Social-inquiry approach

The financial literacy website provides specific guidance about effective pedagogy when using cross-curricular approaches to developing financial literacy. A social-inquiry approach is recommended that involves students:

  • • asking questions, gathering information, examining relevant current issues;
  • • exploring and analysing people's values and perspectives;
  • • considering the way in which people make decisions;
  • • reflecting on and evaluating the new understandings they have developed and the responses that may be required.

Creating a supportive environment

Financial literacy lends itself to authentic and engaging contexts for learning. This supports the development of the school curriculum, and meaningful ways for students to connect with their wider lives. It provides opportunities to develop meaningful partnerships with families and communities. Teachers are encouraged to consider how different cultural values affect financial decisions.

Both national curriculums (NZC and TMoA) encourage schools to participate in learning experiences which explore and model values to enable all students to understand and explore New Zealand's rich cultural diversity. These values include concepts such as needs and wants, manaakitanga (hospitality) and whakawhanaungatanga (family or kin, shared responsibility and collaboration). Forming effective links between school and the cultural contexts in which students grow up is seen as an integral part of creating a supportive learning environment. These ‘productive partnerships’ ensure that knowledge and expertise is shared between family, community and educators.

School stories

The Ministry of Education’s website provides school stories that demonstrate a range of approaches to effective pedagogy described above9. These are in the form of written accounts and, in some cases, digital stories. School stories include the following:

  • • What will a financially literate student look like when they leave Year 8? Using links with local community, workshops were undertaken to answer this question for the school.
  • • Using the school’s inquiry model the Junior School raised money for a class trip. The senior school set a financial goal, and worked towards it for the term.
  • • A cross-curricular inquiry with students in groups living as a ‘family’ and managing their money successfully.
  • • A cross-curricular unit that focused on students understanding the values of excellence and community, being competent at managing themselves while developing skills of budgeting and saving for a day trip away from school.
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