European Financial Education PartnershipVolunteer facilitators

Delivering Workshops in Schools

www.efep-project.eu

Grant Agreement Number 2010-3807/001-001This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

WALT and WILF?

We Are Learning To...Understand what volunteering for the EFEP involvesWhat to expect of teachers and when at a schoolTips for effective sessions Practice delivering some workshops

What Is the Learning For?To support your ability to deliver the EFEP workshops effectively and to enjoy the process!

To provide an opportunity to practice delivering some of the materials as you would in class and dealing with classroom scenarios.

The EFEP, volunteering, what to expect when visiting a school.

Coffee break Some tips for running effective sessions Lunch Introduction to the workshop materials Coffee break Practicing your delivery! Trying out some activities used in class.

Housekeeping – breaks, lunch, fire alarm, facilities

Started in 1998

Standard Life

CISI

To provide financial education and promote employability skills to young people across Europe

Attract a skilled, future workforce to the industry

Help restore consumer confidence & trust

Reach as many pupils as possible

UK Coverage 2010-2011116 schools Scotland-wide

(23 primary schools, 2 FE colleges)

Other: Apex Scotland, Edinburgh West S6 conference, Glasgow West Regeneration Agency; Young Enterprise Dunbartonshire

813 workshops

Mainly school-leavers

How is it delivered?EFEP brochure to schools each termRequests advertised in weekly email to volunteersVolunteer details and requirements confirmed to the

schoolTurn up and enjoy! Feedback / travel expenses

The FEP is one of a few schemes offering actual classroom delivery country-wide.

Managing Your MoneyFinance for LifeIt’s My BusinessFrom CV to SalaryGetting the MessageFirst Impressions LastCareers in Financial ServicesTeam Work & Decision MakingSensible Borrowing

Curriculum for Excellence

A multi-disciplinary

approach to learning

Responsible Citizens

ConfidentIndividuals

Successful Learners

EffectiveContributors

Learning and Teaching Scotland

7 Principles

Challenge & enjoyment

Breadth Progression Depth Personalisation &

Choice Coherence Relevance

3 Areas of whole staff responsibility Literacy, Numeracy, Health and Wellbeing

4 Cross cutting themesSustainability, Enterprise, Creativity and Citizenship

4 Values

Wisdom Justice Compassion Integrity

4 Purposes Successful learners Confident individuals Responsible citizens Effective contributors

Learning and Teaching Scotland

Number, money and measure (continued)

Early First Second Third Fourth

Money I am developing my awareness of how money is used and can recognise and use a range of coins.

MNU 0-09a

I can use money to pay for items and can work out how much change I should receive.

MNU 1-09aI have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.

MNU 1-09b

I can manage money, compare costs from different retailers, and determine what I can afford to buy.

MNU 2-09aI understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important.

MNU 2-09bI can use the terms profit and loss in buying and selling activities and can make simple calculations for this.

MNU 2-09c

When considering how to spend my money, I can source, compare and contrast different contracts and services, discuss their advantages and disadvantages, and explain which offer best value to me.

MNU 3-09aI can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.

MNU 3-09b

I can discuss and illustrate the facts I need to consider when determining what I can afford, in order to manage credit and debt and lead a responsible lifestyle.

MNU 4-09aI can source information on earnings and deductions and use it when making calculations to determine net income.

MNU 4-09bI can research, compare and contrast a range of personal finance products and, after making calculations, explain my preferred choices.

MNU 4-09c

Curriculum for Excellence ‘Managing Your Money’ MNU 3-09b, MNU 4-09a and SOC 3-21a:MNU 3-09b: “I can budget effectively, making use of

technology and other methods, to manage money and plan for future expenses.”

MNU 4-09a: “I can discuss and illustrate the facts I need to consider when determining what I can afford, in order to manage credit and debt and lead a responsible lifestyle.”

SOC 3-21a: “I can understand the necessity for budgeting and determine ways to manage finance, considering possible investment opportunities, savings, risks or borrowing needs.”

Full training:

Workshop MaterialsClassroom Management Technique Presentation SkillsObservations

On-going support:

FEP ‘Champions’Linked-InAnnual meetingWe’re here to help!

EvaluationFull three-way evaluation

Evaluated by:

Teachers PupilsVolunteers

Random observation of visitsConstant monitoring and updating of resources

Teacher Feedback UK - 105Was it pitched properly? Yes 77%

(No 2%, NA 21%)Did your pupils benefit from the session? Yes 79%

(No 1%, NA 20%)Was it relevant & valuable? Yes 87%

(No 0%, NA 13%)

Teachers’ Comments

This was an excellent session which fully engaged the pupils and was pitched at the right level.

Pupils thoroughly enjoyed the presentation and were engaged throughout. In the current climate, anything to do with looking after money is relevant to our young people.

Student Feedback UK - 2171 Anything you would change?

No 93% (Yes 3%, NA 4%) Cover all you expected?

Yes 96% (No 0%, NA 4%) Did you benefit?

Great extent 45%, Some extent 36%,

Not much 3%, NA 16%

Students’ comments

Extremely helpful and made me feel more confident for when I go for an interview.

Really enjoyable and interesting, clear and easy to learn.

I have learned lots about how to handle money.This was a good morning.

Your Role in the Classroom

Your expectations? (Think, Pair, Share +rapid run)

“Imagine your ideal scenario in school...

from the moment you walk in the door...”

What would the experience look like?

What would it sound like?

What would it feel like?

Useful information from an enthusiastic, well informed facilitator. A facilitator who can deliver the session with an awareness of the

range of abilities and interests present in the group in front of them. An individual who acts professionally and offers a positive role-

model for the pupils to admire That this is your day job?! That they can sit back and get on with some marking/

preparation/development work…?! That they have nothing valuable to contribute to the session…

Learning and Teaching Scotland

Before the visit Choose school Choose subject Call the school – try to speak to the class teacher Ask about parking Check availability of equipment Ability of students - find out what level the students are at Print feedback forms

On the day... Sign in at Reception Arrive early if possibleDon’t expect access to the room before the workshop Dress NervesIntroduce yourselfRemind the teacher that they must stay in the room and that you are not a teacher!Have a planAnd a plan ‘B’ - Be well enough prepared to adapt

• Have a sense for your audience – is it early morning, early afternoon, how enthusiastic do they seem?

• Spend a few minutes socialising with them – share who you are

• Build on their responses - can be a great hook to win them over

• Explain what the EFEP is all about - put the session into context – don’t rely on the teacher, who may not be the original contact

• Ask them to work with you and each other

• Spot opportunities to encourage

• Adapt your style according to the age group

• Be flexible – education is a very challenging environment

On the day.....

• Be adaptable – the space may be less conducive than you expected, the equipment may fail, a flip chart is always a great aid

• Identify those who are more responsive and coach the group

• Be confident about varying your content outside the slides

• Engage the audience to keep their attention

• Place the information into the context of their world

• Take some visual aids with you

• Take a bottle of water

• Keep track of time – know when to finish – beware of the bell!

• Rehearse and place yourself in their shoes

On the day.....

On the day...

• Scenarios from workplace & your own experience

• Group work• Make it informal and interesting• Do not overuse PowerPoint• Be interested in their views• Give time to discussion• Listen – active listening, eye-contact• Have some amusing moments

At the end......• Return to learning objectives, have they been met?• Thank teacher and students• Give out evaluation forms

• Ask the teacher to complete a form at the same time, to be returned directly to the EFEP office with the pupil feedback forms. Insist on this for every workshop where possible, particularly if new to volunteering.

• Complete a volunteer feedback form

• Tell us how it went!

Team Exercise: many heads are better...

Commentary:

All Stand... you have as long as you need to

ensure that all members of your group are prepared

to present your scenario and solutions with detail to

others in the session…

Don’t Panic!!!

Scenarios

A small group of pupils chatting at the back of the class.

Pupils are doing a group task, but are not talking about the task in hand.

You get a ‘silly’ answer to a question that you have posed to the class.

Two pupils keep giggling whilst you are speaking.

Body language is POWERFUL!Use open questions (but supplement to

prompt if necessary)Never play “guess what I want to hear?” Silence is not the enemy (thinking time)Use namesUse the teacher

Learning and Teaching Scotland

•Using a USB stick / CD-ROM, PowerPoint, Smartboards

• What’s on the CD?

• ‘Managing Your Money’

In pairs, 20 minutes to prepare 10 minutes of the workshop

Present back

Feedback: What was the best bit, least best bit?

We are here to helpClassroom management

technique

Presentation skills

Obervations

JoinLinked-In

Contact your ‘Champion‘

Next steps....Next steps....

We Are Learning To... Do you understand what volunteering for the EFEP involves? Do you know what to expect of teachers and visits to schools? Do you remember tips for effective sessions? Do you understand how to prepare for your first workshop?

What Is the Learning For? Do you feel your ability to deliver the FEP workshops effectively

and to enjoy the process has been enhanced? Do you feel comfortable with running some pupil activities and

feel ready to deliver your first workshop?