30 US$
per classBarclays: Lección 3 Gasto seguro y sensato
Completado por 58 alumnos
Edades 7-11
Clase única en vivo
Videoconferencias en vivo
Se reúne una vez
2-10 alumnos por clase
55 min
Qué está incluido
1 reunión en vivo
55 minutos horas presencialesExperiencia de clase
NOTE: Please be aware that if you ever want to schedule any of our classes and your available/interested dates and time is not available on my schedule, you can easily leave me a message with your preferred dates and I will try to see what can be done about this request. I am very flexible with my day and times. Please, contact me if you have another day and time in mind. Thank you. Key learning outcomes By the end of the activity pupils will be able to: • Make simple choices based on value for money when purchasing • Recognise the need for planning for the future and saving money • Understand how to keep money safe • Become aware of scams and fraud and know some ways to protect themselves from it Session overview This is one of five lesson plans, each designed to build upon teaching students how to form good money habits for the long term. The activities in this session will be used flexibly, as a standalone lesson or delivered as part of a series alongside the other four lesson plans. We recommend starting with Samir’s birthday budget challenge, as this sets the scene and helps young people relate back when carrying out the subsequent activities, which can be delivered in any order. There is a range of topics covered including value for money, creating a budget, making payments and security and risks. All the sessions align to the Financial Education Planning Framework. Contents Page Activities Time 03 Challenge one: Spot the faker 30 mins 05 Challenge two: Sensible spending 20 mins Challenge one: Spot the faker 30 mins Slides 1.1-1.2 This activity needs to be run from a desktop or laptop. The activity isn’t currently supported to be run from a mobile or tablet. Tutor starts by having a discussion around emails to ensure that the class understands their purpose. Do they know what they are for? Tutor explains that they are likely to use emails for personal use, education and work in the future. Tutor now introduces some of the key vocabulary that will come up in this activity. Slide 1.1 used to display the terms and ask for suggested answers before clicking to reveal the definitions. Key vocabulary Term Definition Fraud Money or a payment that is taken out of your account by someone else, who may have access to your personal information. For example, stealing your bank card and PIN and taking money from your account Scam A payment you have made for something you believe is real, but turns out to be fake or to not exist. For example, buying tickets to a football match from someone online and receiving fake tickets Financial risk The possibility of something bad happening to your money. You can take action to protect yourself from this happening Trustworthy A person or company who is reliable, honest and that you can trust Recognising fraud and scams Tutor displays the email on Slide 1.2. The email shows several signs that suggest it may not be real and may be from a scammer. Working as a class, tutor challenges pupils to find all the features in the email that can provide clues to spotting that it is fake and may suggest a fraud risk. When different parts of the email are hovered over, more information will appear. Tutor introduces the activity using the story below. Samir’s dad wants to be sure that Samir understands that sometimes fake emails are sent from people and companies who want to cheat you out of your money. He has just received a suspicious email and he shows it to Samir. What can you spot that looks suspicious in this email? Make a list of the signs. Have you heard of other scams? Tutor allows some time for the class to look at the email and make a list of the things they think are suspicious. Tutor collates their suggestions, and then hover over each of the parts they have highlighted and discusses the tips that appear. There are six in total, and the copy within each hover point is also shown in the table below. Activity can be extended, as Tutor asks groups to produce a list of the things to look out for and produce a poster to go on display to warn other people in the school or at home. Challenge one: Spot the faker (continued) 30 mins Look out for Why Message subject line Be suspicious of urgent requests or something that sounds too good to be true. Fraudsters often use these tactics to encourage a quick Response ‘To’ line Watch out for emails that refer to you in an unusual way, such as the first part of your email address. A trustworthy organisation is more likely to use your full name Request for personal Trustworthy organisations will never request that you provide your PIN, details/completing a password, or online banking login details, or ask you to transfer money form to another account Hyperlink to follow Be careful if you are asked to click on a link or download an attachment. or attachment to You might be directed to a fake website where your login and personal download details are requested and stolen, or your device could be infected by a virus. Hover over hyperlinks without clicking to display the destination and evaluate whether it looks real Sender Look at the sender to see if the email address is suspicious. For example, it might not match who the sender says they are or it may be from an email address like Google or Yahoo which anyone can create instead of a business one Poor grammar/ Poor grammar, unusual style and mistakes in the wording of the mistakes message can be a sign that it is not from a genuine sender Challenge two: Sensible spending 20 mins This activity asks pupils to look at different cost options and suggest the most sensible decision based on the cost. Slides Discuss the scenario below and show Slide 2.1. 2.1-2.3 Samir has arrived home with a new game and is disappointed to find that the console that he needs to play it on is broken. Look at the three options and explain that Samir has some options regarding what he can do. Please note that this activity uses the example of different purchasing options for a games console. If this item isn’t appropriate for your class, you could pick another item and use the blank template on Slide 2.3 to answer the questions below. Options 1. Compare prices at different shops and save up to buy a brand new games console 2. Save up to buy a second-hand games console 3. Pay for his console to be repaired Once they have seen the options, Tutor move on to Slide 2.2 and ask pupils to work through the below questions in regards to each option. Tutor provides pupils with a version of this slide, with a few fields filled in or completely blank by choosing to use a different item, to print or complete digitally. • What are the benefits? • What are the disadvantages? • How could Samir save for this? Once the pupils have reflected on these, Tutor clicks to reveal the suggestions on the slide and discuss as a class. Tutor now asks pupils to calculate the price difference between the three options. For each option, Tutor ask them to think how long it would take before Samir could play his new game and how long the console might last. Which option would they choose for Samir? Does everyone agree? Ask some volunteers to share their reasons. Tutor asks whether any of them can suggest another option, for example asking one of his friends if he can borrow a console for a while. Can they think of more advantages and disadvantages of each of the options?
Metas de aprendizaje
• Make simple choices based on value for money when purchasing
• Recognise the need for planning for the future and saving money
• Understand how to keep money safe
• Become aware of scams and fraud and know some ways to protect themselves from it
Otros detalles
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Conoce al profesor
Experiencia y certificaciones del docente
Licenciatura en Contabilidad desde Babcock University
Excellent One-to-One Maths Tutor (KS3 and KS4)
“I want nothing more than to be ‘better’ and not be judged like I’m a deadbeat for not being what I once was.” — Elizabeth Keene Alton.
My teaching embodies the need for metacognition strategies to improve pupils learning abilities. Ultimately it's what gets remembered that eventually gets used. With the various teaching and learning strategies, I strive to help my pupils with the best-suited style to get achieving set goals. This will be assessable, accessible and reviewed over time.
I taught maths secondary (KS3 and KS4/ High School/Secondary School) in a school in Portsmouth, a mixed ability class of 30 pupils on a 90mins/class full-week timetable. Classes had to be differentiated and accelerated while using assessment for learning techniques, teaching and meta-cognitions strategies to help varying ability learners (Mastery to SEN). I also work with interventions to help pupils achieve GCSE levels required up to 9. I try to create an engaging learning environment for my learners which is a proven strong motivator for positive learning.
Background/Experience:
Feb, 2020 - date One-to-One ONLINE PRIVATE TUTOR (Math- KS3 & KS4):
• Conduct individual math tutoring program for students using comprehensive lesson plans, exams and final projects to showcase grasp of material.
• Tutor three students per week in private sessions by providing detailed lesson plans, assessing students’ progress, differentiation, SEN, EFL and communicating with teachers, students and parents about outcomes.
• Develop student confidence though attentive instruction in reflection areas, applying positive reinforcement strategies and review to help students master challenging material.
• Make lessons interesting and engaging using art and visual aids to bolster learning.
• Evaluate and revise lesson plans and course content to facilitate and moderate classroom discussions and student-centred learning.
• Network with other educators to promote awareness of advanced teaching practices and development of 21st Century skills – (STEM member).
Sep 2019 – Oct 2019 Maths Teacher (KS3/KS4) – Trafalgar School Portsmouth
Key Achievements and Responsibilities:
• Held full responsibility for the educational development of a diverse range of 30 students, pro-actively implementing all areas of the curriculum and organising the classroom and learning resources
• Successfully planned and prepared appropriate lessons and suitable teaching materials; meeting/liaising with parents; participating in, and contributing to staff meetings
• Utilised a range of learning methodologies, incorporating audio, visual and kinaesthetic elements to ensure the learning needs are met for all students
• Coordinated and liaised extensively with parents and family members, addressing any concerns and maintaining productive relationships based on trust and respect with a focus to facilitate the educational development of young students
Background and Education:
- Banker
- Consulting
- EdTech-Finance to K3&K4
✨Creative and individualistic. An Intuitive 👩💻Tech evangelist and a multipotentialite.
🔥Thrive on intellectual stimulation and challenge (when I am solving problems). I am confident without needing to be in the spotlight. I am an advocate, visionary and maverick combined (creative, team-layer, empathic, concrete, pragmatic and methodical). 👩💻Bridge between Tech and Finance, Educator. 📈Growth mindset. Member: Women in IT
🔥My Philisophy
Driven by compassion, empathy, positivity, possibilities and hope in a world full of otherwise.
👏The chapter of my life dictates there is to be given to, there is to learn, there is to do, there is much more.
🪴Give Back
Collaborative culture, team-focused, purposeful opportunities.
💪Background
- Financial Management and Accounting
- Versatile Banker -Performance management (Human Capital Mngt partner), Financial Control, Information Technology, Business Development and Customer Service
🥰Hobbies
- Music - singing, playing musical instruments and composing
- Design and interior (insta @marveltysuc)
- Event planning
- Technology (blog insta @qasic)
Reseñas
Banke Adewumi sugiere esta clase a continuación...
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