjects” (Curriculum opportunities 4.1f) and “speak and listen in contexts beyond the classroom” (Curriculum opportunities 4.1i) – for example, when interviewing people from the world of business and finance.
Geography
Students may explore their own attitudes to money when considering the relationships between people and places or appreciating how people’s differing values and attitudes may influence economic issues. For example they may consider the costs and benefits of buying food that has been grown in Peru and brought to the UK by air.
- “exploring the social, economic, environmental and political connection between places” (Interdependence 1.4a)
- “appreciating the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies” (Cultural understanding and diversity 1.7a)
- “appreciating how people's values and attitudes may differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues” (Cultural understanding 1.7b).
Information and communications technology (ICT)
Financial capability can provide context and content for many aspects of the ICT programmes of study for example, how financial institutions communicate globally. They can learn about the economic impact of ICT on individuals, communities and society for example the impact of on-line banking and shopping,
- “explore the ways that ICT can be used to communicate, collaborate and share ideas on a global scale, allowing people to work together in new ways and changing the way in which knowledge is created” (Communication and collaboration 1.2a) - for example, how financial institutions communicate globally
- “the impact of ICT on individuals, communities and society, including the social, economic, legal and ethical implications of access to, and use of ICT” (Range and content 3e)
- “use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them” (Curriculum opportunities 4f)
Religious education
In RE students explore their own attitudes and values in relation to global issues as well as learning what religions and beliefs say about wealth. Students may explore attitudes of different religions and beliefs to charitable giving including the concept of Zakat in Islam.
- “evaluate their own and others' values in order to make informed, rational and imaginative choices” (Values and commitments 1.6b).
- “global issues – what religions and beliefs say about health, wealth, war, animal rights and the environment” (Range and content 3k).
Science
Students consider how and why decisions about science and technology are made, including those that raise ethical issues about the social, economic and environmental effects of such decisions.
- “Consider how and why decisions about science and technology are made, including those that raise ethical issues about the social, economic and environmental effects of such decisions” (Key Stage 4 Applications and implications of science 4b).
