Financial Education and Curriculum for Excellence

Financial Education is rarely out of the spotlight. It is hard to pick up a newspaper these days without being faced with an article on the latest findings on how poorly we manage our money.

Every hour, the total personal debt owed by individuals in the UK increases by £12 million and many people are falling into financial difficulty. Younger people are the least able to cope and it is becoming even more important that this be addressed.

A Curriculum for Excellence will embed Financial Education across a number of curricular areas, which is a recognition of the diverse skills, attitudes and behaviours necessary for someone to be financially capable. 

This seminar will give delegates the opportunity to examine the learning outcomes and to discuss the various resources for learning and teaching that are available to support teachers in this area of the curriculum.  A number of these resources will be available for those attending the seminar.

Patricia Griffin is a Development Officer with the Scottish Centre for Financial Education at Learning and Teaching Scotland. Her post is supported by the Development and Regeneration Services in Glasgow City Council. Patricia works almost exclusively with Glasgow supporting early years establishments, ASN, Primary and Secondary schools, and her post involves close liaison with Glasgow’s Employability & Enterprise Officers and the DtS Team. She is currently seconded from her post as Principal Teacher of Pastoral Care in Glasgow.

John Topping is a Development Officer working with the Scottish Centre for Financial Education which is part of Learning and Teaching Scotland.  He is working to support Local Authorities, schools and teachers to deliver high quality financial education to all young people as part of their general education.  John has worked with teachers across Scotland and is currently working with education and business partners to develop and produce new resources. He is currently seconded from Glasgow City Council.