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What are the financial capability progressions?

  • Tools


The financial capability progressions set out suggested learning outcomes across a range of learning areas. They are a tool to help teachers to assess students’ prior knowledge and plan the next learning steps. They are aligned to The New Zealand Curriculum across all levels.

Building students’ financial capability includes providing learning experiences that enable the development of:

  • content – knowledge and understandings about the nature of money, financial decisions, and the implications of these decisions
  • processes – competence to apply knowledge and skills in a range of contexts
  • contexts – where students/ākonga can apply knowledge, skills, and understandings to make financial decisions that display care for self, others, and the community.

These discussion tools can be used within teams, departments, and for staff meetings to support teachers using the financial capability progressions.  

Discussion tools

Financial capability progressions and the learning areas

Use this tool to identify relevant financial capability progressions that align with planned learning contexts and curriculum learning areas. This approach enables integration of financial capability knowledge across the learning areas. This is not the only approach, but it is designed to prompt thinking and generate further possibilities for integration.

Using your school, syndicate, or classroom long-term or curriculum plan:

  • identify learning contexts for the term
  • identify the curriculum areas included
  • use the financial capability progressions to identify the financial capability learning outcomes that can be integrated into the learning.

Use the examples below to work through the process for your classroom planning. 

Level 3

Learning context

Curriculum learning areas

Financial capability progressions

Fundraising for a class trip/event/camp/winter tournament/school disco

Social sciences



Health and PE

Budgeting and financial management

Create a simple budget for an activity or event, prioritising needs and wants.

Use simple money management tools to monitor a given budget, for example, a spreadsheet.

Identify regular financial commitments that families have to make.

Learning outcomes

Students will:

  • identify product/service ideas for fundraising, and organise and analyse these ideas providing reasons for their selection of activities
  • create a budget for a selected fundraising activity, prioritising expenses
  • use a spreadsheet to track spending and income.
Selecting resources

Select from the resources section.

Consider outside and local community agencies.

Select resources for teaching and learning tool.

Level 7

Learning context

Curriculum learning areas

Financial capability progressions

Sustainability – Decisions and actions about the use and management of resources impacts on environmental and social sustainability, for example: the environment; economic practices; culture – revival and sustainability of tikanga Māori



Social sciences: Education for sustainability

Income and taxation

Investigate different taxes and how they are spent at a local level.

Make an informed decision relating to income and evaluate its consequences.

Explain various types of income and measures of income, for example, allowances, salary, commission, benefits, hourly wage, gross and net income.

Saving and investing

Evaluate interest paid by banks and other savings institutions in relation to the amount invested, the interest rate, time, and risk.

Setting financial goals

Demonstrate knowledge of wealth creation through the financial planning process.

Managing risk

Demonstrate knowledge of risk and return for personal financial management.


Compare different ways of transferring money between people and organisations.

Possible learning outcomes

Students will gain knowledge, skills, and experience to manage the financial affairs of local or regional, small or medium entities including community organisations that operate accounting sub-systems, while acting with integrity.


Consider the significance of a community issue of sustainability.

Identify environmental and social factors that influence their community’s sustainability.

Examine the role of local government agencies in promoting environmentally and socially-sustainable communities.

Investigate different taxes and how they are spent at a local level.

Suggest solutions to sustainability issues in their own community.

Selecting resources

Select from the resources section

Consider outside and local community agencies.

Select resources for teaching and learning.

Published on: 01 Dec 2013