Workshops

Module overview

Two part workshop model – workshop A, teacher resources, workshop B

Talk Money with Ecstra Foundation provides engaging and interactive workshops delivered in person or virtually by our team of trained facilitators.

All workshops are delivered in two parts. Additional classroom resources are provided which are designed to reinforce learning and key concepts in class and at home.

Three learning modules are available, with content and outcomes tailored to different year groups.

Money story book

Talking about money
Year 5 and 6 students

Students learn how to save, manage, and spend money, manage needs versus wants and discuss the digitisation of money and different payment options.

Workshop A: Through a series of activities, students examine how people value money differently and how they can have constructive conversations with family and friends about money. They learn how to set savings goals as part of managing their money.

Workshop B: Students examine how to save and manage money and consider different payment options, including the digitisation of money.

Australian Curriculum

  • Health and Physical Education – Examine how identities are influenced by people and places (ACPPS051)
  • Health and Physical Education – Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
  • Health and Physical Education – Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
  • English – participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELA1709)
  • HASS – Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
  • HASS (Economics and Business) – The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)
  • HASS (Economics and Business) – Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
  • HASS (Economics and Business) – The difference between needs and wants and why choices need to be made about how limited resource are used (ACHASSK119)
  • HASS (Economics and Business) – How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
  • General Capability: Creative and Critical Thinking – Identify and justify the thinking behind choices they have made
  • General Capability: Personal and Social Capability – Explain how the appropriateness of emotional responses influences behaviour
  • General Capability: Personal and Social Capability – Identify factors that influence decision making and consider the usefulness of these in making their own decisions
  • General Capability: Personal and Social Capability – Identify causes and effects of conflict, and practice different strategies to diffuse or resolve conflict situations
  • General Capability: Ethical Understanding – Examine values accepted and enacted within various communities
  • General Capability: Intercultural Understanding – Describe and compare the knowledge, beliefs and practices of various cultural groups in relation to a specific time, event or custom

National Consumer Financial Literacy Framework

Year 6 – Knowledge and understanding

  • Students can explain how financial transactions can include using more than notes and coins

Year 6 – Competence

  • Students can create simple budgets for a range of purposes and explain the benefits of saving for future needs and wants
  • Students can discuss various payment options for purchasing goods and services such as: cash, debit card, credit card, direct debit and PayPal
  • Students can identify key features used in advertising, marketing and social media to influence consumer decision-making

Year 6 – Responsibility and enterprise

  • Students can identify and describe the impact that the consumer decisions of individuals may have on themselves and their families, the broader community and/or the environment
  • Students can examine and discuss the external factors that influence consumer decisions
  • Students can practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts
  • Students can recognise that satisfaction derived from spending money varies according to the nature of the purchase, the context in which it is bought and an individual’s personal circumstances and values
  • Students can demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making
Price tag

Spending and saving money
Year 7 and 8 students

This module focuses on spending and saving choices, how decisions now can affect future finances and how conscious consumers can positively impact people and the planet.

Workshop A: Students are supported to manage influences on saving, spending and payment options and how to align spending choices with their goals, values and beliefs.

Workshop B: Students explore how to make goals achievable and how to develop savings strategies to help manage spending influences and achieve their future goals.

Australian Curriculum

  • Economics and Business – Explain why it is important to set and prioritise personal financial goals (ACHES026)
  • Humanities & Social Sciences – Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHASSK200)
  • Humanities & Social Sciences – Recognise the importance of planning for their financial futures and appreciate that sacrificing current expenditure can bring long-term benefits (ACHASSi162)
  • Mathematics – Investigate and calculate ‘best buys’, with and without digital technologies (ACMNA174)
  • Civics and Citizenship – Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057)

National Consumer Financial Literacy Framework

Year 8 – Knowledge and understanding

  • Students can explain why it is important to set and prioritise personal financial goals

Year 8 – Competence

  • Students can determine the value of ‘deals’ when purchasing goods and services such as ‘buy one, get one free’
  • Students can identify and explain marketing strategies used in advertising and social media to influence consumer decision-making

Year 8 – Responsibility and enterprise

  • Students can explain how individual and collective consumer decisions may have an impact on the broader community and the environment
  • Students can apply informed and assertive consumer decision-making in a range of ‘real-life’ contexts
  • Students can recognise that their ability to make informed decisions about personal finance and financial products is strengthened by finding and evaluating relevant information and accessing reliable advice
  • Students can demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making
Credit card and phone

Making money work
Year 9 and 10 students

This module explores ways to make money to help build financial independence and how to navigate the workplace including understanding their rights at work and managing superannuation and tax.

Workshop A: Students delve into the world of work, looking at the different ways and approaches to make money. They discuss their rights as an employee and how to have difficult conversations at work.

Workshop B: Students gain an awareness of their personal brand and learn practical skills including reading pay slips and understanding tax and superannuation.

Australian Curriculum

  • Work Studies– Identify the importance of rights and responsibilities for employers and workers (ACWSCL019)
  • Work Studies– Investigate a wide range of occupations and the skills and personal qualities required in these fields (ACWSCL004)
  • Work Studies– Identify types of workplace communication and the effect of context on the choice of communication (ACWSCL007)
  • Work Studies– Recognise the importance of self-awareness in career and life design (ACWSCL013)
  • Work Studies – Identify types of entrepreneurial behaviours and their opportunities for application to 21st century work and enterprise (ACWSCL010)
  • Economics and Business – The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
  • Economics and Business – Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
  • Personal and Social Capability – Assess their strengths and challenges and devise personally appropriate strategies to achieve future success
  • Work Studies – Explain how diverse work arrangements are impacting on the rights and responsibilities of employers and workers (ACWSCL039)
  • Civics and Citizenship – Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099)
  • Work studies – Differentiate between work-related and personal use of social media (ACWSCL008)
  • Work studies – Select and use appropriate protocols for communication in workplace contexts (ACWSCL026)

National Consumer Financial Literacy Framework

Year 10 – Knowledge and Understanding

  • Students can identify and explain strategies to manage personal finances
  • Students can explain the various factors that may impact on achieving personal financial goals
  • Students can explain the different ways in which people are paid including wages, salaries, commissions, self-employment and government benefits
  • Students can identify and explain common terminology and categories for deductions used on pay slips
  • Students can discuss why some goods and services are provided by Government for community benefit and how these are funded

Year 10 – Responsibility and Enterprise

  • Students can appreciate there is often no one right answer in making financial decisions because these depend on individual circumstances, preferences and values
  • Students can research and identify the ethical and moral dimensions of consumer choices in specific circumstances and the consequences for themselves, their families, the broader community and/or the environment
  • Students can practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts
Money story book

Talking about money
Year 5 and 6 students

Students learn how to save, manage, and spend money, manage needs versus wants and discuss the digitisation of money and different payment options.

Workshop A: Through a series of activities, students examine how people value money differently and how they can have constructive conversations with family and friends about money. They learn how to set savings goals as part of managing their money.

Workshop B: Students examine how to save and manage money and consider different payment options, including the digitisation of money.

Price tag

Spending and saving money
Year 7 and 8 students

This module focuses on spending and saving choices, how decisions now can affect future finances and how conscious consumers can positively impact people and the planet.

Workshop A: Students are supported to manage influences on saving, spending and payment options and how to align spending choices with their goals, values and beliefs.

Workshop B: Students explore how to make goals achievable and how to develop savings strategies to help manage spending influences and achieve their future goals.

Credit card and phone

Making money work
Year 9 and 10 students

This module explores ways to make money to help build financial independence and how to navigate the workplace including understanding their rights at work and managing superannuation and tax.

Workshop A: Students delve into the world of work, looking at the different ways and approaches to make money. They discuss their rights as an employee and how to have difficult conversations at work.

Workshop B: Students gain an awareness of their personal brand and learn practical skills including reading pay slips and understanding tax and superannuation.

Australian Curriculum

  • Health and Physical Education – Examine how identities are influenced by people and places (ACPPS051)
  • Health and Physical Education – Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
  • Health and Physical Education – Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
  • English – participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELA1709)
  • HASS – Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
  • HASS (Economics and Business) – The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)
  • HASS (Economics and Business) – Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
  • HASS (Economics and Business) – The difference between needs and wants and why choices need to be made about how limited resource are used (ACHASSK119)
  • HASS (Economics and Business) – How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
  • General Capability: Creative and Critical Thinking – Identify and justify the thinking behind choices they have made
  • General Capability: Personal and Social Capability – Explain how the appropriateness of emotional responses influences behaviour
  • General Capability: Personal and Social Capability – Identify factors that influence decision making and consider the usefulness of these in making their own decisions
  • General Capability: Personal and Social Capability – Identify causes and effects of conflict, and practice different strategies to diffuse or resolve conflict situations
  • General Capability: Ethical Understanding – Examine values accepted and enacted within various communities
  • General Capability: Intercultural Understanding – Describe and compare the knowledge, beliefs and practices of various cultural groups in relation to a specific time, event or custom

National Consumer Financial Literacy Framework

Year 6 – Knowledge and understanding

  • Students can explain how financial transactions can include using more than notes and coins

Year 6 – Competence

  • Students can create simple budgets for a range of purposes and explain the benefits of saving for future needs and wants
  • Students can discuss various payment options for purchasing goods and services such as: cash, debit card, credit card, direct debit and PayPal
  • Students can identify key features used in advertising, marketing and social media to influence consumer decision-making

Year 6 – Responsibility and enterprise

  • Students can identify and describe the impact that the consumer decisions of individuals may have on themselves and their families, the broader community and/or the environment
  • Students can examine and discuss the external factors that influence consumer decisions
  • Students can practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts
  • Students can recognise that satisfaction derived from spending money varies according to the nature of the purchase, the context in which it is bought and an individual’s personal circumstances and values
  • Students can demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making

Australian Curriculum

  • Economics and Business – Explain why it is important to set and prioritise personal financial goals (ACHES026)
  • Humanities & Social Sciences – Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHASSK200)
  • Humanities & Social Sciences – Recognise the importance of planning for their financial futures and appreciate that sacrificing current expenditure can bring long-term benefits (ACHASSi162)
  • Mathematics – Investigate and calculate ‘best buys’, with and without digital technologies (ACMNA174)
  • Civics and Citizenship – Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057)

National Consumer Financial Literacy Framework

Year 8 – Knowledge and understanding

  • Students can explain why it is important to set and prioritise personal financial goals

Year 8 – Competence

  • Students can determine the value of ‘deals’ when purchasing goods and services such as ‘buy one, get one free’
  • Students can identify and explain marketing strategies used in advertising and social media to influence consumer decision-making

Year 8 – Responsibility and enterprise

  • Students can explain how individual and collective consumer decisions may have an impact on the broader community and the environment
  • Students can apply informed and assertive consumer decision-making in a range of ‘real-life’ contexts
  • Students can recognise that their ability to make informed decisions about personal finance and financial products is strengthened by finding and evaluating relevant information and accessing reliable advice
  • Students can demonstrate awareness that family, community and socio-cultural values and customs can influence consumer behaviour and financial decision-making

Australian Curriculum

  • Work Studies– Identify the importance of rights and responsibilities for employers and workers (ACWSCL019)
  • Work Studies– Investigate a wide range of occupations and the skills and personal qualities required in these fields (ACWSCL004)
  • Work Studies– Identify types of workplace communication and the effect of context on the choice of communication (ACWSCL007)
  • Work Studies– Recognise the importance of self-awareness in career and life design (ACWSCL013)
  • Work Studies – Identify types of entrepreneurial behaviours and their opportunities for application to 21st century work and enterprise (ACWSCL010)
  • Economics and Business – The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
  • Economics and Business – Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
  • Personal and Social Capability – Assess their strengths and challenges and devise personally appropriate strategies to achieve future success
  • Work Studies – Explain how diverse work arrangements are impacting on the rights and responsibilities of employers and workers (ACWSCL039)
  • Civics and Citizenship – Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099)
  • Work studies – Differentiate between work-related and personal use of social media (ACWSCL008)
  • Work studies – Select and use appropriate protocols for communication in workplace contexts (ACWSCL026)

National Consumer Financial Literacy Framework

Year 10 – Knowledge and Understanding

  • Students can identify and explain strategies to manage personal finances
  • Students can explain the various factors that may impact on achieving personal financial goals
  • Students can explain the different ways in which people are paid including wages, salaries, commissions, self-employment and government benefits
  • Students can identify and explain common terminology and categories for deductions used on pay slips
  • Students can discuss why some goods and services are provided by Government for community benefit and how these are funded

Year 10 – Responsibility and Enterprise

  • Students can appreciate there is often no one right answer in making financial decisions because these depend on individual circumstances, preferences and values
  • Students can research and identify the ethical and moral dimensions of consumer choices in specific circumstances and the consequences for themselves, their families, the broader community and/or the environment
  • Students can practise safe, ethical and responsible behaviour in online and digital consumer and financial contexts