All resources in CSDE 6-12 Personal Finance

Connecticut Model Personal Finance for Grades 6-8

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Middle School Grade VideoMiddle DEMO VideoEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: The  Middle School Course is designed to be an engaging, teacher-led curriculum for grades 6 - 8. From money values to credit, taxes to investing, and interview skills to resumes, the interactive NGPF Middle School Course covers all grade level appropriate topics within personal finance in 9 individual units. The course content aligns to the Middle School Jump$tart National Standards. Upon completion of the course, students will have the ability to:Discuss knowledge, skills, interests, and experience required for different types of jobs.Describe the difference between wages, salaries, commissions, and tips.Understand government-provided services are paid for with taxes.Analyze how people differ in values and attitudes about spending.Share examples of how price, spending choices of others, peer pressure, or advertising influence a purchase decision.Explain the similarities between paying for purchases with cash, checks, and debit cards.Compare the effects of using debit versus credit cards to make purchases.Describe the advantages of saving money in an account at a financial institution rather than keeping the money at home.Explain why people invest money.Identify long-term financial goals that are most likely to be achieved by people who regularly invest their money over many years.Discuss reasons people may prefer to buy something with credit rather than paying cash.Investigate the types of insurance commonly available for people to purchase.Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. The CSDE has identified Next Generation Personal Finance as a highly aligned core resounce after a rigorous review process. Additional Course Information:  The curriculum is online-based and is best implemented in a classroom where students have 1:1 access to technology. All materials are customizable to help you meet the needs of every student in your classroom. The lessons and activities may be completed in person, remotely, and/or in a hybrid learning environment. The curriculum includes a diagnostic exam and a final exam, as well as one exam per unit for units 2 - 9.ELA/Math Transferable Skills Addressed in the Course: Each Lesson Guide includes a checklist of Math skills (Order of operations, Ratios, Proportions, and Percents, Expressions and Equations, Graphing on a Coordinate Plane, Measures of Central Tendency) and ELA skills (Conduct research to locate information, Write claims with clear reasons and evidence, Understand and summarize key topics from a text or visual, Participate in discussions and state ideas clearly). You will see the checkbox marked at the top of the Lesson Guide for each skill that is addressed in that lesson.

Material Type: Full Course

Connecticut Model Personal Finance for Grades 9-12

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 High School Courses VideoHIgh School DemoEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: The NGPF Semester Course is designed to be an engaging, teacher-led curriculum for grades 9 - 12. This course is perfect for teachers who have an entire semester to teach personal finance concepts. It features lesson plans to meet diverse learning styles; rigorous, engaging activities throughout the term; and a digital format so that content is always up-to-date and accessible. The course content aligns to the National Standards for Personal Financial Education. Upon completion of the course, students will have the ability to:Understand the benefits of participating in employer sponsored retirement savings plans and healthcare savings plans.Identify different types of jobs and careers where wages and salaries depend on a worker’s productivity and skills.Differentiate between gross, net, and taxable income.Calculate the amount of taxes a person is likely to pay.Develop a budget to allocate current income to necessary and desired spending, including estimates for both fixed and variable expenses.Describe how inflation affects purchase decisions and the price of goods and services.Analyze social media marketing and advertising techniques designed to encourage spending.Investigate common types of consumer fraud and unfair or deceptive business practices, including online scams, phone solicitations, and redlining.Compare and contrast the features of mobile payment accounts, cryptocurrency accounts, and checking/savings accounts.Explain how traditional IRAs (individual retirement accounts), Roth IRAs, and education savings accounts provide incentives for people to save.Describe how credit card grace periods, methods of interest calculation, and fees affect borrowing costs.Explain the role the FAFSA plays in applying for college financial aid.Identify scholarships and grants for which they are eligible.Analyze the conditions under which it is appropriate for young adults to have life, health, and disability insurance.Recommend types of insurance needed by people with different characteristics.Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. The CSDE has identified Next Generation Personal Finance as a highly aligned core resource after a rigorous review process.Additional Course Information: The NGPF Semester Course includes a diagnostic, midterm, and final exam. It also contains 9 unit tests, 1-2 options for alternative summative assignments for each of the 9 units, and a final project. This course is online-based and is best implemented in a classroom where students have 1:1 access to technology. All materials are customizable to help you meet the needs of every student in your classroom. The lessons and activities may be completed in person, remotely, and/or in a hybrid learning environment. For teachers who have a full year to teach personal finance content, see the NGPF Full Year Course

Material Type: Full Course