Detailed Curriculum

Competency Based Learning & curriculum

Financial Literacy, UN SDGs & WEF Skills

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Financial Literacy skills

Money in our lives

  • Understand the concept of money and its units.
  • Understand the ways of earning money and how it is used in everyday life.
  • Relate everyday decisions and relate them to money.
  • Explore tradeoffs.
  • Recognize the price of items.
  • Identify the role of money in future life.

Consumer skills

  • Recognize the different payment types and know when they can be used.
  • Read recipes and understand their ingredients and quantities.
  • Prepare a shopping list.
  • Compare prices and research opportunities at different stores.
  • Check the purchase receipt and identify the amounts and information on it.
  • Know how to apply discounts and coupons to a purchase.

Budgeting

  • Learn to track and manage the money.
  • Prepare a budget considering the needs and expenses.
  • Identify the needs and wants.

Savings

  • Identify the future goals and the amount needed to achieve them.
  • Build saving habits.
  • Build an emergency fund.
  • Pay bills and save money.
  • Know the different types of accounts to save money.
  • Apply compound interest when calculating savings.

Investing

  • Understand what investments are.
  • Identify the types of investments available, their characteristics and expected returns.
  • Understand and apply different risk strategies.

Credit

  • Understand when to borrow money, from whom and under what conditions.
  • Know how credit cards work and how interest applies.
  • Understand what a credit score is and the implications of keeping it high.

Life after high school

  • Design a plan for the years after high school.
  • Create a budget for the future.
  • Explore interests to design a career map.
  • Know the options available to pay for college.

Skills integrated into the 17 Sustainable Development Goals

SDG 1
No poverty

  • Build awareness of inequalities
  • Understand that local actions have a great impact on the fight against poverty

SDG 2
Zero hunger

  • Ability to understand the difficulties and particularities of populations living under food insecurity worldwide.
  • Identify possibilities for sustainable agriculture.
  • Know and understand the nutritional value of food as well as simple and economical ways to eat healthily.

SDG 3
Good health and well-being

  • Demonstrate the motivation and commitment to exercise and moving the body in response to needs, balance, and well-being.
  • Demonstrate an adequate level of physical fitness regardless of the sport chosen.
  • Demonstrate determination in practicing exercise and sport, understanding that perseverance develops skills.

SDG 4
Quality education

  • Participate in school and community decisions.
  • Involve the community in the school’s main actions.
  • Reflect on the pedagogical practices and participate in the choice of themes.

SDG 5
Gender equality

  • Identify situations of gender inequality and propose different ways to change them.

SDG 7
Affordable and clean energy

  • Identify the most common sources of energy, whether they are sustainable or not.
  • Reflect on the energy used in everyday actions, how much it costs, what it is used for, and where it comes from.
  • Understand political values related to energy sources.

SDG 8
Decent work and economic growth

  • Understand ways of working, laws and rights.
  • Identify situations in which children are exposed to work and think of ways to minimize them.

SDG 9
Industry, innovation and infrastructure

  • Understand the productive chains and their characteristics.
  • Know local businesses, their characteristics and interactions with other parts of the city and/or country.

SDG 10
Reduced inequalities

  • Reflect on the different causes of inequality between countries or even between people from the same country.
  • Able to understand and identify prejudice among oneself and others.
  • Identify situations where there is inequality and propose another approach.

SDG 11
Sustainable cities and communities

  • Able to define what it means for a city or community to be sustainable.
  • Reflect on the challenges of communities and cities to be sustainable.
  • Know about sustainable practices already used in other cities.

SDG 12
Responsible consumption and production

  • Know the natural resources of your own region and how they are being used.
  • Understand the consumption chain, companies and people involved.

SDG 13
Climate action

  • Identify actions that can increase the effect of climate change.
  • Able to design solutions to minimize the effect of climate change in the community or school.

SDG 14
Life below water

  • Understand the actions that can degrade the oceans, seas and marine resources.
  • Identify possibilities to reduce marine pollution and overfishing.

SDG 15
Life on land

  • Know the forest’s biodiversity, what it is used for and why it should be preserved.
  • Identify actions that promote the sustainable use of natural resources.

SDG 16
Peace, justice and strong institutions

  • Recognize the institutions of power that can guarantee security and peace.
  • Identify aspects in the community that can be improved to promote safety.

SDG 17
Partnership for the goals

  • Share with the community the main aspects that can be developed.

Integrating the World Economic Forum’s 2025 Skills

Active learning and learning strategies

  • Able to recognize one’s own strengths and limitations.
  • Demonstrate an interest in learning, recognize their interests and create their own learning journeys.
  • Seek knowledge based on interests, ask questions to teachers and colleagues.
  • Realize that making mistakes is part of the process and that learning can occur in these moments. Recognize that it is important to ask for help.
  • Learn independently. Be able to work without an adult’s support for periods of time.

Complex problem-solving

  • Define the problem or challenge and come up with a feasible strategy to solve it.
  • Make decisions having considered risks and advantages in order to solve the problem.

Critical thinking and analysis

  • Present the results and conclusions of inquiries through oral and written explanations, as well as displays or presentations.
  • Combine and establish relationships between information and arguments.

Creativity, originality and initiative

  • Be open and responsive to different perspectives, and explore those perspectives.
  • Be able to explore different possibilities and scenarios.
  • Know brainstorming techniques and work on ideas and strategies.
  • Develop the habit to be creative.
  • Propose new ideas to a group.
  • Make connections, elaborate ideas and references in order to improve and maximize creative efforts.

Analytical thinking and innovation

  • Ask questions according to the context and realize that they can be answered in different ways.
  • Predict and create hypotheses and reasonable outcomes.
  • Testing ideas and resources while reasoning focusing on the solution.

Leadership and social influence

  • Demonstrate open-mindedness and empathy of the group’s needs and its dynamic.
  • Engage with the group and their tasks.
  • Work effectively and respectfully with diverse teams.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Comprehend one’s role within the team. Promote interactions within small and large groups, or assist others in facilitating them.
  • Coordinate the organization, decision-making and execution of team needs and goals.
  • Demonstrate individual and collective ownership and responsibility, ensuring that there is a collaborative process in place.
  • Make sure that each person’s ideas and expertise are used to maximum advantage, and that each work product is of the highest possible quality or value.

Technology use, monitoring & control

  • Be aware of the forms of communication on social networks and know how to differentiate between different arguments, news, images, etc.
  • Analyze and select information from digital sources. Know how to gather information and communicate the theme and main idea.
  • Use digital tools in an ethical and appropriate way.

Technology design and programming

  • Ability to use a range of digital computing tools.
  • Use digital and analog devices, such as cameras, tablets, phones, recording devices and other digital gadgets.
  • Ability to explain a problem using logical operations.

Resilience, stress tolerance & flexibility

  • Embrace new challenges and have confidence in your ability to surpass limitations.
  • Self preservation in face of adversity.
  • Show flexibility by incorporating new ideas and making revisions.
  • Recognize and nurture a variety of resources (such as anchors, individuals, and supportive networks) that can be utilized during challenging times.

Reasoning, problem-solving and ideation

  • Take action on creative ideas to actively contribute in a practical and valuable manner to the respective field where the innovation will take place.
  • Assess and analyze the effectiveness of a solution, identifying potential areas for improvement.

Emotional intelligence

  • Recognize and identify your own emotions.
  • Regulate impulsiveness.
  • Address one’s emotional needs to achieve balance and support.
  • Ability to manage setbacks and frustrations.
  • Comprehend the appropriate management of emotions or behavior within a specific social or environmental context.

Troubleshooting and user experience

  • Use observations and ideas to propose solutions to inquiries.
  • Collect, describe, and document data to aid in addressing questions.

Service orientation

  • Use a variety of media sources and technologies and have the ability to evaluate their effectiveness and assess their impact.

System analysis and evaluation

  • Comprehend the influence of technologies on the lives of individuals and society at large; including their impact on relationships, social dynamics, cultural aspects, and commercial interests.

Persuasion and negotiation

  • Capable of formulating and expressing the central matter or problem to be addressed in a manner that is beneficial and applicable to the negotiation task at hand.
  • Capable of recognizing the desires, needs, driving motivations, perspectives and such of others.
  • Able to construct an agreement or deal through collaborative iteration with both parties.

Resources

Click here to learn more about the United Nations 17 Sustainable Development Goals

Click here to learn more about the World Economic Forum 15 skills of “Future of Jobs”.

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