Finančná gramotnosť do praxe

Our aim was to use the collaboration between teachers from both schools to develop methods and activities that would support pupils’ financial literacy, apply them directly in the school environme...

Our aim was to use the collaboration between teachers from both schools to develop methods and activities that would support pupils’ financial literacy, apply them directly in the school environment, and evaluate their effectiveness and feasibility. Through these applied methods and activities, we sought to foster the development of financial literacy among lower secondary pupils. The activities offered to pupils took the form of group tasks, followed by reflection on both cooperation and individual participation. The goal was therefore also to strengthen pupils’ collaboration skills. The assignments were designed in such a way that they simultaneously expanded pupils’ knowledge of green energy sources, while exploring their practical use for households or schools, their financial accessibility, and their long-term sustainability from different perspectives. In this way, we aimed to fulfil the fourth project objective – learning about ecological alternatives in the field of energy. Thanks to the involvement of both school principals, our goals did not remain only at the level of individual teachers but became part of the schools’ broader ambitions.

The first activity was “Exchange of experience in developing financial literacy at the participating schools” (03/2024–08/2024). Teachers met regularly, shared insights and presented assignments they had worked on, with each meeting focused on a specific aspect of cooperation. Besides financial literacy, they also addressed topics such as school strengths, refining project objectives and involving pupils in shaping the project. The second activity was direct work with pupils on group assignments prepared by teachers, carried out both during and outside lessons. The third activity consisted of project days at both schools, where pupils presented their work to peers. The fourth activity was project management, ensuring the financial and organizational coordination of the project.

The project produced three written outputs: Financial Literacy into Practice – How to Do It?, Financial Literacy into Practice, and Financial Literacy – Outdoor Classroom. All three are structured as methodological guides. The first focuses on procedures used in the project’s content management, aiming to support other schools or organizations in participating in similar projects. It outlines the steps schools followed to achieve project goals. Our experience shows that schools often have skilled specialists in various topics who can work creatively, but they lack experience in projects and project management, making them less willing—or unwilling—to participate. This guide provides step-by-step support for implementing their own projects. The second guide details activities, their interconnections, and cross-curricular links carried out by the Slovak school, serving as a resource for introducing financial literacy in other schools in line with the ongoing curriculum reform. The third guide is a collection of activities from the Czech school, including assignments completed by students.