European Financial Education Partnership Volunteer facilitators Delivering Workshops in Schools

1. European Financial Education Partnership Volunteer facilitators Delivering Workshops in Schools www.efep-project.eu Grant Agreement Number 2010-3807/001-001 This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. WALT and WILF? • We Are Learning To... • Understand what volunteering for the EFEP involves • What to expect of teachers and when at a school • Tips for effective sessions • Practice delivering some workshops • What Is the Learning For? • To support your ability to deliver the EFEP workshops effectively and to enjoy the process! • To provide an opportunity to practice delivering some of the materials as you would in class and dealing with classroom scenarios.

3. Agenda • The EFEP, volunteering, what to expect when visiting a school. • Coffee break • Some tips for running effective sessions • Lunch • Introduction to the workshop materials • Coffee break • Practicing your delivery! • Trying out some activities used in class. • Housekeeping – breaks, lunch, fire alarm, facilities

4. Started in 1998 UK FEP Members Standard Life CISI

5. Aims • To provide financial education and promote employability skills to young people across Europe • Attract a skilled, future workforce to the industry • Help restore consumer confidence & trust • Reach as many pupils as possible

6. UK Coverage 2010-2011 • 116 schools Scotland-wide (23 primary schools, 2 FE colleges) • Other: Apex Scotland, Edinburgh West S6 conference, Glasgow West Regeneration Agency; Young Enterprise Dunbartonshire • 813 workshops • Mainly school-leavers

7. How is it delivered? • EFEP brochure to schools each term • Requests advertised in weekly email to volunteers • Volunteer details and requirements confirmed to the school • Turn up and enjoy! • Feedback / travel expenses The FEP is one of a few schemes offering actual classroom delivery country-wide.

8. Workshop Topics • Managing Your Money • Finance for Life • It’s My Business • From CV to Salary • Getting the Message • First Impressions Last • Careers in Financial Services • Team Work & Decision Making • Sensible Borrowing

9. Workshop popularity UK 2010-2011

10. Curriculum for Excellence Responsible Citizens Confident Individuals A multi-disciplinary approach to learning Successful Learners Effective Contributors

11. 4 Values • Wisdom • Justice • Compassion • Integrity • 8 Curriculum • Areas • Health & Wellbeing • Languages • Mathematics • Science • Social Studies • Expressive Arts • Technologies • Religious & Moral Education Curriculum for Excellence • 4 Purposes • Successful learners • Confident individuals • Responsible citizens • Effective contributors 4 Cross cutting themes Sustainability, Enterprise, Creativity and Citizenship 3 Areas of whole staff responsibility Literacy, Numeracy, Health and Wellbeing • 7 Principles • Challenge & enjoyment • Breadth • Progression • Depth • Personalisation & Choice • Coherence • Relevance Learning and Teaching Scotland

12. The ‘Money’ Experiences & Outcomes(within Numeracy) Learning and Teaching Scotland

13. Curriculum for Excellence ‘Managing Your Money’ • MNU 3-09b, MNU 4-09a and SOC 3-21a: • MNU 3-09b: “I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.” • MNU 4-09a: “I can discuss and illustrate the facts I need to consider when determining what I can afford, in order to manage credit and debt and lead a responsible lifestyle.” • SOC 3-21a: “I can understand the necessity for budgeting and determine ways to manage finance, considering possible investment opportunities, savings, risks or borrowing needs.”

14. Workshop facilitators • Full training: • Workshop Materials • Classroom Management Technique • Presentation Skills • Observations • On-going support: • FEP ‘Champions’ • Linked-In • Annual meeting • We’re here to help!

15. Evaluation Full three-way evaluation • Evaluated by: • Teachers • Pupils • Volunteers • Random observation of visits • Constant monitoring and updating of resources

16. Teacher Feedback UK - 105 • Was it pitched properly? Yes 77% (No 2%, NA 21%) • Did your pupils benefit from the session? Yes 79% (No 1%, NA 20%) • Was it relevant & valuable? Yes 87% (No 0%, NA 13%)

17. Teachers’ Comments • This was an excellent session which fully engaged the pupils and was pitched at the right level. • Pupils thoroughly enjoyed the presentation and were engaged throughout. In the current climate, anything to do with looking after money is relevant to our young people.

18. Student Feedback UK - 2171 • Anything you would change? No 93% (Yes 3%, NA 4%) • Cover all you expected? Yes 96% (No 0%, NA 4%) • Did you benefit? Great extent 45%, Some extent 36%, Not much 3%, NA 16%

19. Students’ comments • Extremely helpful and made me feel more confident for when I go for an interview. • Really enjoyable and interesting, clear and easy to learn. • I have learned lots about how to handle money. • This was a good morning.

20. Your Role in the Classroom • Your expectations? (Think, Pair, Share +rapid run) • “Imagine your ideal scenario in school... • from the moment you walk in the door...” • What would the experience look like? • What would it sound like? • What would it feellike?

21. The Teachers’ expectationsplus some misconceptions! • Useful information from an enthusiastic,well informed facilitator. • A facilitator who can deliver the session with an awareness of the range of abilities and interests present in the group in front of them. • An individual who acts professionally and offers a positive role-model for the pupils to admire • That this is your day job?! • That they can sit back and get on with some marking/ preparation/development work…?! • That they have nothing valuable to contribute to the session… Learning and Teaching Scotland

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

23. On the day... • Sign in at Reception • Arrive early if possible • Don’t expect access to the room before the workshop • Dress • Nerves • Introduce yourself • Remind the teacher that they must stay in the room and that you are not a teacher! • Have a plan • And a plan ‘B’ - Be well enough prepared to adapt

24. On the day..... • Have a sense for your audience – is it early morning, early afternoon, how enthusiastic do they seem? • Spend a few minutes socialising with them – share who you are • Build on their responses - can be a great hook to win them over • Explain what the EFEP is all about - put the session into context – don’t rely on the teacher, who may not be the original contact • Ask them to work with you and each other • Spot opportunities to encourage • Adapt your style according to the age group • Be flexible – education is a very challenging environment

25. On the day..... • Be adaptable – the space may be less conducive than you expected, the equipment may fail, a flip chart is always a great aid • Identify those who are more responsive and coach the group • Be confident about varying your content outside the slides • Engage the audience to keep their attention • Place the information into the context of their world • Take some visual aids with you • Take a bottle of water • Keep track of time – know when to finish – beware of the bell! • Rehearse and place yourself in their shoes

26. On the day... • Scenarios from workplace & your own experience • Group work • Make it informal and interesting • Do not overuse PowerPoint • Be interested in their views • Give time to discussion • Listen – active listening, eye-contact • Have some amusing moments

27. At the end...... • Return to learning objectives, have they been met? • Thank teacher and students • Give out evaluation forms • Ask the teacher to complete a form at the same time, to be returned directly to the EFEP office with the pupil feedback forms. Insist on this for every workshop where possible, particularly if new to volunteering. • Complete a volunteer feedback form • Tell us how it went!

28. Difficult situations... • Team Exercise: many heads are better... Scenario: Solution(s) (What, Why, and How?) Commentary:

29. All Stand... you have as long as you need to ensure that all members of your group are prepared to present your scenario and solutions with detail to others in the session…

30. Expert Gallery Tour Don’t Panic!!!

31. Difficult situations.... Scenarios • A small group of pupils chatting at the back of the class. • Pupils are doing a group task, but are not talking about • the task in hand. • You get a ‘silly’ answer to a question that you have • posed to the class. • Two pupils keep giggling whilst you • are speaking.

32. Tips for effective Sessions... • Body language is POWERFUL! • Use open questions (but supplement to prompt if necessary) • Never play “guess what I want to hear?” • Silence is not the enemy (thinking time) • Use names • Use the teacher Put me on the spot… Any Questions? Learning and Teaching Scotland

33. Workshop Materials • Using a USB stick / CD-ROM, PowerPoint, Smartboards • What’s on the CD? • ‘Managing Your Money’

34. Practice run… • In pairs, 20 minutes to prepare 10 minutes • of the workshop • Present back • Feedback: What was the best bit, least best bit?

35. Obervations Contact your ‘Champion‘ We are here to help Presentation skills Classroom management technique Join Linked-In Next steps....

36. Have the learning intentions been met? • We Are Learning To... • Do you understand what volunteering for the EFEP involves? • Do you know what to expect of teachers and visits to schools? • Do you remember tips for effective sessions? • Do you understand how to prepare for your first workshop? • What Is the Learning For? • Do you feelyour ability to deliver the FEP workshops effectively and to enjoy the process has been enhanced? • Do you feel comfortable with running some pupil activities and feel ready to deliver your first workshop?