Sections: Technology , Economy
I. Explanatory note on the subject "Fundamentals of financial literacy"
The work program of the subject "Fundamentals of financial literacy" was compiled in accordance with the teaching materials of V.V. Chumachenko "Fundamentals of financial literacy", as well as in accordance with the following documents:
1. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.
2. Project of the Ministry of Finance of Russia "Promotion of increasing the level of financial literacy of the population and the development of financial education in the Russian Federation". Information about the Project is available on the official website of the Russian Ministry of Finance: http://www.minfin.ru/ru/om/fingram/
3. The concept of the National program to improve the level of financial literacy of the population of the Russian Federation http://www.misbfm.ru/node/11143.
4. Strategy for the development of the financial market of the Russian Federation for the period up to 2020 http://www.ippnou.ru/lenta.php?idarticle=005586 .
5. The main educational program of secondary general education MBOU "Gymnasium No. 3".
6. Regulations on the work program of educational subjects, courses of extracurricular activities of MBOU "Gymnasium No. 3" dated 08/30/2018.
Increasing financial literacy is one of the main areas for the formation of an investment resource, identified in the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020.
The relevance of the Fundamentals of Financial Literacy program is dictated by the development of the financial system and the emergence of a wide range of new complex financial products and services that pose challenges to citizens that they are not always ready to solve.
Therefore, the introduction of the course "Fundamentals of Financial Literacy" helps to create conditions for the development of a teenager's personality, motivation for learning, for the formation of social and professional self-determination, and is also a prevention of antisocial behavior. It is the mastery of the basics of financial literacy that will help students apply the acquired knowledge in life and successfully socialize in society.
Ensuring the implementation of the Federal State Educational Standards of the new generation and the availability of quality education for students of all categories, our gymnasium creates conditions for obtaining additional economic education, including its applied aspects - financial literacy, the basics of consumer knowledge in high school as part of elective courses.
The content of the program significantly expands and supplements the knowledge of high school students about personal finance, home accounting management, the functioning of the stock market and the banking system, and the implementation of creative work, practical tasks will allow teenagers to gain experience in making economic decisions in the field of personal finance management, improve their professional competence in the future, apply the acquired knowledge in real life.
In addition, tasks with financial and economic content are included in the materials of the final certification for the course of the main school of the Unified State Examination.
The novelty of this program is the focus of the course on the formation of financial literacy of high school students based on building a direct connection between the knowledge gained and their practical application, understanding and use of financial information at the moment and in the long term and focuses on the formation of responsibility in adolescents for financial decisions, taking into account personal security and well-being.
A distinctive feature of the program of the subject "Fundamentals of financial literacy" is that it is based on a system-activity approach to learning, which provides an active educational and cognitive position of students. They form not only basic knowledge in the financial sector, but also the necessary skills, competencies, personal characteristics and attitudes in accordance with the latest generation of the Federal State Educational Standard.
Program goal: formation of key competencies of high school students for making rational financial decisions in the field of personal finance management.
Program objectives:
Create comfortable conditions conducive to the formation of communicative competencies;
To form a positive motivational attitude towards the economy through the development of cognitive interest and awareness of social necessity;
To study the regulatory and methodological documents of the Ministry of Education and Science to improve the level of financial literacy and financial and economic education of students;
Master the system of knowledge about the financial institutions of modern society and personal finance management tools;
Master the ability to receive and critically comprehend economic information, analyze, systematize the data obtained;
To form experience in applying knowledge about financial institutions for effective self-realization in the field of personal finance management;
To form students' readiness to make responsible and informed decisions in the field of personal finance management, the ability to implement these decisions;
Form the foundations of culture and individual style of economic behavior, business ethics values;
Cultivate responsibility for economic decisions.
II. General characteristics of the subject "Fundamentals of Financial Literacy"
To achieve the set goals and taking into account the foregoing, the organization of classes is based, first of all, on pedagogical technologies based on the cooperation and co-creation of the participants in the educational process, critical analysis of the received information of various types, activity technologies, design and research activities, gaming technology.
In the classroom, students are engaged in various types of cognitive activities, learn to think creatively and solve problems. practice-oriented economic tasks.
Since the teaching method is a generalizing model of the interconnected activity of the teacher and students and it determines the nature (type) of students' cognitive activity, the teaching methods are implemented in the following forms of work:
- Business games.
- Use of technical training aids, Internet resources.
- Working with sources of economic information.
- Analysis of financial market instruments, economic situation in individual markets and in the region.
- Interactive technologies.
- Group, frontal and individual work.
- Excursions.
III. Description of the place of the subject "Fundamentals of Financial Literacy" in the curriculum
This program is designed for students in grade 10.
The work program is designed for 35 hours per year (1 hour per week).
IV. Planned development results subject "Fundamentals of financial literacy"
Structure and content of the subject « Fundamentals of financial literacy» » assume that students should master the practical skills of planning and evaluating their own economic activities in the field of managing the family budget, personal finances.
During the academic year, high school students demonstrate general project skills: plan and implement project activities; prioritize goals based on values and life plans; independently implement, control and carry out correction of their activities on the basis of preliminary planning; use available resources to achieve goals; apply all the necessary variety of information and knowledge, skills and competencies obtained as a result of training for goal setting, planning and implementation of an individual project.
Planned learning outcomes
Subject Results the study of this subject is the acquisition by schoolchildren of competencies in the field of financial literacy, which are of great importance for the subsequent integration of the individual into the modern banking and financial environment. In addition, the study of the course forms the skills of high school students to make competent and informed financial decisions, which will ultimately help them achieve financial independence and success in business.
Metasubject results - the development of analytical abilities, decision-making skills based on a comparative analysis of savings alternatives, planning and forecasting future income and expenses of the personal budget, management skills.
personal results studying the course is the education of motivation to work, the desire to build one's future on the basis of goal-setting and planning, responsibility for the present and future of one's own financial well-being, the well-being of one's family and the state.
In this way, as a result of studying in this subject the graduate will learn:
Make rational financial decisions in the field of personal finance management;
Conduct timely financial analysis;
Set strategic goals to achieve personal financial goals;
Plan and predict future income and expenses of the personal budget;
Determine the directions of interaction of citizens with the stock and currency markets;
Basics of interaction with credit institutions;
Basic concepts and tools for interaction with participants in financial relations;
Fundamentals of managing tax payments in order to reduce tax expenses while maintaining tax discipline;
Choose insurance products and insurance companies;
Make investment decisions from the position of minimizing financial risks;
Create a personal financial plan.
Graduate will have the opportunity to learn:
In cooperation with the teacher, set new learning objectives;
Recognize the principles of functioning of the financial system of the modern state;
Understand personal responsibility for decisions made in the process of interaction with financial institutions;
Understand the rights and obligations in the field of finance;
Possess communication skills;
Analyze and interpret financial information from various sources;
Define tasks in the field of personal finance management;
Find sources of information to solve financial problems;
Collaborate with peers and adults in educational and research activities;
Form your own financial strategy;
Solve financial problems;
Show cognitive initiative in educational cooperation;
Independently take into account the guidelines of action allocated by the teacher in the new educational material;
To carry out ascertaining and anticipatory control on the result and on the method of action, actual control at the level of voluntary attention;
Independently evaluate the correctness of the performance of the action and make the necessary adjustments to the performance both in the course of its implementation and at the end of the action.
V. The content of the program of the subject "Fundamentals of financial literacy" (35 hours)
Personal financial planning (11 hours).
Introduction to the course. Brief description of the course being studied. Formation of the concept of human capital. Formation of knowledge about the application of human capital.
Making decisions about personal finance. Definition of goals, selection of alternatives.
Assets and liabilities. Income and expenses. Drawing up a current and prospective personal financial budget. Main sources of income. Typical levels of income and expenses during a person's life. Drawing up a current personal financial plan.
Personal financial planning. Strategy and tactics in the financial game.
A lesson-lecture, a lesson in discovering new knowledge, a lesson in updating knowledge, a combined lesson, a lesson-generalizations, a lesson - a business game, creative work.
Main activities.
Know the role of the subject "Fundamentals of financial literacy", the concept of "human capital", "money", their functions. Be able to explain what consumption is, what are the main sources of income, recognize your assets and liabilities, be able to keep track of them. Know how to budget, be able to optimize costs. Be able to develop a strategy to achieve your goals, create a personal financial plan to achieve your goals. Be able to work in a team, strive for cooperation.
Deposit (7 hours).
Savings, inflation, causes of inflation, calculation of inflation. Deposit. Risk assessment. Interest on deposits. Advantages and disadvantages of a deposit. Conditions and content of the deposit. Nominal rate, real rate, deposit agreement. Types of bank deposits. Banks, bank deposits, financial risks.
Forms of organization of training sessions.
Lesson - discovery of new knowledge, lesson of updating knowledge, combined lesson, lesson - generalization of knowledge.
Main activities.
Know the concepts of accumulation and inflation, the causes of inflation. Calculate inflation.
Know the concept of a deposit. Be able to give your own assessment of risks, know how to calculate interest on deposits. Be able to characterize the features of the deposit in Russia. Know how to calculate interest on deposits. Be able to calculate simple and compound interest on a deposit, give examples of types of bank deposits, be creative in creative work.
Credit (7 hours).
The concept of credit. Familiarity with the main characteristics of the loan. Benefits of choosing a loan Credit cost. Calculations to reduce the cost of credit. Typical mistakes when using a loan.
Forms of organization of training sessions.
Lesson - the discovery of new knowledge, a lesson on updating knowledge, a combined lesson, a lesson - generalizations, creative work.
Main activities.
Know the concept of "credit", its characteristics. Know the required documents when applying for a loan. Learn to analyze and compare loan conditions in different banks. Be able to characterize the features of a loan in Russia, give your own examples of the rights and obligations of a borrower, evaluate the studied phenomenon, and be creative in creative work.
Settlement and cash transactions (7 hours).
Banking system, economic situations. Acquaintance with the choice of a bank card. Types of bank cards (debit and credit). banking profit. The main types of bank interest. Plastic cards. ATMs, mobile banks. The use of plastic cards in settlements and payments, the difference between debit and credit cards. Storage exchange and money transfer. Various types of payment means. Forms of remote banking service. Repetition of the studied block. Excursion to the bank.
Forms of organization of training sessions.
Lesson - the discovery of new knowledge, a lesson on updating knowledge, a combined lesson, a lesson - generalizations, a lesson-excursion.
Main activities.
Know the concept of "Banking system", the functions of the central bank. Be able to solve cognitive and practical problems that reflect typical economic situations. Know the types of bank cards. Understand what is the mechanism for obtaining bank profits. Be able to characterize the main types of bank interest. Know the rules for using ATMs, mobile banking, online banking.
Repetition of the studied (3 hours).
Personal financial planning, deposit, credit, settlement and cash operations. Strategy and tactics in the business game "Golden Crown".
Forms of organization of training sessions.
The lesson is a business game, a lesson of generalization of knowledge.
Main activities.
To be able to put into practice the knowledge gained in the lessons on the subject "Fundamentals of financial literacy", develop a strategy and tactics in a team game, show creativity, initiative.
VI. Description of the educational and methodological package for the subject "Fundamentals of financial literacy"
- V.V. Chumachenko. Fundamentals of financial literacy. Tutorial. - M .: Education, 2018
- V.V. Chumachenko. Fundamentals of financial literacy. Guidelines. - M .: Education, 2018
- V.V. Chumachenko. Fundamentals of financial literacy. Workbook. - M .: Education, 2018
Internet resources for student and teacher
VII. Calendar and thematic planning of the subject "Fundamentals of financial literacy"
| No. p / p | Lesson topic |
Number of hours |
Scheduled lesson date |
Actual date of the lesson |
|
Personal financial planning (11 hours) |
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Acquaintance with the course "OFG" |
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Human capital and success |
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Making Personal Finance Decisions |
|||||
Home bookkeeping. Assets and liabilities |
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Home bookkeeping. Income and expenses |
|||||
Drawing up a personal financial plan |
|||||
Creative work "Drawing up a personal plan" |
|||||
Business game "My strategy" |
|||||
Deposit (7 hours) |
|||||
Savings and inflation |
|||||
What is a deposit and what is its nature? |
|||||
Deposit terms |
|||||
Deposit risk management |
|||||
Repetition of what was learned in the "Deposit" block |
|||||
Credit (7 hours) |
|||||
What is a loan? |
|||||
Main characteristics of the loan |
|||||
How to choose the best loan |
|||||
How to reduce the cost of a loan |
|||||
Typical mistakes when using a loan |
|||||
Creative work "Case" |
|||||
Settlement and cash operations (7 hours) |
|||||
Storage, exchange and transfer of money |
|||||
Different types of payment means | |||||
"The work program of the discipline "Financial Literacy" Moscow, 2015. The work program is designed to teach the discipline in the cycle of programs related to the increase ..."
DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW
State Autonomous Educational
establishment of additional professional
education
Moscow city
Moscow center
technological modernization of education
Work program of the discipline
"Financial Literacy"
Moscow, 2015
The work program is designed to teach the discipline in the cycle
programs related to improving the financial literacy of employees and
students in the education system of the city of Moscow.
The work program has been drawn up taking into account the basic requirements of the Federal State Educational Standard for General Education.
1. Annotation 4
2. Goals and objectives of mastering the discipline. List of planned learning outcomes 4
3. The place of discipline in the structure of financial literacy programs 8
4. Volume of discipline 9
5.1. Structure of discipline 9
5.3. Topics and content of lectures 13
6. Educational and methodological support for independent work of students in the discipline 15
6.1. Independent study of discipline sections 15
7. Educational technologies 16
7.1. Educational technologies used in the classroom16
7.2. Interactive educational technologies used in the classroom 16
8. Evaluation tools for monitoring progress, intermediate certification and competencies implemented in the discipline 17
8.1. Evaluation tools for monitoring progress and the formation of competencies 17
8.2. Organization of classes in discipline 20
8.3. Types and forms of working off missed classes 22
9. Educational and methodological support of discipline 23
9.1. Basic Literature 23
9.2. Further Reading 24
9.3. Internet resources 26
10. Logistics of discipline 27
11. Guidelines for students on mastering learning 28
12. Guidelines for teachers on the organization of training in the discipline 29
1. Annotation The study of the discipline "Financial literacy" is focused on obtaining students' knowledge about modern financial markets, the features of their functioning and regulation, and the possibilities of the population in the field of personal finance management. As part of the course, the main financial institutions of the Russian society, the peculiarities of the financial behavior of consumers, modern financial service technologies, the basics of financial planning and consumer safety when working with financial instruments, taxation of individuals are studied.
The course is designed for 18 hours of lectures, 36 hours of practical training and 16 hours of independent work. An intermediate assessment of knowledge and skills is carried out using test tasks. Based on the results of studying the discipline, final control is provided in the form of a test or final testing.
2. The purpose and objectives of the discipline. List of planned learning outcomes The purpose of studying the discipline "Financial Literacy" is the formation of a culture of economic thinking and basic competencies in the field of economic and financial literacy, necessary for orientation and social adaptation of students to ongoing changes in society.
Discipline tasks:
to form basic competencies in the field of financial literacy, to form a general idea of the features of modern financial markets;
to teach technologies for analyzing financial information;
develop practical skills in making financial and economic decisions.
The process of studying the discipline "Financial Literacy" is aimed at the formation of competencies or elements of the following competencies:
FC1 - understanding the role of money in the life of a student.
FC2 - understanding the opportunities for students to receive income, including the performance of paid types of work and the creation of their own business.
FC3 - understanding the possibilities of effective management of the budget and finances of the student.
FC4 - understanding the role and capabilities of financial institutions in managing the budget and finances.
FC5 - understanding the possibilities of opening your own business.
FC6 - understanding the specifics of choosing a strategy and the trajectory of rational financial behavior.
FC7 - understanding of investment opportunities in modern economic conditions.
FC8 - understanding the basics of tax literacy and social responsibility of the student in managing the budget and finances.
FC9 - understanding the main risks of insufficient financial literacy while ensuring the economic security and well-being of the student.
FC10 - understanding the conditions and opportunities for financial support for education in the city of Moscow.
As a result of mastering the discipline, the student must:
1) have an idea:
about the role of money in the life of the consumer;
about opportunities to generate income, including the performance of paid types of work and the creation of one's own business;
about the possibilities of effective budget and personal finance management;
on the role and capabilities of financial institutions in managing the budget and personal finances;
about the possibility of starting your own business;
about the specifics of the choice of strategy and the trajectory of rational financial behavior;
about investment opportunities in modern economic conditions;
on the basics of tax literacy and social responsibility in managing the budget and personal finances;
about the main risks of insufficient financial literacy while ensuring economic security and well-being;
about the conditions and possibilities of financial support for education in the city of Moscow;
the functions of money in everyday life, the basics of money management;
main characteristics of paid work and ethics, differences between employment and self-employment;
links between abilities and the choice of a future profession;
main types, functions and products, services of financial institutions;
the main stages of planning and creating your own business;
conditions and tools for making competent consumer decisions in the financial sector;
basic approaches to investing resources in modern economic conditions;
the main types of taxes, the rights of consumers of services of financial institutions and the requirements for mandatory disclosure of information;
main types of risks when using products, services of financial institutions;
the main professions of special and higher education, the specifics of the development of the city of Moscow as an International Financial Center;
manage money; take into account the movement of funds;
apply ways to earn a living related to employment and the organization of their own business;
apply from 3 to 5 ways of distributing money between savings and expenses, critically consider the possibilities in the field of planning a personal budget, family budget;
apply from 3 to 5 ways to justify the choice of a particular institution in the financial sector as a partner, critically consider the proposals of products and services of institutions in the financial sector;
calculate the costs and income of a business using the example of a virtual enterprise, choose the most rational forms of using credit, borrowed resources;
determine the difference between personal and industrial consumption;
apply resource investment tools taking into account personal interests or business interests;
choose the most rational forms of philanthropy for its popularization as the owner of financial resources;
recognize financial pyramids and scams, apply insurance tools for their actions in managing the budget and personal finances;
create a student portfolio to confirm the level of their education and suitability for their future profession, critically evaluate the proposals of financial institutions on the provision of educational loans;
4) acquire skills:
making financial decisions, accounting for money;
making financial decisions based on economic implications and ethical considerations;
budget and personal finance management;
building a system of economic and social relations with institutions in the financial sector, evaluating the effectiveness of the use of products and services of institutions in the financial sector;
making rational consumer decisions in the financial sector, substantiating rational options for solving problems related to the implementation of operations to save or spend financial resources;
increasing the level of social responsibility in the approval of society and the state of actions to manage the budget and personal finances;
planning the retirement period and financial support for the main events of the life cycle;
planning the educational period and financial support for obtaining special and higher education.
3. The place of the discipline in the structure of programs to improve financial literacy The course "Financial Literacy" is designed for students with a general background in computer science and computer skills at the user level. The logic and structure of the course presentation allow students to form a scientific approach to economic problems.
The course provides the basic knowledge necessary to study the disciplines:
financial markets, financial management, methods of optimal decisions, methods of making managerial decisions, consumer behavior taught in educational institutions of higher professional education.
Deep assimilation of the material is provided by a combination of classroom lessons and independent work of students with literature. The main type of training sessions in this discipline are lectures.
Practical classes are held in the form of discussions, seminars, group project-based learning, as well as the use of case studies. The discipline carries out current control and final control in the form of a test or final testing. The distribution of hours for various types of work is presented in Table 1.
4. VOLUME OF THE DISCIPLINE The total labor intensity of the discipline is 2 credit units (70 hours).
Distribution of the labor intensity of the discipline by type of work
– – –
7. EDUCATIONAL TECHNOLOGIES
7.1. Organization of the educational process using distance learning As the main information resource in the educational process, methodically (didactically) developed information databases of distance learning are used that provide the current level of requirements at the time of their use, in terms of their volume and content corresponding to the requirements of state educational standards.
To ensure the process of distance learning, the following means of distance learning are used: educational videos, electronic educational and methodological complexes, including electronic textbooks, teaching aids, control and testing kits intended for transmission over telecommunication channels.
1. Video content:
A video lecture broken down into logical fragments using a presentation that includes key phrases and illustrations that contribute to a better understanding of the lecture material by the audience.
2. Electronic educational and methodical complexes:
Theoretical material on each topic: disclosure of the theoretical provisions of the topic using examples, tables, figures, diagrams, graphs.
Practical tasks for each topic (individual and group): developed using analytical materials (articles, expert opinions, interviews).
Test tasks for self-examination on each topic.
3. Final events:
Examination task for the final certification, providing for the verification of tasks. The assignment is aimed at testing all the topics of the course.
When using distance learning technologies, each student is provided with access to distance learning tools and the main information resource in the amount of hours of the curriculum necessary for mastering the educational program.
7.2. Alternative educational technologies 7.2.1. Classroom classes When implementing the discipline "Financial Literacy", educational technologies are used that most fully reflect the specifics of the discipline, namely active and interactive forms of conducting classes, in addition to passive methods (survey, etc.).
Active teaching methods used in the seminars of the discipline "Financial Literacy"
Imitation Non-imitation Non-fiction Game Problem-based learning. Analysis of specific role-playing games Heuristic lecture, situations.
seminar. Creative task Thematic discussion.
Information on interactive forms of conducting classes is presented in clause 7.2.
7.2.2. Interactive educational technologies used in the classroom When implementing the discipline "Financial Literacy", interactive forms of conducting classes are used.
Since interactive learning is, first of all, interactive learning, during which interaction is carried out between the student and the teacher, between the students themselves, including the use of information technology and technical means.
To solve educational and educational tasks in the discipline "Financial Literacy" in the framework of interactions with students, the following interactive forms are used:
project method;
work in small groups.
In addition, the learning process involves such a form of interactive learning as milestone testing of students in sections of the discipline.
As part of the development of interactive forms of education in the discipline "Financial Literacy", presentations were developed with the possibility of using various auxiliary tools: an interactive whiteboard, books, videos, slides, computers, etc. The proportion of classes conducted in interactive forms by discipline is presented in the table below.
Interactive teaching methods used in the seminars of the discipline "Financial Literacy"
– – –
8. EVALUATION TOOLS
PROGRESS, INTERIM CERTIFICATION AND
IMPLEMENTED
IN THE DISCIPLINE OF COMPETENCES
8.1. Evaluation tools for monitoring progress and the formation of competencies In accordance with the requirements for preparing students for ongoing monitoring of progress and intermediate certification of the discipline "Financial Literacy", a "Fund of evaluation tools" has been developed, which presents evaluation tools formed by the competencies declared in clause 2 .
The fund of appraisal funds includes:
a) passport of the appraisal fund;
b) fund of intermediate certification:
questions for offset;
c) current certification fund:
questions for discussion;
essay topic.
Questions for the test (final testing) in the discipline "Financial Literacy"
General classification of financial services and products.
Overview of services and tools for different consumer needs 2.
tasks and different stages of the human life cycle.
The role and place of financial services in human life.
Overview of services and tools for different consumer needs 4.
financial intermediaries.
Legislation and fundamentals of market regulation 6.
financial services, deposit insurance.
Risks, features, fraud 7.
Overview of the segment of the banking services market, basic concepts, 8.
three main functions of banks (settlements, lending, accumulation of funds).
Regulatory framework (laws that regulate relations 9.
the state, the bank and its clients).
10. Participants in this market segment: banks and other credit institutions.
11. Products and services offered by banks and other credit institutions.
12. Basic financial calculations required by the consumer when working with banking services and products.
13. Features of working with documents signed by the client of the bank and for which he is responsible.
14. Features and risks of bank customers. Historical excursion.
15. International aspect of banking services and products
16. Overview of the insurance services market, basic concepts.
17. Laws and regulations that govern the relationship between the state, the insurer and the client.
18. Insurance companies, professional associations of insurers.
19. Three main types of consumer insurance: life and health, property, civil liability.
20. Products and services that are offered to consumers in this area.
21. Basic financial calculations in this area.
22. Features of working with documents signed by the client of the insurance company, and for which he is responsible.
23. Risks of clients in the insurance services market. Historical excursion on the topic.
24. International aspect (including travel insurance).
25. Review of the main forms of housing investment (mortgage, housing cooperatives, shared construction).
26. Normative acts that regulate relations between the state, professional participants in the real estate market and the consumer.
27. Features of working with documents signed by the buyer / investor, and for which he is responsible.
28. Basic financial calculations in this area.
29. Real estate companies, housing rental market.
30. Risks of clients in the real estate market. Historical excursion. International aspect of the topic.
31. Overview of services and products in the securities market, general concepts, structure.
32. Normative acts that regulate relations between the state, professional participants in the stock market and consumers of services.
33. Issuers and their securities: shares, bonds.
34. Non-documentary form of securities.
35. Investors: institutional, individual, collective.
36. Qualified and non-qualified investors.
37. Professional intermediaries in the securities market:
brokers, trustees, depositories.
38. Stock exchange, its role for the investor.
39. Management companies, mutual investment funds, non-state pension funds.
40. Investment portfolio.
41. Investment strategies.
42. Risks of investors in the stock market.
43. Peculiarities of working with documents signed by the investor in the securities market and for which he is responsible.
44. Financial pyramids and other types of fraud in the stock market. Historical excursion on the topic. International aspect of the topic.
45. Human life cycles and various investment goals.
46. Retirement age and state pension provision.
47. Everyone's personal responsibility for ensuring the disabled stage of their life (personal pension plan).
48. Non-state pension funds.
49. Forms of non-state pension provision:
corporate and individual.
50. Features of working with documents signed by the investor in the long-term investment market, and for which he is responsible.
51. Features and risks of the long-term investment market.
Historical excursion on the topic. International aspect of the topic.
52. Overview of the structure of financial information.
54. Review of analysis tools.
55. Analysis of the profitability of securities: fundamental and technical analysis.
56. Document as the main carrier of consumer information in the financial sector.
57. Basic rules for working with financial information.
59. Electronic finance as a digital form of financial instruments, products and services.
60. Electronic payments and payment terminals.
61. Internet banking and plastic cards.
62. Internet trading, algorithmic trading in the stock market (robot programs).
63. Online shopping.
64. Electronic wallets and electronic tickets.
65. Risks and fraud in the field of electronic finance.
66. Human life cycles and their features.
67. Three components of personal finance: Earn - Save - Invest.
68. Goals and strategies at different stages of the life cycle.
69. Personal and family budget: items of expenditure and income, planning.
70. Calculations at the level of servicing family needs.
71. Financial calculations, special computer programs.
72. Financial advisors and consultants
73. Regulation, self-regulation in the financial services market.
74. The contract is the main document in the financial services market.
75. Rights and obligations of a bank client: a depositor and a borrower.
76. Rights and obligations of the holder of securities.
77. Rights and obligations of a broker's client and trustee.
78. Rights and obligations of a shareholder of a mutual investment fund and a contributor to an NPF.
79. Rights and obligations of the owner of the insurance policy.
80. Credit histories, credit reputation, debt collection.
81. Rules for exiting critical situations and the basics of self-defense in the financial services market.
82. Taxes on personal income and their role in the development of the economy and society.
83. Taxation of individuals on various types of income: salary, rental housing, deposits, securities, pension programs.
84. Tax agents.
85. Tax deductions.
86. Tax return. Historical perspective.
International aspect of the topic.
8.2. Organization of classes in the discipline Classes in the discipline "Financial literacy" are represented by the following types of work: lectures, practical classes, independent work of students.
In practical classes, students perform tasks related to the basics of financial literacy, discussing certain issues, speaking and participating in discussions, debates, round tables, solving problems, analyzing financial strategies and applying innovative measures when planning personal finances. As part of independent work, students prepare independently the questions announced in clause 6.1, prepare for seminars, prepare for the test.
Current certification of students. The current certification of students in the discipline "Financial Literacy" is mandatory.
Current certification in the discipline "Financial literacy"
is carried out in the form of a survey and control measures (essays, tests, etc.) to assess the actual learning outcomes of students and is carried out by the lead teacher.
The objects of assessment are:
academic discipline (activity in the classroom, the timeliness of the implementation of various types of tasks, attendance at all types of classes in the discipline being certified);
the degree of assimilation of theoretical knowledge;
the level of mastery of practical skills and abilities in all types of educational work;
results of independent work.
The activity of students in the classroom is assessed by their performances on practical exercises, discussions, disputes, round tables, case methods, projects.
Evaluation of a student in the classroom is carried out using a point-rating system in accordance with the technological map of the discipline. Evaluation of the student in the control week is also carried out according to the point-rating system with grading in the statement and indicating the number of missed classes.
Intermediate certification of students. Intermediate certification of students in the discipline “Financial literacy is mandatory. In this case, any form of current control can be used.
Students are allowed to pass (final testing) in the discipline if they fulfill the curriculum for the discipline:
fulfillment of all tasks and activities provided for by the program of discipline p.5.2. (according to the forms of current control) and completed essays or other forms of current control. If there is a student debt, the student makes up for missed classes in accordance with the requirements specified in clause 8.3. The assessment of a student's knowledge in the test (final testing) is complex, is a score and is determined by:
the answer to the offset (final testing);
educational achievements during the period of study.
Knowledge, abilities, skills of a student in the test are assessed with marks: "excellent" - 5, "good" - 4, "satisfactory" - 3 (this corresponds to "passed"), "unsatisfactory" - 2 (which corresponds to "failed"). In addition, the student is graded in accordance with the point-rating system. The basis for determining the assessment is the level of assimilation by students of the material provided for by this work program.
– – –
8.3. Types and forms of working off missed classes A student who missed two classes in a row is allowed to the next classes on the basis of admission.
A student who missed a lecture session is obliged to provide a summary of the relevant section of educational and monographic literature (basic and additional) on the issues under consideration in accordance with the program of the discipline.
A student who missed a seminar session works it out in the form of an abstract abstract of the corresponding section of educational and monographic literature (basic and additional) on the issues considered at the seminar session in accordance with the program of the discipline or in the form proposed by the teacher.
9. EDUCATIONAL AND METHODOLOGICAL SUPPORT FOR THE DISCIPLINE
9.1. Main literature:
1. Azrilyan A.N. Big economic dictionary. - M.: Institute of New Economics, 2012.
2. Arkhipov A.P. Insurance. – M.: VITA-PRESS, 2011.
3. Astakhov P.A. Pensioner: legal assistance from the pinnacle of advocacy / 5th ed. – M. : Eksmo, 2012.
4. Belyaninova Yu.V. How to get a big pension / Belyaninova Yu.V., Zakharova N.A., Udalova N.M. – M. : Eksmo, 2012.
5. Belyaninova Yu.V. Pensions: appointment and registration. – M.: Ed.
"Eksmo", 2012.
6. Berzon N.I. Fundamentals of financial economics: Textbook for grades 10-11. Moscow: Vita-Press, 2011.
7. Berzon N.I. Stock market: Proc. allowance for higher educational
8. Berzon N.I. Stock market: Proc. allowance for higher educational
head economy profile / State. univ. - High School of Economics.
Graduate School of Management. – M.: Vita-press, 2009.
9. Bogatskaya S.G. Legal regulation of advertising activities.
Series: New University Library. - Publishing house "Universitetskaya kniga", 2007.
12. Ginzburg A.I. Insurance: Textbook. - St. Petersburg: Publishing House Peter, 2008.
13. Goryaev A., Chumachenko V. "Financial literacy", special project
Russian Economic School on personal finance. M.:
14. Gudyrin S.N. Fundamentals of Marketing. 10-11 grade. Elective course.
- M: Vita-press, 2008.
15. Dumnaya N.N. etc. Why do we need insurance companies and insurance services. M.: VITA-PRESS, 2010.
16. Dumnaya N.N., Medvedeva M.B., Ryabova O.A. Choosing your bank:
tutorial. – M.: Intellect-Centre, 2010.
17. Kireev A. Economics, grades 10–11, A book for teachers. – M.: VITAPRESS, 2010.
18. Krymov A.A. The skill of an insurance agent. – M.: Berator-press, 2011.
20. Maltsev V.A. Financial right. – Textbook, 2008.
21. Narinyani A. Interest-free loan: The shocking truth about interest-free loans in Russia. - Publisher: AST: Funky Inc, 2008.
22. Fundamentals of insurance activities: Textbook. Fedorova T.A. – M.:
BEK publishing house, 2008.
23. Paranich A.V. 170 questions to the financier. Russian financial market. – M.: Smart Book, 2012.
24. Paranich A.V. Personal financial plan, M.: I-trade, 2009.
25. Allowance of the Pension Fund of the Russian Federation "For study and life - all about the future pension" Edition No. 1 -M. 2011.
26. Rozanov N.M. Bank: from client to president. – M.: VTA-PRESS, 2011.
27. Savitskaya E.V. Economics lessons at school. – M.: Vita-PRESS, 2009.
28. Sereda K.N. "Pension on the nose": New calculation and registration with changes and additions in accordance with legislative acts. Series "A lawyer consults" / Ed. 6 Rostov-on-Don: Ed. Phoenix, 2011.
29. Insurance. Textbook / Edited by Fedorova T.A .. M .:
Kommersant, 2009. 875 p.
30. Insurance: principles and practice / Compiled by D. Bland. M.:
Finance and statistics, 2008. 416 p.
31. Insurance: economics, organization, management. Edited by Doctor of Economics, Professor G.V. Chernova. - M .: "Economics", 2010.
32. Insurance law. Textbook. 2nd edition, revised and additional. / ed. V.V.
Shakhova, V.N., Grigorieva, A.P. Arkhipova. M.: UNITI, Law and Law, 2006. 335 p.
33. Finlane S. Management of consumer lending. How can banks attract customers and at the same time not lose on bad loans. - Publishing house "Grevtsov Buks", 2010.
34.Higgins R.S. Financial analysis: tools for making business decisions. 8th ed. – M.: Dialectics, Williams, 2008.
35. Shakhov V.V. Insurance. – M.: Finance and statistics, 2012.
36. Shikhov A.K. Insurance law. Tutorial. M.:
Yustitsinform, 2009. 300 p.
37. Economics at school. - No. 1 / 2 (43/44). – 2008.
38. Economics at school. - No. 3 (45) - 2008.
9.2. Additional literature:
1. Adamchuk N.G. The world insurance market is on the way to globalization. M.:
MGIMO; Russian Political Encyclopedia, 2004. 591 p.
2. Adamchuk N.G., Yuldashev R.T. Review of the insurance markets of the leading Asian countries (China, Japan). - M .: "Ankil", 2007.
3. Alekhin B.I. Stocks and bods market. Moscow: Unity-dana, 2004.
4. Asharchuk L.M. Automated financial systems: A course of lectures for students of economic specialties. - Gomel: EE "Belarusian Trade and Economic University of Consumer Cooperatives", 2004.
5. Balabanova I.T. Banks and banking: Textbook. - St. Petersburg: Peter, 2003.
6. Gitman L.J., Jonk M.D. Fundamentals of investing / Per. from English. – M.:
7. Glushkova N.B. Banking: Textbook. - M.:
Academic Project; Alma Mater, 2005.
8. Zhukova E. F. General theory of money and credit. - Moscow: Banks and stock exchanges, UNITI, 1995.
9. Zhukova E.F. Banks and banking operations. - Moscow: Banks and stock exchanges, 1997.
10. Ivanova S.I. Economy. Fundamentals of Economic Theory: A Textbook for Grades 10–11. educational institutions. Profile level of education. - Moscow: VITA-PRESS, 2009.
11. Kashanina T.V., Kashanin A.V. Law and Economics, grades 10–11, textbook. – M.: RFPR, 2003.
12. Kilyachkov A.A., Chaldaeva L.A. Workshop on the securities market:
Tutorial. – M.: Beck, 1997.
13. Kolesnikov S.V. Workshop on the course "securities": Textbook. - M.: Finance and statistics, 2001.
14.Lavrushin OI Banking: Textbook. - Moscow: "KnoRus", 2009.
15. Rodionov I.I. Information resources for entrepreneurs. - M., 1994.
16. Semenyuta O.G. Plastic cards. Practical Encyclopedia. - Moscow: BDTs, 2005.
17. Senchagov V.K. "Finance, money circulation and credit". - Moscow:
Welsby Prospect, 2007.
18. Starichenko T.N. Economy. Workshop. - M .: Publishing house of NTs ENAS, 2004.
19. Turbina K.E. Trends in the development of the world insurance market. M.:
"Ankil", 2000.
20. Utkina E.A. Banking in Russia. - M., 1998.
21. Teaching aid for schools. You and the investment world. M.: MICEX-MICEX.
22. Shakhov V.V. The origin of insurance science in Russia // Finance. 2007.
No. 4. S. 48-51.
23. Economics at school. - No. 3 (41) - 2007.
24. Ernest J. Business Finance: Per. from English. - M .: CJSC "Olimp-Business", 1998.
9.3. Internet resources:
Name of the portal No. Reference (publication, course, document) Legislative acts 1 Federal Law “On the securities market http://base.garant.ru/10106464/” dated April 22, 1996 N 39-FZ 2 Federal law “On banks and http ://base.garant.ru/10105800/ of banking activities” dated 02.12.1990 N 395-1 3 Federal Law “On Joint Stock Companies http://base.garant.ru/10105712/” dated 26.12.1995 N 208-FZ 4 Law of the Russian Federation “On organization of insurance business http://base.garant.ru/10100758/ in the Russian Federation” dated November 27, 1992 N 4015-1 5 Federal law “On http://base.garant.ru/12124999/ investment funds” dated November 29, 2001 N 156-FZ.
6 Federal Law “On Credit History http://base.garant.ru/12138288/” dated December 30, 2004 N 218-FZ 7 Federal Law “On http://base.garant.ru/12111456/ non-state pension funds” dated 07.05.1998 N 75-FZ 8 Federal Law “On housing http://base.garant.ru/12138285/ savings cooperatives” dated 30.12.2004 N 215-FZ 9 Federal law “On currency http://base.garant. ru/12133556/ regulation and currency control"
dated 10.12.2003 N 173-FZ 10 Federal Law "On the protection of the rights and http://base.garant.ru/12114746/ legitimate interests of investors in the securities market" dated 05.03.1999 N 46-FZ 11 Tax code, part 1 dated http://base.garant.ru/10900200/ 31.07.1998 N 146-FZ, part 2 dated 05.08.2000 N 117-FZ 12 Federal Law “On Mortgage http://base.garant.ru/12112327/ ( pledge of real estate) dated 16.07.1998 N 102-FZ
– – –
10. LOGISTICS
Requirements for classrooms (premises) for conducting classes:
lecture rooms with computer and video projection equipment for presentations with Internet access;
computer class with installed software.
Software requirements:
Microsoft Office
Adobe Reader, Adobe Acrobat Internet browsers (Internet Explorer, Google Chrome)
11. METHODOLOGICAL INSTRUCTIONS FOR STUDENTS ON MASTERING THE DISCIPLINE
Education in the discipline "Financial literacy" involves the study of the course in the classroom (lectures, practical work) and independent work of students. Seminars of the discipline "Financial Literacy" involve their conduct in various forms in order to identify the acquired knowledge, skills, abilities and competencies with the control measures described in clause 5.1.
In order to ensure successful learning, the student must prepare for the lecture, since it is the most important form of organizing the educational process, since:
introduces new educational material;
clarifies learning elements that are difficult to understand;
systematizes educational material;
guides the learning process.
Preparation for the lecture is as follows:
carefully study the material of the previous lecture;
find out the topic of the upcoming lecture according to the thematic plan;
if possible, read the training material;
determine the place of the topic under study in your professional training;
write down possible questions that interest you.
Preparation for seminars:
carefully read the material of the lectures related to this seminar, familiarize yourself with the training material;
write down the main terms;
answer the control questions on the seminars (detailed answer to each of the questions);
find out what learning elements remained unclear to you and try to get an answer to them in advance (before the seminar session);
you can prepare individually, in pairs or as part of a small group;
the work program of the discipline in terms of goals, the list of knowledge, skills, terms and training issues can be used by you as a guideline in the organization of training.
Preparation for the test (final testing). It is necessary to prepare for the offset (final testing) purposefully, regularly, systematically and from the first days of training in this discipline. Attempts to master the discipline in a short period of time, as a rule, do not show very satisfactory results.
At the very beginning of the training course, get acquainted with the following educational and methodological documentation:
discipline program;
a list of knowledge and skills that the student must possess;
thematic plans of lectures, seminars;
control measures;
a textbook, teaching aids for the discipline, as well as electronic resources;
a list of questions for the offset (final testing).
After that, you should have a clear idea of the scope and nature of the knowledge and skills that you will need to master in the discipline. The systematic implementation of educational work at lectures and seminars will allow you to successfully master the discipline and create a good basis for passing the test.
12. METHODOLOGICAL INSTRUCTIONS FOR TEACHERS
ON THE ORGANIZATION OF TRAINING IN THE DISCIPLINE
When organizing training in the discipline "Financial Literacy"the teacher should pay special attention to the organization of seminars and independent work of students, since the course involves the widespread use of interactive teaching methods.
To conduct seminars, it is necessary to actively use the methods of work in small groups, involvement in individual work.
The teacher's task is to avoid the role of a lecturer as much as possible, his functions are mainly to moderate discussions. Class materials need to be updated annually to accommodate changing conditions.
Presentations are used in lectures and seminars.
Presentation is the transfer of information in the form of a presentation of various theories, methodological approaches using information resources. The forms of presentation are different and can vary from a regular lecture (report) to some involvement of the audience in the process through questions and participation in the discussion. The method is used to teach a particular aspect of a theory or methodology and to model a gradual approach to solving a problem. It can be used when conducting a seminar-discussion, making a presentation, conducting role-playing and business games, defending a course project, etc. Stages of the process: determination of the content of the material and the purpose of the presentation; drawing up a rough presentation plan; development of a system of visual material illustrating the presentation material; summarizing, presentation of the most important points of the presented material and its visual illustrations; discussion (questions - answers); identifying the advantages and disadvantages of the presentation.
Demonstration and interpretation of legal acts is a presentation to the participants of the game, seminar, etc. methodology for doing something. The method is used: to teach any specific skill or method and to model a gradual approach to the goal. Advantages of the method: it is easy to focus the attention of the audience on something significant; determines options for the practical use of the method; actively involves students in the learning process while using this method independently.
Process steps:
setting the purpose of the demonstration; presentation of materials intended for use; the demonstration itself;
discussion of the demonstration in the audience (questions - answers); summarizing.
When implementing the discipline "Financial Literacy", the following interactive forms of conducting classes are used, which can and should be conducted instead of the usual survey of the student:
round table (discussion, debate);
brainstorming (brainstorming);
role-playing games (role playing);
case method (analysis of specific production situations);
project method;
work in small groups.
The round table is organized as follows:
the teacher formulates questions, 1) the discussion of which will allow a comprehensive consideration of the problem;
questions are divided into subgroups and 2) distributed to participants for targeted training;
to cover specific issues, 3) experts may be invited or the teacher himself plays this role;
during the lesson, questions are revealed in 4) a certain sequence;
speeches of specially prepared 5) students are discussed and supplemented. Questions are asked, students express their opinions, argue, justify their point of view.
“Discussion”, as a special form of comprehensive discussion of a controversial issue in a public meeting, in a private conversation, dispute, is implemented in the discipline “Financial Literacy” as a collective discussion of an issue, problem or comparison of information, ideas, opinions, proposals. The purpose of the discussion in this case is education, training, changing attitudes, stimulating creativity, etc. Various organizational methods are used in conducting the discussion:
The “question-answer” technique is a kind of simple interview; the difference is that a certain form of posing questions for an interview with the participants in the discussion-dialogue is used.
Methodology of the "clinic" - each of the participants develops his own version of the solution, having previously presented his "diagnosis" of the problem situation posed for open discussion. Then this decision is assessed both by the teacher (supervisor) and by a group of experts specially allocated for this purpose on a scoring scale or according to a pre-adopted "accepted - not accepted" system.
The labyrinth technique or the sequential discussion method is a kind of step-by-step procedure in which each subsequent step is done by a different participant. All decisions are subject to discussion, even incorrect (dead end).
The "relay race" technique - each participant finishing the speech passes the floor to the one he considers necessary.
Free-floating discussion - when the group does not come to a result, but the activity continues outside the class. This group work procedure is based on the “B.V. Zeigarnik, which is characterized by a high quality of remembering unfinished actions, when participants continue to “think” in private of ideas that turned out to be unfinished.
At the heart of the "round table" in the form of "debate" organized as a free expression, exchange of views on the thematic thesis proposed by students, this form of "round table" is dedicated to obtaining an unambiguous answer to the question posed - "yes" or "no". Moreover, one group - affirmatives - are supporters of a positive answer, and the other group - denying - supporters of a negative one. Within each of the groups, 2 subgroups can be formed, one subgroup selects arguments, and the second develops counterarguments. Debate participants give examples, facts, argue, prove logically, explain, give information, etc. The debate procedure does not allow personal assessments, emotional manifestations. The topic is discussed, not the attitude of individual participants to it.
The brainstorming method is an operational method of solving a problem based on stimulating creative activity, in which the participants in the discussion are asked to express as many solutions as possible, including the most unrealistic ones. After that, the most successful ideas that can be used in practice are selected from among the ideas expressed. Brainstorming is one of the most popular methods for stimulating creativity. It is used to find non-traditional solutions to a wide variety of problems in dead-end or problem situations.
The essence of the method lies in the fact that the process of putting forward, suggesting ideas is separated from the process of their critical evaluation and selection. At the same time, a variety of techniques are used to "turn on" fantasy, for better use of the "purely human" potential in the search for solutions.
For example, it is sometimes used to involve non-specialists who, due to ignorance, can make "crazy" suggestions, which in turn stimulate the imagination of "specialists". The optimal composition of the group is from 6 to 12 people.
Role-playing games (role playing).
Role play is an organization of classes in which several participants play roles according to a scenario related to the topic of study.
Using method:
Helps to form or change the attitude of participants to a particular issue;
Allows participants to try different solutions and alternative approaches;
Provides an opportunity to see the consequences of one's actions and their impact on others;
Provides an opportunity to see how other people might behave and how they might feel when they are in a similar situation;
Provides a supportive environment for discussing and exploring issues that participants may not feel comfortable talking about in real life.
A case study is a statement of a hypothetical situation that is used for analysis and discussion. This method stimulates discussions and discussions in groups, joint searches for new ways of working. The method is used to discuss various problems that in a typical situation are faced by almost all civil servants, and develop teamwork skills to resolve and overcome difficulties.
Stages of the process: description of a specific situation, detailed acquaintance with the situation; formulation of the problem to be solved and questions for discussion, preparation for discussion and search for ways to solve the problem;
presentation of prepared proposals or options for answering questions;
discussion of proposed solutions; summarizing the results of classes and summing up.
A business game (case) is a way to consider a real managerial situation. It involves the analysis of information in the object under study, the formulation of the problem, the search for solutions, the compilation (selection) of proposed ways to solve the problem, the formation of a goal in the form of a program (actions). This method ties the discussion to real facts with which the participants of the game to one degree or another will have to deal with in practice. The business game allows undergraduates to comprehend the mechanism and means of solving urgent problems, to try themselves in the role of a manager, a leader responsible for making decisions.
The case method is not limited to a joint discussion of the problem in the classroom, it involves the implementation of the following steps:
individual preparation of participants to discuss a specific situation (collection of information) on the problem under discussion;
preliminary informal discussion of the case situation in the active group of students;
case discussion under the guidance of a teacher;
written control work using a case.
Independent work of students Obtaining in-depth knowledge of the discipline being studied is achieved through additional hours for classroom work of independent work of students. It is advisable to use the allocated hours to get acquainted with additional scientific literature on the problems of the discipline, analyze scientific concepts and modern approaches to understanding the problems under consideration. The independent type of work of students includes work in libraries, electronic search engines, etc. on the collection of materials necessary for conducting practical classes or performing specific tasks of the teacher on the topics studied. Students can establish an electronic dialogue with the teacher, perform control tasks through it. Test tasks are used as assessment tools throughout the semester.
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Explanatory note
The work program was compiled with the requirements of the Federal State Educational Standard, based on the financial literacy curriculum for students in grades 7-9 (E.V. Vidgorchik, I. Lipsits, Yu. Korlyugova. Financial literacy: curriculum. 5-7 classes general education. org. - M.: VITA-PRESS, 2014. - 16 pp., E. B. Lavrenova, O. I. Ryazanova, I. V. Lipsits. Financial literacy: curriculum. Grades 8–9 general education org. - M.: VITA-PRESS, 2014. - 32 c. The publication was prepared as part of a joint project of the Ministry of Finance of the Russian Federation and the World Bank "Promotion of increasing the level of financial literacy of the population and the development of financial education in the Russian Federation").
The work program on financial literacy for grades 7-9 is focused on teaching materials for students in grade 7, edited by Vidgorchik E.V., (authors: E.V. Vidgorchik, I. Lipsits, Yu. Korlyugova.) M .: VITA-PRESS, 2014. TMC, for students in grades 8-9, edited by Ryazanova O. I., ( authors: O. I. Ryazanova, I. V. Lipsits, E. B. Lavrenova.) M .: VITA-PRESS, 2014.
The composition of the UMC:
– - M.: VITA-PRESS, 2015. - 64 c.
– 7 classes general education.org. / E. A. Vigdorchik, I. V. Lipsits, Yu. N. Korlyugova. - M.: VITA-PRESS, 2015. - 112 c.
- M.: VITA-PRESS, 2014. - 144 c.
- M.: VITA-PRESS, 2014. - 64 c.
The program is designed for students in grades 7-9 of a comprehensive school. The program implementation period is from 2017 to 2020.
"Financial Literacy" is an applied course that implements the interests of students in grades 7-9 in the field of family economics.
Course objectives "Financial Literacy" the formation of an active life position, the development of an economic way of thinking, the education of responsibility and moral behavior in the field of economic relations in the family and society, the acquisition of experience in applying the acquired knowledge and skills to solve elementary issues in the field of family economics. F formation of the basics of financial literacy among students in grades 7-9, which involves the development of basic financial and economic concepts that reflect the most important areas of financial relations, as well as practical skills and competencies that allow you to effectively interact with a wide range of financial institutions, such as banks, the currency system, the tax authority, business, pension system, etc.
The objectives of the course "Financial Literacy":
creation of a conceptual apparatus for students and familiarity with the basic concepts;
mastering the skills to apply economic knowledge to solve typical problems in the field of the family economy;
development of cognitive interests, intellectual and creative abilities inthe process of studying the economy of the family;
use of acquired knowledge and skills in everyday life.
In grades 7-9, children study at the age of 13-16, when from a legal point of view they acquire some of the rights and obligations, including in the financial sphere. Therefore, it becomes necessary to teach teenagers the skills that will be needed for optimal behavior in the modern conditions of the financial world.
At the same time, students in grades 7-9 are able to expand their horizons in financial matters due to the development of general intellectual abilities formed by the school. Also at this age, the personal self-determination of schoolchildren begins to be carried out, they pass into adulthood, mastering some new roles for themselves as an adult. Therefore, in the course of training, it is important to rely on the personal needs of the student, not only to form in him the ability to act in the field of finance, but also to connect the internal mechanisms of student self-determination. You need to teach him not to be afraid of adulthood and show that there are algorithms for action in certain situations of a financial nature. At the same time, the main skill formed in students is the ability to assess the financial situation, to choose the most appropriate option for solving a family problem.
In this course, budgeting is considered at a more complex level than in previous classes, the issues of long-term family budget planning are explored and special attention is paid to personal budget planning.
Considerable attention in the course is paid to the formation of the competence of search, selection, analysis and interpretation of financial information from various sources, both electronic and paper.
Most of the time is devoted to practical activities to gain experience in an expanded range (compared to previous classes) of financial relations.
Educational materials and tasks are selected in accordance with the age characteristics of children and include tasks, practical tasks, graphs and diagrams, games, mini-studies and projects. In the process of studying, the skills and abilities of working with texts, tables, diagrams, graphs, as well as the skills of searching, analyzing and presenting information and public speaking are formed.
Planned results:
personal
Awareness of oneself as a member of the family, society and state; understanding the economic problems of the family and participation in their discussion; understanding the financial ties between the family and the state;
Mastering the initial skills of adaptation in the world of financial relations: comparing income and expenses, calculating interest, comparing the return on investments using simple examples;
Developing independence and personal responsibility for one's own deeds;
Planning your own budget, offering options for your own earnings;
formation of responsibility for making decisions in the field of personal finance;
Willingness to use their rights in the financial sector and fulfill the obligations arising in connection with interaction with financial institutions.
Development of cooperation skills with adults and peers in different gaming and real economic situations; participation in decision-making on the family budget.
requirements for intellectual
metasubject The results of studying the course "Financial Literacy" are:
Cognitive:
Mastering ways to solve problems of a creative and exploratory nature;
Using various methods of searching, collecting, processing, analyzing, organizing, transmitting and interpreting information; searching for information in newspapers, magazines, websites and conducting simple surveys and interviews;
Formation of skills to present information depending on the tasks in the form of a table, diagram, graph, diagram, diagram of connections (mind maps);
Mastering the logical actions of comparison, analysis, synthesis, generalization, classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
Formation of the ability to analyze the problem and identify financial and government institutions that need to be contacted to solve them;
Possession of the ability to search for various ways to solve financial problems and evaluate them;
possession of the ability to carry out short-term and long-term planning of behavior in the field of finance;
Formation of the ability to establish causal relationships between social and financial phenomena and processes;
The ability to carry out an elementary forecast in the field of personal finance and evaluate one's actions;
Mastering the basic subject and interdisciplinary concepts.
Regulatory:
Understanding the purpose of your actions;
Action planning with the help of a teacher and independently;
The manifestation of cognitive and creative initiative;
Evaluation of the correctness of the actions; self-assessment and mutual assessment;
Adequate perception of the proposals of comrades, teachers, parents.
Communicative:
Compilation of texts in oral and written forms;
Willingness to listen to the interlocutor and conduct a dialogue;
Willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
The ability to express one's opinion, argue one's point of view and evaluate events;
Definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities, to exercise mutual control in joint activities, to adequately
evaluate their own behavior and the behavior of others.
Subject The results of studying the course "Financial Literacy" are:
Understanding the basic principles of the economic life of society: understanding the role of money in the family and society, the causes and consequences of changes in family income and expenses, the role of the state in the family economy;
knowledge of concepts: money and money supply, purchasing power of money, human capital, family welfare, surplus and deficit of the family budget, bank, investment fund, financial planning, force majeure, insurance, financial risks, business, currency and foreign exchange market, direct and indirect taxes, pension fund and pension system;
Knowledge Possession:
Structures of the money supply;
The income structure of the country's population and ways to determine it;
Dependence of the level of well-being on the structure of family income sources;
Articles of the family and personal budget and ways of their correlation;
The main types of financial services and products intended for individuals;
Possible savings rates;
Ways of state support in cases of getting into difficult life situations;
Types of insurance;
Types of financial risks;
Ways to use banking products to solve your financial problems;
Methods for determining the exchange rate and places of exchange;
Methods of paying taxes, principles of the structure of the pension system in the Russian Federation;
Mastering the methods of working with economic information, its comprehension; making simple financial calculations.
Acquisition of knowledge and experience in applying the acquired knowledge and skills to solve typical problems in the field of the family economy:
Knowledge of sources of income and directions of family expenses and the ability to draw up a simple family budget; knowledge of investment directions and ways to compare results using simple examples;
Development of students' abilities to draw the necessary conclusions and give reasonable assessments of economic situations; identification of elementary problems in the field of family finances and finding ways to solve them;
Development of outlook in the field of economic life of society and the formation of cognitive interest in the study of social disciplines.
Types and forms of control:
Forms of knowledge control: oral survey; problem solving; slice and final test, independent work; frontal and individual survey; creative tasks (defense of abstracts and projects); graphic work: construction of graphs, diagrams and diagrams of relationships; analytical work: calculation of indicators, analysis of statistical data, evaluation of results; report.
Forms of organization of the educational process:
General forms: lesson, interview, consultation, practical work, test lesson.
Group forms: group work at the lesson, group workshop, group creative tasks.
Individual forms: work with literature or electronic sources of information, written exercises, performance of individual tasks.
Teaching methods: verbal - story, conversation; visual - illustrations, demonstrations, both conventional and computer; practical - performing practical work, independent work with reference books and literature (regular and electronic), independent written exercises, independent work at the computer.
Teaching technologies: differentiated, modular, problematic, developing, multi-level and critical thinking technology; group learning technology, game technology (didactic game).
The priority is the practical activity of students in solving the main problems in the field of family economics.
Important attention is paid to the development of practical skills and abilities in working with additional sources of information: encyclopedias, reference books, dictionaries, popular scientific literature, Internet resources, etc., as well as:
Search for the necessary information in reference publications (including on electronic media, on the Internet);
The use of additional sources of information in solving educational problems; work with the text (retelling; highlighting terms in the text, drawing up a plan; filling in the proposed tables);
Preparation of short presentations using illustrative material (including a computer presentation in support of oral presentation); correct conduct of the educational dialogue when working in a small group of cooperation; assessment of one's own contribution to the activities of the cooperation group; self-assessment of the level of personal educational achievements according to the proposed model.
In the course of organizing the educational activities of students, the following forms of classes will be used:
Lecture-conversation. This form can be used to introduce students to the problems of the financial sector. The lecture at the lessons on financial literacy should be used using the pedagogical method of problematization. The lecture itself, as a transmission of knowledge and posing problems, can take place in the following forms:
- watching documentaries and feature films;
– watching video lectures by leading economists, politicians, businessmen;
- a story-conversation about the problems of this area;
– meetings with acting financiers, businessmen, politicians, civil servants.
It should be noted that lectures as a form of classes occupy approximately 10–15% of the total study time.
Workshop. This form of classes is the leading one for students in grades 8–9. It is at this age that it is important to try to independently carry out search activities, to gain experience in performing simple financial actions. This lesson can be carried out in the form of individual and group work; purpose - development of practical skills and the formation of competencies in the field of finance; in this lesson, search and research work is carried out, aimed at finding financial information from various sources.
Thus, the workshop can be held in the following forms:
– search for information on the Internet on the websites of government services, financial institutions, rating agencies;
– search and analysis of legal documents on the topic;
– development of individual or group projects;
– conducting mini-studies;
– search for information for writing an essay;
- Compiling and solving financial crossword puzzles.
A game. Along with the workshop, it is the leading form of training, as it allows in a simulated situation to carry out specific financial actions, to enter into relations with financial institutions (even in a fictional situation). Getting a minimum experience in the game in reality allows you to feel more confident and behave more adequately in specific financial situations.
For example, during the training, the following games can be played:
"We manage the family's money";
"Let's increase family incomes with the use of financial services";
“We carry out long-term financial planning”;
"What to do? We are in a special life situation!”;
"Attention! Financial risks!”;
"Planning your business";
"Currencies and countries";
"Taxes and family budget";
Parents' Pensions.
Seminar. This form can be used to discuss common problems, to develop common solutions. This form is not mandatory, the teacher himself must determine the possibility of its use, depending on the cognitive needs of students and the conditions for organizing educational activities. The structure of the workshop will look like this:
1. Determining the purpose of the seminar
2. Work in a group to complete the task (most often this is a discussion of concepts, the development of optimal solutions)
3. Presentation of the results of the group discussion
4. General discussion
During the training, seminars can be held on the following topics:
1. What are the advantages and disadvantages of symbolic (credit) money?
2. How is money secured today?
3. Why did commodity money survive in some regions of the world?
4. How much money does the state need to develop successfully?
5. It's good when prices go down! What does deflation lead to for both families and the state?
6. How has the income structure of the population of Russia changed in comparison with the 1990s? 20th century?
7. What ways of self-employment exist today in Russia (in your city, village, settlement)?
8. What ways of earning are there for schoolchildren during the summer holidays?
9. Are you ready to spend a lot of time and effort on your own education in order to have a high salary in the future?
10. Can I always live in debt or do I need to have savings?
11. At what age should a child have their own budget?
12. What is more important for a family: to spend money on current consumption, buying clothes, shoes, household appliances and computers, or to invest in capital resources (an apartment, a summer house, a car)?
13. How can you reduce the cost of utilities and food (what opportunities are there in our city, village, township)?
14. Where is the best place to look for information about the activities of financial institutions?
15. When is it best to use banking services to increase family income?
16. How to choose the most reliable mutual fund?
17. How do family expenses change in connection with the birth and maturation of children?
18. Do I need to create savings in case of having children?
19. Does the state provide enough assistance to young families when a child is born?
20. How can the company, the state and employees minimize the risks of morbidity in enterprises?
21. How can unemployment be reduced in our city, region?
22. What natural and man-made threats exist in your region?
23. In what ways can the financial impact of these risks be minimized?
24. Is it necessary to insure life and health today?
25. Why do people in the US and European countries spend more money on insurance than Russians?
26. Is it necessary to protect your savings from inflation in the current economic situation?
27. Should you risk your finances by participating in pyramid schemes?
28. How to protect your financially illiterate relatives from financial losses incurred due to participation in a financial pyramid?
29. What benefits do commercial banks bring to citizens in the modern world?
30. Should you live in debt all the time using a credit card?
31. Why are bank cards useful in modern life?
32. What do the euro and dollar rates tell us today?
33. In what currencies is it best to keep the savings of the state?
34. Do ordinary citizens need to carry out currency transactions in order to earn on the difference in rates?
35. Why is the situation dangerous for society when people hide their real income and do not pay taxes?
36. How fair is income tax (on wages) of 13% in modern Russia?
37. What is the difference between direct and indirect taxes?
38. What are indirect taxes for?
39. Why is tax evasion dangerous for an individual?
40. At what age should you think about your future pension?
41. What pension should be fair?
42. Who should take care of pension provision: the state or the citizen himself?
Seminars can be held outside the classroom and take the form of a discussion club, where a wide range of financial and economic issues is discussed with the participation of students in both grades 8–9 and 10–11. Teachers and administration, as well as involved experts (politicians, businessmen, civil servants, etc.) can participate.
COURSE PROGRAM "FINANCIAL LITERACY, GRADES 8-9"
Control Occupation: purpose - checking the acquired knowledge and skills and, if necessary, correcting them. Control can take place both in traditional forms and in interactive ones:
– written test (including tasks that test knowledge of theory and possession of meta-subject skills);
– oral questioning;
- quiz;
- contest;
- creative report;
– protection of the project;
– defense of research work;
– writing an essay;
– solution of practical problems;
- Completion of thematic tasks.
And how can a person protect himself from this?
Family and state: how they interact
Financial business: how it can help the family
Family money management
Ways to improve family well-being
Risks in the world of money
Family and financial institutions: how to cooperate without problems
Man and state: how they interact
7th grade
Section 1. Income and expenses of the family (11 hours)
Lesson 1-2. Money
People exchange goods and services. Direct exchange is inconvenient due to the mismatch of interests and value. Commodity money serves exchange but has its own value. Precious metals and coins made from them are commodity money. Metal coins are difficult to manufacture and dangerous to transport. Paper money is symbolic money. Non-cash money is information. The country's monetary system is controlled by the central bank.
Basic concepts
Money. Exchange. Commodity money. symbolic money. Precious metals. Coins. Banknotes. Cash. Non-cash money. Goznak. Central bank. Banks. Counterfeit money.
Competencies:
Explain the problems of barter (commodity) exchange;
Describe the properties of an object that plays the role of money;
List types of money
Give examples of commodity money;
Compare the advantages and disadvantages of different types of money;
Compile tasks with monetary calculations;
Explain why paper money can depreciate;
Know that the country's monetary system is controlled by the central bank;
Explain why making counterfeit money is a crime.
Lessons 3-5. Family income
Family income is: wages, income from property ownership, social benefits and borrowed funds. The amount of wages depends on education, profession, qualifications. Owning real estate (an apartment, a house, a garage, a plot of land) can bring rent. Money deposited in the bank earns interest. Shareholders can receive dividends. The entrepreneur makes a profit. The state pays pensions, scholarships, allowances. Banks provide loans.
Basic concepts
Wage. Own. Property income. Rent. Interest. Profit. Dividends. Social payments. Maternal capital. Credits.
Competencies:
Describe and compare family income sources;
Describe the types of wages;
Compare the working conditions of adults and minors;
Explain how professions and education are related;
Explain what guides a person when choosing a profession;
Explain the reasons for differences in wages;
Give examples of loans.
Lesson 6-8. Family expenses
Families spend money on goods and services. Expenses can be divided into three groups: mandatory, desirable and unnecessary. Utilities must be paid monthly. For large purchases, money can be saved or borrowed. Debts must be repaid on time.
Different stores have different prices for the same items. Costs can be reduced by choosing a store with lower prices or taking advantage of discounts.
Basic concepts
Essential items. Goods of current consumption. Durable goods. Services. Public Utilities.
Competencies:
Explain the reasons why people shop;
Describe the direction of the family's expenses;
Classify the types of goods;
Calculate family expenses on conditional examples;
Calculate the share of expenses for different goods and services.
Lesson 9-11. Family budget
Income and expenses should be planned. The plan of income and expenses is called the budget. The excess of income over expenses allows you to save. Savings are usually kept in a bank. Excess spending over income reduces savings or leads to debt.
Basic concepts
Credit. Loan interest. Debts. Saving. Contributions. Interest on deposits.
Competencies:
Draw up a family budget on conditional examples;
Compare income and expenses and make decisions;
Explain the reasons why people save;
Describe forms of savings;
Describe the consequences of excess spending over income;
Compare consumer and bank loans;
Explain under what conditions you can lend and borrow money.
Section 2. Risks of loss of money and property
and how can a person protect himself from this (5h)
Lesson 12-14. Special situations in life and how to deal with them
Economic consequences of unforeseen events: diseases, accidents, natural disasters. Expenses associated with the birth of children. Property, health, life insurance. Principles of operation of the insurance company.
Basic concepts
Accidents. Diseases. Accidents. Catastrophes. Insurance.
Insurance Company. Insurance policy.
Competencies:
Describe events that significantly affect the life of the family (birth of a child, sudden death of the breadwinner, force majeure, etc.);
Determine the consequences of such events for the family budget;
Distinguish between compulsory and voluntary insurance;
Explain why compulsory insurance exists;
Explain why the state pays a sick person;
Compare different types of insurance.
Lessons 15-16. Final work on sections 1-2: role-playing game "Family Budget".
Section 3. Family and state: how they interact (7 hours)
Classes 17-19. taxes
Taxes are obligatory payments collected by the state. Directions of public spending. Types of taxes. Organization of tax collection.
Basic concepts
Tax. Tax office. Income tax. tax rate. income tax. Individuals. Penya. tax incentives. Value Added Tax. Excise.
Competencies:
Explain why the state collects taxes;
Give examples of taxes;
Describe how and when taxes are paid;
Calculate the amount of income tax and VAT;
Explain why excise taxes are introduced;
Describe the consequences of non-payment of taxes for citizens;
Give examples of family tax payments.
Lesson 20-22. Social benefits
The state supports certain categories of people: the disabled, the elderly, families with children, the unemployed.
Basic concepts
Benefit. Pension. Pension Fund. Scholarship. Sick leave. Unemployment benefit. Competencies:
Explain why social benefits exist;
Describe situations in which benefits are paid, give examples of benefits;
Find information about social benefits.
Lesson 23. Final work on section 3:
mini-study in groups "The state is us!".
Section 4. Financial business: how it can help the family (12 hours)
Lesson 24-26. Banking services
Banks accept deposits and issue loans. The interest rate on deposits depends on the size of the deposit and its term. In the event of the termination of the bank's activities, depositors are guaranteed a refund. The interest rate on loans is higher than the interest rate on deposits.
Basic concepts
Banks. Contributions (deposits). Interest rate. Deposit insurance. Deposit Insurance Agency. Credit. Pledge.
Competencies:
Give examples of banking services;
Describe the terms of deposits and loans;
Explain what determines the amount of payments on the deposit;
Explain why and how deposits are insured;
Find information about deposits and loans;
Explain the causes and consequences of decisions to take a loan;
Explain the terms of the loan, give examples;
Calculate interest on deposits and loans;
Explain how a credit card works.
Lesson 27-29. Own business
Business organization. Development of a business plan. Start-up capital. Small business support organizations.
Basic concepts
Business. Small business. Business plan. Credit.
Competencies:
Compare employment opportunities and own business opportunities;
Explain how and why the state and private organizations support small businesses;
Explain what a business plan is;
Give examples of businesses that teenagers are engaged in.
Lesson 30-31. Currency in the modern world
Currency - the monetary unit of the country. Different countries have different currencies. The price of one currency expressed in terms of another currency is called the exchange rate. Interest rates on foreign currency deposits differ from those on deposits in the national currency.
Basic concepts
Currency. Exchange rate. Exchange office. currency deposit.
Competencies:
Give examples of currencies of different countries;
Explain what an exchange rate is;
Find information about exchange rates;
Conduct exchange rate calculations.
Lesson 32. Final work on the course "Financial Literacy".
Reserve 3 hours
8th grade
Section 1. Family Money Management (12 hours)
Basic concepts and knowledge:
Issue of money, money supply, purchasing power of money, Central Bank, population income structure, family income structure, personal income structure, human capital, family welfare, family spending control, family budget: surplus, deficit, personal budget.
Knowledge of exactly how money is issued in the modern economy; What does the money supply consist of? ways of government influence on inflation; income structure of the population of Russia and its changes at the end of the 20th – beginning of the 21st centuries; factors affecting in Russia the amount of income from various sources; dependence of the level of well-being on the structure of family income sources; family and personal budget items; obligatory monthly expenses of the family and personal expenses.
Understanding:
– the fact that cash is not the only form of payment for goods and services;
- the role of money in the country's economy as an essential element of a market economy;
- the impact of education on the subsequent career and, accordingly, on personal income;
– the fact that the uncontrolled spending of family income deprives the family of the opportunity to ensure the sustainability of their well-being and can lead to financial difficulties for the family;
- differences in the structure of the family budget of expenses and its changes depending on the age of family members and other factors; the need to plan family income and expenses.
Skills:
- use a debit card;
– determine the causes of inflation growth;
- calculate personal and family income;
- distinguish between personal expenses and family expenses;
- keep records of income and expenses;
- develop critical thinking.
Competencies:
- to establish causal relationships between the rate of inflation and the level of income of families;
- use various sources to determine the causes of inflation and its impact on the purchasing power of the money available;
– identify and evaluate options for increasing personal income;
- correlate the contribution to personal education and subsequent personal income;
- compare different professions and areas of employment to assess the potential for generating income and increasing one's well-being in the short and long life horizon;
- evaluate your monthly expenses;
- correlate different needs and desires in terms of financial opportunities;
- prioritize spending Based on this, build a budget for the short and long term;
- analyze the budget and optimize it for the formation of savings.
Section 2. Ways to improve family well-being (10 hours)
Basic concepts and knowledge:
Bank; investment fund; Insurance Company; financial planning. Knowledge of the main types of financial services and products for individuals; knowledge of possible savings rates by life cycle stages.
Personal characteristics and attitudes:
Understanding:
- the principle of keeping money in a bank account;
– options for using savings and investment at different stages of the family life cycle;
- the need to accumulate savings for future spending;
– possible risks in saving and investing.
- analyze contracts;
- to distinguish investments from savings;
- compare the returns on investment products.
Competencies:
– search for the necessary information on the websites of banks, insurance companies and other financial institutions;
– evaluate the need to use various financial instruments to improve the well-being of the family;
- set aside money for specific purposes;
- choose rational schemes for investing family savings to ensure future large family expenses.
Section 3. Risks in the world of money (10 hours)
Basic concepts and knowledge:
Special life situations; social benefits; Force Majeure; insurance; types of insurance and insurance products; financial risks; types of risks. Knowledge of the types of various special life situations; ways of state support in cases of natural and man-made disasters and other force majeure cases; types of insurance; types of financial risks: inflation, devaluation, bankruptcy of financial companies managing family savings, financial fraud; an idea of ways to reduce financial risks.
Personal characteristics and attitudes:
Understanding:
- the fact that when children are born, the structure of family expenses changes;
– the need to have a financial airbag in case of emergency and crisis life situations;
– life and family property insurance options for risk management;
Understanding the causes of financial risks:
- the need to be careful in the financial sector, the need to check incoming information from various sources (from advertising, from citizens, from institutions).
Skills:
- find social services sites on the Internet, seek help;
- calculate monthly insurance payments;
– protect personal information, including on the Internet;
- use a bank card with minimal financial risk;
- Balance risks and rewards.
Competencies:
- evaluate the consequences of difficult life situations in terms of revising the structure of family finances and personal finances;
– evaluate the proposed insurance options;
– analyze and evaluate financial risks;
- develop critical thinking in relation to advertising messages;
- the ability to realistically assess their financial capabilities.
Reserve - 3 hours
Grade 9
Section 4. Family and Financial Institutions: How
cooperate without problems (18 h)
Basic concepts and knowledge:
Bank; commercial Bank; Central bank; business; business plan; sources of financing; currency; world currency market; rate.
Knowledge of the types of operations carried out by banks; the need for a bank to have a license to carry out banking operations; what are the sources for creating a business and ways to protect against bankruptcy; have an idea about the structure of the business plan: have an idea about the basic financial rules for doing business; know the types of currencies; have an idea of how the global currency market affects the Russian currency market; know how exchange rates are determined in the Russian economy.
Personal characteristics and attitudes:
Understanding:
– devices of the banking system:
- the fact that entering into relations with the bank should not be carried out spontaneously, under the influence of advertising, but out of real necessity and with knowledge of the ways of interaction;
- responsibility and riskiness of doing business; an understanding of the difficulties faced in choosing this kind of career;
– the fact that in order to start a business activity it is necessary to obtain a special education;
- on what exchange rates depend; understanding the conditions under which a family can benefit by placing family savings in foreign currency.
– calculate the bank interest and the amount of payments on deposits;
- find up-to-date information on special sites dedicated to the creation of a small (including family) business; calculate costs, income, profit;
– transfer one currency to another;
- find information about changes in exchange rates.
Competencies:
- evaluate the need to use banking services to solve their financial problems and family problems;
- highlight the range of issues that need to be considered when creating your own business, as well as the types of risks that threaten such a business;
- assess the need for savings in foreign currency, depending on the economic situation in the country.
Section 5. Man and the state: how they interact (14 hours)
Basic concepts and knowledge:
taxes; direct and indirect taxes; duties; fees; pension; pension system; pension funds.
Knowledge of the main types of taxes levied on individuals and legal entities (basic); methods of paying taxes (individually and by the enterprise); general principles of the structure of the pension system of the Russian Federation; have an idea about the methods of pension savings
Personal characteristics and attitudes:
Representation of the responsibility of the taxpayer;
Understanding:
– the inevitability of punishment (fines) for non-payment of taxes and the negative impact of fines on the family budget;
- the fact that when planning a future pension, it is necessary not only to rely on the state pension system, but also to create your own programs for accumulating funds and old-age insurance.
- calculate how changes in the structure and size of family income and property can affect the amount of taxes payable;
– find up-to-date information about the pension system and savings on the Internet.
Competencies:
– be aware of civil liability when paying taxes;
- plan tax expenses;
savings during working age and monthly income after the end of a working career.
Reserve 3 hours
Educational-methodical and material-technical providing a course
Literature:
Lipsits, IV Financial literacy: materials for students. 5-7 classes general education. org. Additional education: Series "Learning reasonable financial behavior" / I. V. Lipsits, E. A. Vigdorchik - M .: VITA-PRESS, 2014. - 208 p., ill.
Vigdorchik, E. A. Financial literacy: guidelines for teachers.5 – 7 classes general education.org. / E. A. Vigdorchik, I. V. Lipsits, Yu. N. Korlyugova. - M.: VITA-PRESS, 2015. - 64 c.
Vigdorchik, E. A. Financial Literacy: Materials for Parents.5 – 7 classes general education.org. / E. A. Vigdorchik, I. V. Lipsits, Yu. N. Korlyugova. - M.: VITA-PRESS, 2015. - 112 c.
Lipsits, IV Financial literacy: materials for students. Grades 8–9 are general education. org. / I. V. Lipsits, O. I. Ryazanova. - M.: VITA-PRESS, 2014. -352 p., ill.
Ryazanova, O. I. Financial Literacy: Guidelines for Teachers. Grades 8–9 are general education. org. / O. I. Ryazanova, I. V. Lipsits, E. B. Lavrenova. - M.: VITA-PRESS, 2014. - 144 c.
Ryazanova, O. I. Financial Literacy: Materials for Parents. Grades 8–9 are general education. org. / O. I. Ryazanova, I. V. Lipsits, E. B. Lavrenova. - M.: VITA-PRESS, 2014. - 64 c.
Internet sources
1. www.minfin.ru - website of the Ministry of Finance of the Russian Federation
2. www.gov.ru - website of the Government of the Russian Federation
3. www.gks.ru - website of the Federal State Statistics Service
4. www.economy.gov.ru/minec/ma - website of the Ministry of Economic Development of the Russian Federation
5. www.minpromtorg.gov.ru - website of the Ministry of Trade and Industry of the Russian Federation
6. www.fas.gov.ru - website of the Federal Antimonopoly Service of the Russian Federation
7. www.cbr.ru - website of the Central Bank of the Russian Federation
8. www.nalog.ru - website of the Federal Tax Service of the Russian Federation
9. www.rbx.ru - RosBusinessConsulting website
10. www.ram.ru - website of the Russian Marketing Association
11. www.cfin.ru - website "Corporate Management"
12. www.iloveeconomics.ru - site "Economics for schoolchildren"
13. www.nes.ru - site of a special project of the Russian School of Economics on personal finance
14. www.economicus.ru - educational and reference portal on economics
15. www.cepa.newschool.edu/het/home.htm - a site on the history of economic thought (in English)
16. ecsocman.edu.ru - website of the federal educational portal "Economics. Sociology. Management"
17. www.ereport.ru - a site that provides overview information on the global economy
18. www.stat.hse.ru – statistical portal of the Higher School of Economics
19. www.cefir.ru - website of CEFIR - Center for Economic and Financial Research
20. www.tpprf. – website of the Chamber of Commerce and Industry of the Russian Federation
21. www.rts.micex.ru - RTS and MICEX - website of the United Exchange
22. www.wto.ru - website of the World Trade Organization
23. www.worldbank.org/eca/russian - website of the World Bank
24. www.imf.org - website of the International Monetary Fund
25. www.7budget.ru - a site dedicated to the family budget
Calculators (bank interest, currency, taxes)
1. http://uslugi.yandex.ru/banki/deposits/
2. http://www.banki.ru/products/deposits/
3. http://www.sravni.ru/vklady/
4. http://www.calc.ru/valutnyj-kalkulyator.html
5. http://www.ndscalc.ru/
A computer
In a market economy, given its ups and downs and crises, it is important for each person to ensure personal financial security. Society understands these realities, so the state should create programs that increase the level of financial literacy of Russians.
Why raise?
Basically, the future of the Russian economy is determined by the youth. That is why increasing their education in the field of money management is of particular importance. The solution to this problem is possible only with the close cooperation of the state with commercial and financial institutions, institutions in the field of education and public organizations that are able to influence the development of this process in their field.
More than a third of the country's residents have not taken bank loans at all over the past few years, fearing a sharp drop in money inflation.
Based on the above, it turns out that most Russians manage their funds without the right approach and expert advice. All monetary issues are resolved at home over a cup of tea with friends. Which, just like the owners, are not particularly versed in the intricacies of decisions.
The country's market economy, however, does not stand still, but rather moves forward at a rapid pace. The knowledge of people remains at the old level and is not added, which becomes critical for the country itself and its economy as a whole.
Lack of understanding of these problems by society pushes the country's leadership to extreme measures. By all possible means to achieve an increase in the education of people.
What is being done for this?
Propaganda directed at the smart spending of the population's funds is being carried out. On learning skills correctly deals with.
There are training seminars aimed at gaining knowledge in the field of banking services. The ability to understand securities and their profitability.
The work of the financial literacy program
Special centers teach people how not to succumb to the tricks of scammers, how to secure their deposits in banking structures, how to make a profit from pension payments, and much more.
It is designed for all age categories of the population and is taught even in schools where there are special elective subjects for teaching children. Naturally, at school, only the basics of everything that children have to learn at an older age are served.
In universities, a lot of lectures are also given to achieve the proper level of knowledge in this area. At the same time, the economic university works out in the most detail with its wards the intricacies of banking and financial decisions. This is done to improve.
On the way to the implementation of the program, monitoring groups have also been created to monitor changes in people's knowledge of the financial sector. And although the results are still deplorable, work is being done in all possible directions.
All media are connected. Television is engaged in showing social videos that encourage people to listen and explain the need for such knowledge. Newspapers and handouts spell out the position of the currency markets. Publishing houses are engaged in printed matter, which describes all the main points of knowledge of this science.
In addition, all regional governments are connected. They hold master classes for entrepreneurs and people starting their own business. Ways to avoid them are also considered. Experienced people in financial matters come to such meetings.
Pensioners receive intelligible information in pension funds. In a word, there is a comprehensive informative load on the population. In order to reach their mind as quickly as possible and involve them in learning the skills of money issues.
The adult population within the framework of the program is taught the skill in various structures and in various ways that they bring profit.
When will the program bring the desired effect?
And although the program began its work in 2009, people still refuse to trust the system, believing that they are being deceived again. Abroad, such freedoms have been used for a long time, which is probably why their population is much more educated in money matters. We are still lagging behind and showing weakness in this.
However, I would like to hope that in the near future the program will give positive results and Russia as a country will become more educated in terms of the economy of the population. Today, such a program is also being introduced in Ukraine, but it is likely that it will face the same difficulties with its acceptance by the population as in our country.
Basically, the programs are aimed at improving the education of the younger generation. If you rely exclusively on young people, the program will effectively work only in 15-20 years. Then this already adult generation will independently teach their children financial literacy, and having good knowledge in this area.
Municipal budgetary general education
institution gymnasium No. 103, Mineralnye Vody
Approved at a meeting of the pedagogical council
MBOU gymnasium No. 103, Mineralnye Vody,
Protocol No. 1 dated August 29, 2017
Explanatory note
The work program "Fundamentals of Financial Literacy" was developed in accordance with the main provisions of the Federal State Educational Standard for Basic General Education and the requirements for the planned results of basic general education in financial literacy. The key goal of the program is to develop the financial literacy competencies of middle school children, the formation of basic knowledge and skills in the field of financial relations, which contribute to ensuring personal financial security.
The program allows you to get an idea about the tasks, content, general strategy for teaching, educating and developing students by means of a given subject. The content of the subject topics of the educational standard is specified, the distribution of teaching hours by sections of the course is indicated, and the sequence of studying topics and sections of the subject is taken into account, taking into account inter-subject and intra-subject connections, the logic of the educational process, and the age characteristics of students. It contributes to the preservation of a single educational space, without constraining the creative initiative of the teacher, provides ample opportunities for implementing various approaches to building a curriculum, taking into account the individual abilities and needs of students, the material base of educational institutions, and local socio-economic conditions.
The study of this course is aimed at achieving the following goals:
mastering financial knowledge, the basics of the financial culture of maintaining a personal budget, the skills necessary to search and use financial information, design and create a personal financial plan;
mastering the skills and abilities of reasonable financial behavior when making informed decisions in relation to personal finances and increasing the effectiveness of protecting the rights of consumers of financial services;
development of cognitive interests, financial and economic way of thinking, intellectual, creative, communicative and organizational skills;
education of diligence, thrift, accuracy, purposefulness, enterprise, responsibility for economic and financial decisions; respect for work and entrepreneurship.
Course objectives:
- the formation of basic knowledge about personal and family income and expenses, about the general principles of managing income and expenses, the properties and functions of money, about savings, about the general principles of lending and investing, about entrepreneurship, possible risks, insurance, advertising and consumer protection;
- formation of students' attitude to the need to keep records of income and expenses, planning skills for personal and family budgets and their importance;
- formation of an understanding of the need for long-term financial planning, installation on the need to accumulate savings, savings management skills;
- formation of skills to assess one's creditworthiness, skills of long-term investment;
- formation of skills in drawing up a business plan to ensure reasonableness of actions in the future;
- training in basic calculations of economic indicators: profits, costs.
General characteristics of the subject.
The program "Fundamentals of Financial Literacy" is designed to conduct classes on extracurricular activities and is aimed at:
– creation of conditions for the development of financial literacy of the child;
– development of motivation for cognition and development of critical thinking;
- ensuring the emotional well-being of the child;
- introducing children to modern universal values;
– prevention of antisocial behavior;
- creation of conditions for social, cultural and professional self-determination, creative self-realization of the child's personality, its integration into the system of world and national cultures;
- intellectual and spiritual development of the child's personality;
- Strengthening mental and physical health.
The content of the program on "Fundamentals of Financial Literacy" provides for the study of material on the following modules: "History of the development of human economic activity", "Family budget", "Fundamentals of consumer culture", "Fundamentals of entrepreneurship", "Financial organizations and fundamentals of financial security".
Each section of the program includes basic theoretical information, practical work, business games. At the same time, it is assumed that the study of the program material related to practical work should be preceded by the necessary minimum of theoretical information.
The program provides for students to perform creative and design work. The corresponding topic according to the curriculum of the program is offered at the end of each year of study. However, it is methodically possible to build an annual curriculum with the introduction of creative, project activities from the beginning or middle of the academic year.
The main principles of training provided by the program:
- meta-objectivity - the development of universal methods of action, with the help of which the student will be able to obtain the necessary information himself;
- visibility - the explanation of the material is accompanied by a demonstration of visual aids, drawings, tables;
- consistency - conducting classes in a certain sequence and system;
- humanization of the educational process - the construction of classes taking into account the knowledge, skills and abilities of students, their psychological capabilities and abilities.
Pedagogical technologies.
The program is focused on cooperation between the teacher and pupils, on creating a situation of success, support, mutual assistance in overcoming difficulties.
Syllabus.
The general curriculum of the program is designed for 85 hours of classes, 17 hours for each year of study from grades 5 to 9.
The results of the development of the course.
Personal Outcomes
awareness of oneself as a member of the family, society and the state: participation in the discussion of the financial problems of the family, making decisions about the family budget;
mastering the initial skills of adaptation in the world of financial relations: comparing income and expenses, simple calculations in the field of family finances;
development of independence and awareness of personal responsibility for one's actions: planning one's own budget and savings, understanding the financial situation of the family;
development of cooperation skills with adults and peers in different gaming and real economic situations.
Metasubject Results studying the course "Fundamentals of financial literacy":
Cognitive:
mastering ways to solve problems of a creative and exploratory nature: work on projects and research;
the use of various methods of searching, collecting, processing, analyzing and presenting information: searching for information on the Internet, conducting simple surveys, building tables, diagrams and diagrams;
mastering the logical actions of comparison, generalization, classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
mastery of basic subject and interdisciplinary concepts.
Regulatory:
understanding the purpose of their actions in the design and research activities;
drawing up simple plans with the help of a teacher;
manifestation of cognitive and creative initiative;
assessment of the correctness of the performance of actions: familiarity with the assessment criteria, self-assessment and mutual assessment;
adequate perception of the proposals of comrades, teachers, parents.
Communicative:
compiling texts in oral and written forms;
willingness to listen to the interlocutor and conduct a dialogue;
readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
express your opinion and argue your point of view and assessment of events;
the ability to agree on the distribution of functions and roles in joint activities, to exercise mutual control, to adequately assess their own behavior and the behavior of others.
Subject Results studying the course "Fundamentals of financial literacy":
understanding and correct use of economic terms;
understanding of the role of money in the family and society;
the ability to characterize the types and functions of money;
knowledge of sources of income and directions of family expenses;
the ability to calculate income and expenses and draw up a simple family budget;
identification of elementary problems in the field of family finances and ways to solve them;
carrying out elementary financial calculations.
Forms of educational activity.
1. The financial analysis
, is an obligatory part of each section of the program. School financial analysis can be carried out:
- for a comprehensive and detailed study of the problem based on all available sources of information;
- to assess the state of the economy of this object, as well as its current economic activity.
2. Educational discussion
:
- exchange of views on a specific issue;
- ordering and fixing the material;
- determination of the level of training of students and individual
features of character, thinking, temperament;
3. Business games:
- mastering typical economic roles through participation in training sessions and games that simulate real life situations.
4. Usage problematic teaching methods
Keywords: problem presentation, partial search method, research, project:
- development of creative and theoretical thinking among students;
- activation of their cognitive activity;
5. Meetings with specialists from financial organizations and institutions;
6. Excursion activity
:
- museums: entrepreneurship and philanthropy, money, museum and exposition fund of the Bank of Russia;
- enterprises and infrastructure facilities of the city;
- educational museums of educational institutions of secondary and higher professional education.
Thematic plan
Grade 5 (17 hours).
| Subsections and topics | Number of teaching hours |
| The history of the development of human economic activity | 17 |
| Introduction. | 1 |
| The origin of the household. | 1 |
| Family expenses. | 1 |
| Family income. | 1 |
| barter exchange. | 1 |
| Supply and demand. | 1 |
| Types of money. | 1 |
| Modern money. | 1 |
| What role does money play? | 1 |
| How do they earn money? | 1 |
| What are resources? | 1 |
| Price and value. | 1 |
| Where are the products cheaper? (project). | 1 |
| How to choose right. | 1 |
| 1 | |
| Personal financial plan. | 1 |
| Final lesson. | 1 |
Grade 6 (17 hours).
| Subsections and topics | Number of teaching hours |
| Family budget. | 17 |
| Introduction. | 1 |
| The family as a consumer | 1 |
| 1 | |
| 1 | |
| 1 | |
| 1 | |
| Family income and expenses. | 1 |
| What is a family budget? | 1 |
| 1 | |
| 1 | |
| 1 | |
| Buyer and seller. | 1 |
| Advertising and packaging. | 1 |
| Secrets of the choice of goods. | 1 |
| 1 | |
| 1 | |
| Final lesson. | 1 |
Grade 7 (17 hours).
| Subsections and topics | Number of teaching hours |
| Fundamentals of consumer culture | 17 |
| Introduction. | 1 |
| consumer culture. | 1 |
| Resources and their limitations. | 1 |
| 1 | |
| Human needs. | 1 |
| Consumer psychology. | 1 |
| 1 | |
| Where does the money go? | 1 |
| 1 | |
| Everyone pays taxes. | 1 |
| Sources of information. | 1 |
| Advertising and consumer. | 1 |
| 1 | |
| Product quality. | 1 |
| 1 | |
| 1 | |
| Final lesson. | 1 |
Grade 8 (17 hours).
| Subsections and topics | Number of teaching hours |
| Fundamentals of entrepreneurship. | 17 |
| Introduction. | 1 |
| 1 | |
| 1 | |
| 1 | |
| Small business. | 1 |
| What is a business plan. | 1 |
| 1 | |
| 1 | |
| 1 | |
| Taxes and taxation. | 1 |
| Pricing. | 1 |
| 1 | |
| Growth and development. | 1 |
| Sources of financing. | 1 |
| 1 | |
| 1 | |
| Final lesson. | 1 |
Grade 9 (17 hours).
| Subsections and topics | Number of teaching hours |
| Financial institutions and fundamentals of financial security. | 17 |
| Introduction. | 1 |
| Saving. | 1 |
| Banks. History of development. | 1 |
| banking products. | 1 |
| Lending. | 1 |
| Types of loans. | 1 |
| microfinance organizations. | 1 |
| 1 | |
| 1 | |
| Investing in shares. | 1 |
| Investing in gold. | 1 |
| Exchange. Exchange functions. | 1 |
| Insurance. | 1 |
| 1 | |
| My profession is a financier. | 1 |
| Protection of the rights of consumers of financial services. | 1 |
| Final lesson. | 1 |
The history of the development of human economic activity (17 hours).
Introduction.
Introduction to the course. The history of the development of human economic activity.
The birth of the household.
The history of the origin of the economy. Hunting, gathering, beekeeping. The emergence of agriculture and animal husbandry. Modern types of economic activity.
Family expenses.
Prerequisites for the division of labor. Traditions. Resources. Progress.
Family income.
The concept of "barter". Significance in economic activity. Pros and cons of barter exchange.
barter exchange.
The concept of "market". What is the market made up of? Market functions. market mechanism. Competition.
Supply and demand.
The concepts of "demand" and "supply". Price formation. Varieties of prices.
Types of money.
The history of money. Functions of money. Banknotes. Coins. Numismatics.
Modern money.
Functions of modern money. Currencies of different countries. Exchange rates.
What role does money play?
The role of money in human life. Financial circulation.
How do they earn money?
Ways of earning. Age limit. Household income. Personal skills and abilities.
Where are the products cheaper?
Study of the cost of products in the stores of the city.
How is the product produced?
Production methods. Production costs. Production economy.
Price and value.
What makes up the price? Cost of goods. How to calculate the purchase price?
How to choose right.
Problem of choice. Alternative choices. Types of needs. Comparison of the importance of the purchased goods.
Why be financially literate?
The concept of "financial literacy". Image of a financially literate person. The value of financial literacy in the development of the personality of a citizen.
Personal financial plan.
Compilation rule. Goal definition. Assessment of the current financial situation. Financial "airbag".
Final lesson.
6th grade
Family budget (17 hours).
Introduction.
Introduction to the course. The role of the family in the current socio-economic conditions.
The family as a consumer
The concept of "family". The average composition of the family. The main indicators characterizing the family. Family financial issues.
Economic activities of the family.
Production, distribution, exchange, consumption. Features of human participation in various types of economic activity.
individual and family needs.
Types of human needs. Ways to meet needs.
Elements of a family economy.
The concept of "family farming". Main types of property. What is property?
Planning, accounting and control in the family economy.
Analysis of the rational use of family property. Family farming indicators. Types of financial documents for family farming. Personal financial plan.
Family income and expenses.
Type of income. Income content. Main sources of income. Type of expense. Ways to reduce costs. Resource saving.
What is a family budget?
What is a budget? Budget structure. Budget type. Family budget planning.
What is put in the consumer basket.
The composition of the consumer basket. The cost of consumer baskets of different groups of the population. How to calculate the cost of a consumer basket. What is a living wage?
What is a caring owner?
Who is the owner? What kind of owner is diligent? Financial literacy of a zealous owner.
Secrets of a zealous owner.
The main ways to save. Warm. Electricity. Water.
Buyer and seller.
Purchase - sale. Goods and services. Types of trade. Store types.
Advertising and packaging.
The concept of "advertising". The main functions of advertising. Product packaging and its impact on demand. Information on packages.
Secrets of the choice of goods.
The price of the product. Mechanisms of influence on a potential buyer in modern trade. Bonuses and trade discounts. The basic rule of an experienced buyer.
The financial possibilities of the family farm. LFP.
What is entrepreneurship? How to make a profit in a family farm? Why do you need a personal financial plan?
Financial and economic ties of the family.
The interaction of the family with various economic structures. Their influence on each other.
Final lesson.
7th grade
Fundamentals of consumer culture (17 hours).
Introduction.
Introduction to the course. The concept of "consumer" in everyday life. Who is a "legal" consumer? Basic consumer rights.
consumer culture.
The concept of "culture". Principles of cultural consumption. The concept of "consumer culture", its place in the system of general human culture. Consumer culture of the individual and society. The most important components of consumer culture: material and spiritual values, knowledge, patterns and norms of behavior. Levels of consumer culture.
Resources and their limitations.
The concepts of "resources", "goods". Goods classification. Formation of ideas about human benefits and consumption. Usefulness and limited resources. Tangible, intangible and public goods. Substitutable and complementary goods.
Consumption: structure and norms.
Basic consumer rights. consumer sovereignty. Reasons limiting the sovereignty of the consumer and the sovereignty of the producer. Types of consumption. Rational consumption Nutrition and human health.
Human needs.
The emergence and development of needs. Transition of needs from one level to another. Basic types of needs. "Pyramid" of human needs according to A. Maslow.
Consumer psychology.
The concept of "consumer". Consumer psychology. Psychological factors of consumer behavior. Motive and need. Self-management and its role in consumer behavior management.
Market. Types and methods of trade.
The concept of "market". Types of trade. Selling durable goods to citizens on credit; by samples. Features of commission trade and at home with buyers. Types and methods of store and non-store trade: advantages and disadvantages. Discounts. Coupons and flyers. Discount cards. Consumer goods: durables, non-durables and household services. Consumer demand demand factors. What does the consumer gain from competition?
Where does the money go?
Money. From the history of money. Properties and functions of money. Plastic cards: rules of use. National currency, how can a consumer manage money wisely?
Rational student budget.
Classification of student income and expenses. Sources of income. Regular and irregular income. Labor as the main source of income. Costs are optional and required.
Everyone pays taxes.
What are taxes? Taxes are direct and indirect. Taxpayer. Object of taxation. Where do our taxes go?
Sources of information.
The consumer's right to information. Sources of information: controlled and others. Reliability of information.
Advertising and consumer.
The concept of "advertising". Forms of advertising. The most popular techniques used in advertising.
Classification of types of advertising. Federal Law "On Advertising". Types of advertising. Public offer and social advertising.
Symbols on labels, packages and inserts.
Marking. The means by which the consumer receives information about the goods: label, insert, labeling on the packaging of food products, industrial products. The trademark of the company is the best advertising. Features of the use of symbols and trademarks. Trademark counterfeiting and its consequences. Terms of use of someone else's trademark. Registration of trademarks. The difference between a brand and a trademark.
Product quality.
The concept of "quality of goods". Disadvantages are obvious, hidden, significant. Expiry date and service life of the product.
Consumer culture in the service sector.
Public Utilities. Educational services. Services of insurance agents. Contract. The quality of the services provided.
Consumer protection authorities.
Federal Antimonopoly Service (FAS), its tasks and functions. Territorial departments of the Federal Antimonopoly Service. Tasks of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare. General and special functions of the Federal Service for Technical Regulation and Metrology. State Inspectorate for Trade, Quality of Goods and Consumer Rights Protection and its territorial bodies. Local self-government bodies. Public organizations of consumers: their characteristics and rights. International Confederation of Consumer Societies. Chamber of Commerce and Industry, its role in consumer protection. expert laboratories. Licensing of types of activity.
Final lesson.
Protection of projects, research. Testing.
8th grade
Fundamentals of Entrepreneurship (17 hours).
Introduction.
Introduction to the course. The concept and essence of entrepreneurship. Functions and conditions of entrepreneurial activity. Individuals and legal entities as business entities.
Entrepreneurship and entrepreneurial activity.
Concepts of "business" and "entrepreneurship". The history of entrepreneurship. Individual entrepreneur or businessman. Equity.
Types of entrepreneurial activity.
Characteristics of types of entrepreneurial activity.
Organizational and legal forms of entrepreneurship.
Organizational and legal forms of entrepreneurship. Individual enterprise. Business partnerships and companies. Joint-Stock Company. Ordinary and preferred shares. Bonds. Production cooperative (artel). unitary enterprise. Associations of enterprises. Horizontal, vertical and diversified associations. Holdings. Entrepreneurial networks.
Small business.
Documentation rules. Management and marketing of small business. Features of taxation. Governmental support.
What is a business plan.
The structure of the business plan. Value for successful business. Sources of initial capital.
Information technologies in business.
Business presentation. Records management. Online - trade.
Risks in the work of an entrepreneur.
Types of business risks. Causes of risks. Risk insurance.
State regulation of entrepreneurial activity.
The main directions of state regulation of entrepreneurial activity. Control and subsequent state regulation. Methods of state regulation of entrepreneurial activity.
Taxes and taxation.
Taxes: concept, goals and principles of taxation in the Russian Federation. Special tax regime. Calculation of income taxes, VAT. Personal income tax.
Pricing.
The concept of production costs and product sales. Product cost. Types, cost structure. The concept of the price of goods, the classification of prices. Key factors and pricing strategies. Price formation methodology.
The main indicators of the entrepreneur's activity.
Productivity, profitability, production. The activities of an accountant, marketer, economist of the enterprise.
Growth and development.
performance dynamics. Methods of increasing demand for a product or service.
Sources of financing.
Internal sources of financing. External sources of financing. Use of financial resources of the organization. Indicators of the efficiency of the use of labor and material resources.
Insurance. Types of insurance.
Branches and types of insurance. The value of insurance in the activities of the entrepreneur.
Motivation of entrepreneurial activity.
Motivation in the activity of an entrepreneur. Internal and external motives of activity. Moral and material incentives.
Final lesson.
Protection of projects, research. Testing.
Grade 9
Financial institutions and fundamentals of financial security (17 hours).
Introduction.
Introduction to the course. Variety of financial institutions.
Saving.
Acquaintance with the concept of "savings", types of savings, the role of savings in the life of citizens. savings forms. Risks.
Banks. History of development.
What is a bank? Central bank. Purposes and functions of the Central Bank. balance sheet of the Central Bank. Discount rate of the Central Bank (refinancing rate). Ownership of the assets of the Central Bank and its status.
commercial banks. The role of banks in a market economy. Passive and active operations of banks. balance sheet of a commercial bank. Liabilities and assets of a commercial bank. Bank's required reserve ratio. Bank income and expenses and bank profit.
banking products.
Money transfers. Accounts and deposits. Credit products (with an emphasis on the risks of over-leveraging). investment products. Non-cash transfers and payments, methods of their implementation. Electronic money.
Lending.
Principles of functioning of the bank. Sources of money for issuing loans, their cost. To whom banks issue loans (analysis of the borrower by the bank, permissible debt burden). In what cases is it advisable to take a loan. Analysis of the consequences of using a loan with the help of a personal financial plan. Loan costs in addition to the interest rate. The difference between a bank and microfinance organizations and consumer credit cooperatives. The cost of lending in MFIs and CPCs. Liability of the borrower to the bank. Problems that arise in the event of a delay in payments on a loan and in the event of a loan default. Credit history.
Types of loans.
Types of loans and their properties. Loans without collateral. Auto loans and mortgages. Loan costs in addition to the interest rate.
microfinance organizations.
Laws and regulations governing microfinance activities. Basic concepts related to microfinance activities. The role of microfinance around the world and in Russia. Social significance of microfinance. The process of issuing a loan by microfinance organizations to individuals, individual entrepreneurs and companies (legal entities). What is a borrower's credit history? What you need to pay attention to, the borrower at the time of making a decision on obtaining a loan from a microfinance organization. How is the cost of a loan determined? Regulation and supervision of microfinance organizations.
Inflation. Causes and consequences.
Definition of inflation, its measurement. Causes of inflation, its forms. Excess demand. Rising production costs. inflation expectations. Normal (natural) inflation. moderate inflation. Galloping inflation. Hyperinflation. Differences in the impact of individual forms of inflation on the economy and the situation of the population. Consequences of inflation for various social groups of the population. Social consequences of the unpredictability of inflation.
Basic principles of investment.
Why investment is needed. Inflation, financial and investment planning. Planning for financial independence. Basic concepts: profitability, risk, liquidity. The main focus should be on the risks of investing. Financial mathematics: calculation of profitability, simple and compound interest. Main types of assets: fixed income assets, business assets, commodity assets. bank deposits. Deposit insurance system. Stocks and bods market. Bonds and shares. Real risks and returns in each market segment. Collective investments: mutual funds, advantages and disadvantages. Gold and real estate: profitability and risks. The importance of carefully studying contracts with financial companies.
Investing in shares.
Why you need to invest money. Main types of investment assets: fixed income assets, business assets, commodity assets. What are shares, the difference between shares and other types of assets: risks and returns. Portfolio building, diversification.
Management of risks. The psychology of stock trading. Reasonable expectations for profitability and risks in different segments of the stock market. Desired investment period.
Investing in gold.
A brief history of the use of gold as an investment asset - from gold coins in circulation to the present day. Dynamics of gold prices. Factors affecting the price of gold. Risks of investing in gold (on the example of historical data on the dynamics of gold prices).
Ways to invest in gold with a description of the pros and cons of each option. Situations when investments in gold are most effective (crises, economic instability, inflation).
Exchange. Exchange functions.
What are the functions of the financial market in the economy. What is an exchange and is it possible to do without it. Price target for standard goods and assets. Investing through the stock exchange.
The difference between exchange trading and the forex market (especially from the "gray" forex market) and from bookmakers. Ownership of the purchased assets. Estimation of the company's value on the basis of exchange information. Company capitalization.
Insurance.
What is insurance and how does it work. Insurance contract (policy). Basic concepts found in the insurance contract, essential conditions. What is insured risk, insured event and insured event. Where does the price of insurance come from (the concept of an insurance rate).
Compulsory and voluntary insurance (focus on insurance of individuals). Assistants: insurance agents and insurance brokers.
Fraud in the financial markets.
Fraud with plastic cards. Credit fraud. Financial pyramids. How to avoid fraud.
My profession is a financier.