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English Financial Literacy

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English Financial Literacy English for Financial Literacy Volume3CLB 6-8 A classroom resource for teaching Developed by: Toronto Catholic District School Board financial literacy topics to adult ESL learners Canadian Language Benchmarks 1-8 Funded by: Acknowledgments Project Manager Manager, Budget and Operations Margaret Stasiak Sharon Rajabi Principal Writers Audio Production and Online Digital Management Anne Cairns Mary-Ellen Gillespie Catherine Lawrence Margaret Stasiak Copy Editing Patti Ryan, Southside Communications Contributing Writer Susan Webb Graphic Design Laurie Wonfor Nolan Online Developer Mike Kelly A special thank you to Hanna Cabaj, Sharon Rajabi and Anne-Marie Kaskens for their continued support throughout this project, and to the following individuals for their generous contribution of guidance and professional expertise: Advisory Committee Expert Reviewers Carly Austin, CIC Ontario region Kathleen Dawson, University of Alberta Hanna Cabaj, TCDSB Diane Hardy, Bow Valley College Adam Fair, Canadian Centre for Financial Literacy, SEDI Richard Haggins, Credit Canada Debt Solutions Bozena Greszta, Polycultural Immigrant and Community Services Ruby Hamm, Bow Valley College Elena Jara, Credit Canada Debt Solutions Heidi Macfarlane, Bow Valley College Anne-Marie Kaskens, TCDSB Susan Murray Wanda Komorowski, The Centre for Skills Development and Training Sharon Rajabi, TCDSB Majlinda Ramaj, LINC learner Christopher Sloan, CIC Ontario region Field Test instructors Tracy-Lynne Ahier, Susan Anso, Marian Banham, Audrey Beaulne, Regina Chiu, Denise A. Copeland, Linda Corrizato, Anjum Karimi, Jenny Kirk, Eva Kowara, Margaret Mikkelborg, Diane Neville, Aldona Piasecka, Jackie Pollard, Radmila Rakas, Helen Szymkiv We would like to thank the LINC learners and instructors who participated in the needs assessment focus groups and surveys. ©Toronto Catholic District School Board, 2013. All rights reserved. The publisher grants permission for copies of the pages of this book to be made by LINC programs and Adult Education programs across Canada for their own use and for use within and by staff of the program providers only. For copying in any other circumstances, prior permission in writing must be obtained from the copyright holder. Table of Contents INSTRUCTOR GUIDE ................................... 5 INSURANCE ..........................................189 USEFUL WEBSITES ....................................... 15 How insurance works ...............................193 GLOSSARY OF FINANCIAL TERMS ......... 23 History of insurance in Canada ................200 Extended health insurance policies ............204 BANKING AND PERSONAL FINANCE BANKING .......................................................... 35 EDUCATION Canadian banking system .........................39 FINANCING POST Selecting a bank account ..........................42 SECONDARY EDUCATION .................209 CREDIT ................................................. 47 Financing postsecondary education ...........213 Credit ...................................................... 51 Student loans and grants ...........................219 Credit cards .............................................58 RESPs ......................................................229 Credit history ...........................................68 RESPs: consumer information ...................233 Debt ........................................................71 RESPs: investment options ........................240 TAXES .................................................... 81 Canadian tax system ................................85 EMPLOYMENT ............................................247 Filing an income tax return ......................89 Getting paid ..............................................251 RETIREMENT ....................................... 97 Employment fraud ...................................259 Canada’s public pension benefits ............ 101 Employment Scams ..................................266 RRSPs ...................................................108 Starting your own business ........................269 CONSUMER MATTERS HOUSING .................................................... 279 Renting vs. buying .................................... 281 BUYING GOODS AND SERVICES ................115 Costs of owning a home ............................286 Buying big-ticket items ......................... 119 Mortgages ................................................. 292 Negotiating prices .................................. 127 How to haggle ........................................133 AUDIO GUIDE ..............................................305 CONTRACTS ....................................... 141 Contracts – what you should know ........ 145 Contract terms and conditions ............... 157 Gym memberships ................................. 165 ADVERTISING .................................... 173 How advertising works .......................... 177 Advertising strategies ............................. 183 Instructor Guide Welcome to English for Financial Literacy, an instructor’s resource for teaching financial literacy concepts and skills in LINC and adult ESL programs at CLB levels 1 to 8. English for Financial Literacy. It complements a series of CIC-funded resources for LINC programming, including the LINC 1–5 Curriculum Guidelines, the LINC 1–4 Classroom Activities, the LINC 5–7 Curriculum Guidelines, the LINC 5–7 Classroom Activities and the Citizenship Resource CLB 1–8. The main objective of English for Financial Literacy is to help instructors incorporate financial literacy content into their program planning and teaching, and support them in learning about key topics and concepts related to financial matters. The content of the English for Financial Literacy resource was specifically guided by the principles of methodology and thematic content of the LINC 1–5 Curriculum Guidelines and the LINC 5–7 Curriculum Guidelines. The resource provides ideas for curriculum content and sample reproducible activities that: t are consistent with the Canadian Language Benchmarks 2012 t are relevant to the needs, goals and interests of newcomers to Ontario t integrate the instruction of financial literacy concepts and skills with the English language instruction at CLB levels 1 to 8 t address numeracy skills pertinent to the specific financial literacy topics The development of the resource was informed by: t a review of literature on financial literacy, financial literacy instruction, and existing financial literacy curricula and resources t a survey of the needs of LINC learners and instructors across Ontario t consultations with an advisory committee comprising key stakeholder representatives and financial literacy experts t field testing by instructors in a variety of LINC programs across Ontario t critical reviews by adult ESL methodology and financial literacy experts Overview of the Document Q Instructor Guide 5 Instructor Guide _____________________________________________________________________________________ OVERVIEW OF THE RESOURCE Organization English for Financial Literacy is organized by CLB levels and consists of three volumes: t Volume 1 is intended for learners at CLB 1–2 as well as ESL literacy learners. t Volume 2 is intended for learners at CLB 3–5. t Volume 3 is intended for learners at CLB 6–8. Each volume is organized by themes and topics, following the organizing principle of the LINC 1–5 resources. There are five themes in each volume: Banking and Personal Finance Consumer Matters Education Employment Housing These themes are further divided into topics with planning tools and sets of activities designed around specific financial literacy outcomes. The topics vary from volume to volume; the selection of topics in each volume is determined by the language proficiency levels. The topics draw on the content ideas of the LINC themes and related financial concepts or skills. Consequently, the activities provide opportunities for practice in both language and financial literacy skills. Each topic includes: t Learning Outcomes with sample financial literacy and language outcomes. Financial literacy outcomes are divided into two groups: Understanding and Knowledge and Application. Language outcomes, based on CLB competency statements, are adjacent for easy reference. The selected sample outcomes can be used to plan a lesson or series of lessons around them. t Background Information and Key Language Elements. This page provides key factual information on the topic as well as a sidebar with related level-appropriate language elements that can be taught: key vocabulary, collocations, abbreviations, possible grammar structures, and related skills and strategies. Instructors can use this page to inform themselves about the topic; they can also use the sidebar as the basis for developing their own activities, such as vocabulary practice exercises. t Sets of reproducible activity worksheets preceded by Teaching Notes. The teaching notes are intended to help instructors plan and deliver the instruction; they offer listings of financial literacy outcomes pertinent to the specific activities/tasks and related CLB competencies. They also provide instructors with teaching ideas, ideas for extending the tasks, and Beyond the Classroom ideas, which offer guidance on how learners can extend what they’ve learned beyond the classroom and relate it to their personal goals and needs. The teaching notes also include answer keys and transcripts. t Supplementary numeracy worksheets. These worksheets accompany
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