ALTDAP LaunchPad · facilitator sheet

Track 04: Financial Literacy & Healthy Living

8 modules. In an emergency call 112.

Allow 30 to 45 minutes for each module, including the quiz.

Before the session

Read the module yourself first, and do the quiz.
Know who your school's safeguarding lead is, and how to reach them today.
Have the emergency page ready. In an emergency the only number to call is 112.
Decide where a learner can go if they need to step out. Never leave them alone if they are upset.

During the session

Say at the start: nobody has to share anything personal, and anyone can pass on any question.
Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.
Use made-up examples. Do not ask learners for their own stories, or about anyone they know.
The private tasks are the learner's own. Do not collect, mark or read them.
Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.

If a learner tells you something serious

Stay calm and listen. Do not interrupt, and do not show shock.
Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."
Tell them it is not their fault, and that they were right to tell.
Do not question them for details, do not ask leading questions, and do not confront anyone.
Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.
Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.
If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.
Do not discuss it with colleagues or learners who do not need to know.

After the session

Note anything that worried you, and tell your safeguarding lead, even if it seems small.
Look after yourself. Hearing something serious is hard. Talk to your lead or a trusted colleague, without naming the child.

Never

Never promise secrecy.
Never blame a learner, or suggest they did something to cause it.
Never ask a learner to share personal experiences, in front of the group or alone.
Never investigate, confront the person, or contact the family yourself before your lead decides.
Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.

The modules

Module 1Money, Needs, Wants and Values
Covers
- What money does
- Needs and wants
- Values and feelings
The one thing to leave them with: Money is not good or bad. What matters is that you decide with a plan, not under pressure or a passing feeling.
Private task: Write down three things you spent money or wanted to spend money on this week. Mark each one need, want or in between. (The learner keeps it. Do not collect or read it.)
Module 2Making a Simple Budget
Covers
- The three parts
- How to make one
- A worked example
The one thing to leave them with: Small amounts matter. If you do not notice where small amounts go, you cannot decide where they should go.
Private task: Make a one-week budget with money in, money out and money left. At the end of the week, write one thing you would change. (The learner keeps it. Do not collect or read it.)
Module 3Saving and Setting Goals
Covers
- Why save
- Make a goal clear
- Habits that work
- Where to keep savings safely
The one thing to leave them with: Saving is a habit more than an amount. Start small and keep going.
Private task: Write one savings goal with what, how much, by when, and how much per week. (The learner keeps it. Do not collect or read it.)
Module 4Spending Smart and Staying Out of Debt Traps
Covers
- Spend with your eyes open
- Borrowing
- Borrowing between friends
The one thing to leave them with: If a loan or offer pushes you to decide fast, hides its full cost, or threatens you, walk away and tell a trusted adult.
Private task: Think of one thing you want. Write what you would do to wait a day, compare prices and decide, instead of buying it straight away. (The learner keeps it. Do not collect or read it.)
Module 5Scams, Fraud and Safe Money Online
Sensitive topic: be ready for a learner to tell you something
Covers
- Common patterns
- Rules that protect you
- If it already happened
The one thing to leave them with: Anything that needs your money first, your codes, or your secrecy is a scam until proven otherwise.
Private task: Write three questions you will ask yourself before you pay or send details to anyone. (The learner keeps it. Do not collect or read it.)
Module 6Betting, Quick Money and Risky Choices
Covers
- How betting and many games of chance work
- Why it matters most for adolescents
- Other "quick money" traps
- Warning signs in yourself or a friend
The one thing to leave them with: The odds are built to favour the house. If you could not afford to lose it, do not stake it.
Private task: Write two things you could do instead when you feel the pull of a game of chance, and one trusted adult you could tell. (The learner keeps it. Do not collect or read it.)
Module 7Healthy Living and Healthy Money
Sensitive topic: be ready for a learner to tell you something
Covers
- Basics that help almost everyone
- Money and wellbeing
- When you are not coping
The one thing to leave them with: Your health is your most important resource. Money spent protecting it is money well spent.
Private task: Pick one healthy habit to start this week, such as a regular bedtime or a daily walk, and write how you will remember it. (The learner keeps it. Do not collect or read it.)
Module 8Earning Safely and Your Money Plan
Covers
- Earning, safely and fairly
- Keep simple records
- Your money plan
The one thing to leave them with: A small plan you follow beats a big plan you never start.
Private task: Write your five-part money plan. Tell a trusted adult what is in it if you would like their support. (The learner keeps it. Do not collect or read it.)

During the session

Say at the start: nobody has to share anything personal, and anyone can pass on any question.

Agree three rules: listen, no shaming or laughing at anyone, and what is said here about real people stays here, except where someone's safety is at risk.

Use made-up examples. Do not ask learners for their own stories, or about anyone they know.

The private tasks are the learner's own. Do not collect, mark or read them.

Watch for a learner who goes quiet, withdraws or looks frightened. Check on them kindly, privately, after the session.

If a learner tells you something serious

Stay calm and listen. Do not interrupt, and do not show shock.

Do not promise to keep it secret. Say: "I am glad you told me. I need to get you the right help, so I will have to tell the person whose job is to keep children safe."

Tell them it is not their fault, and that they were right to tell.

Do not question them for details, do not ask leading questions, and do not confront anyone.

Write down what they said, in their own words, as soon as you can, with the date and time. Do not add your opinion.

Tell your safeguarding lead the same day. If a child is in danger now, call 112 and stay with them.

If the person who may be harming them is the safeguarding lead, or someone you would normally tell, go to the head or proprietor, or another trusted adult in authority, and keep going until someone acts.

Do not discuss it with colleagues or learners who do not need to know.

Never

Never promise secrecy.

Never blame a learner, or suggest they did something to cause it.

Never ask a learner to share personal experiences, in front of the group or alone.

Never investigate, confront the person, or contact the family yourself before your lead decides.

Never photograph, audio-record or post anything about a learner's disclosure. Writing down what they said, for your safeguarding lead only, is right.

The modules

Module 1Money, Needs, Wants and Values

Covers

What money does
Needs and wants
Values and feelings

The one thing to leave them with: Money is not good or bad. What matters is that you decide with a plan, not under pressure or a passing feeling.

Private task: Write down three things you spent money or wanted to spend money on this week. Mark each one need, want or in between. (The learner keeps it. Do not collect or read it.)

Module 2Making a Simple Budget

Covers

The three parts
How to make one
A worked example

The one thing to leave them with: Small amounts matter. If you do not notice where small amounts go, you cannot decide where they should go.

Private task: Make a one-week budget with money in, money out and money left. At the end of the week, write one thing you would change. (The learner keeps it. Do not collect or read it.)

Module 3Saving and Setting Goals

Covers

Why save
Make a goal clear
Habits that work
Where to keep savings safely

The one thing to leave them with: Saving is a habit more than an amount. Start small and keep going.

Private task: Write one savings goal with what, how much, by when, and how much per week. (The learner keeps it. Do not collect or read it.)

Module 4Spending Smart and Staying Out of Debt Traps

Covers

Spend with your eyes open
Borrowing
Borrowing between friends

The one thing to leave them with: If a loan or offer pushes you to decide fast, hides its full cost, or threatens you, walk away and tell a trusted adult.

Private task: Think of one thing you want. Write what you would do to wait a day, compare prices and decide, instead of buying it straight away. (The learner keeps it. Do not collect or read it.)

Module 5Scams, Fraud and Safe Money Online

Sensitive topic: be ready for a learner to tell you something

Covers

Common patterns
Rules that protect you
If it already happened

The one thing to leave them with: Anything that needs your money first, your codes, or your secrecy is a scam until proven otherwise.

Private task: Write three questions you will ask yourself before you pay or send details to anyone. (The learner keeps it. Do not collect or read it.)

Module 6Betting, Quick Money and Risky Choices

Covers

How betting and many games of chance work
Why it matters most for adolescents
Other "quick money" traps
Warning signs in yourself or a friend

The one thing to leave them with: The odds are built to favour the house. If you could not afford to lose it, do not stake it.

Private task: Write two things you could do instead when you feel the pull of a game of chance, and one trusted adult you could tell. (The learner keeps it. Do not collect or read it.)

Module 7Healthy Living and Healthy Money

Sensitive topic: be ready for a learner to tell you something

Covers

Basics that help almost everyone
Money and wellbeing
When you are not coping

The one thing to leave them with: Your health is your most important resource. Money spent protecting it is money well spent.

Private task: Pick one healthy habit to start this week, such as a regular bedtime or a daily walk, and write how you will remember it. (The learner keeps it. Do not collect or read it.)

Module 8Earning Safely and Your Money Plan

Covers

Earning, safely and fairly
Keep simple records
Your money plan

The one thing to leave them with: A small plan you follow beats a big plan you never start.

Private task: Write your five-part money plan. Tell a trusted adult what is in it if you would like their support. (The learner keeps it. Do not collect or read it.)