Money Matters is a decision-based financial literacy pathway for ages 10–25. This guide shows what students learn, how the three levels progress, how delivery can fit a timetable, what safeguarding rules apply, and what evidence schools should look for.
The programme becomes more independent with age. It should not feel like the same lesson with harder vocabulary.
Needs, wants, trade-offs, goal saving, currency, advertising literacy, social pressure and digital-money safety.
Required structure: four core lessons, two special modules, the learner toolkit, ₹2,000 Money Mission and completion activities.
Banking, UPI and cyber safety, budgeting, consumer rights, earning, recurring costs, credit, status pressure and advanced scam awareness.
Completion rule: all four mandatory core modules come before extensions.
Salary and CTC, emergency liquidity, debt and credit, and introductory investing.
Core requirement: all four modules must be taught. The First 12 Months of Independence task then brings the four areas together in one practical plan.
Schools may adapt pacing, but should not remove core content, safety-critical content, the learner decision, or required capstone and completion evidence.
| Level | Supported delivery structure | What must remain intact |
|---|---|---|
| Level 1 | 3-day workshop blueprint at 90–120 minutes per day, or modular/weekend delivery. | Four core lessons in order, both special modules, toolkit and ₹2,000 Money Mission. |
| Level 2 | A 3-day senior blueprint or modular delivery across the timetable. | All four mandatory core modules. Extensions cannot replace a missing core module. |
| Level 3 | Flexible modular delivery across the four core modules. | Evidence of learning across salary, emergency funds, credit/debt and introductory investing. |
Money Matters is not a vocabulary lecture. Learners should understand a situation, work with evidence or numbers, make a decision, explain the trade-off and reflect on what would change their answer.
Explain → Show → Practise → Decide → Reflect
Concrete choices, visible maths, short scenarios and age-appropriate safety rules.
Analyse → Model → Practise → Decide → Reflect
More ambiguity, document literacy, verification, trade-offs and independent reasoning.
Open-ended financial decisions should be evaluated for reasoning, arithmetic, evidence, risk awareness and the ability to explain trade-offs.
Can the learner explain the concept accurately enough to use it?
Can the learner use the numbers or evidence, notice risk and justify the choice?
Can the learner recognise when the same capability appears in a different situation?
Student workbooks, scenario and decision cards, worksheets, toolkit resources and capstone or integration tasks.
Classroom production packs, answer and marking guides, misconception guidance, differentiation and assessment support.
Programme handbook, level-specific facilitator packs, safeguarding guidance and current-rule refresh guidance.
Commercial terms, trainer availability, school-specific reporting commitments and class size should be confirmed for each implementation.
| School cohort | Age or grade, approximate learner count and any access or support needs. |
|---|---|
| Format | Workshop, modular sequence or timetable integration appropriate to the selected level. |
| Facilitation | School-led, Daughters of India-led or blended delivery, subject to facilitator readiness. |
| Materials | Print or digital split, device access and the learner resources to be used. |
| Evidence | How learner work, capstone completion and school-level participation records will be captured. |
| Safeguarding | School escalation contact and process for personal financial disclosures or welfare concerns. |
Commercial terms, trainer availability and school-specific reporting should be confirmed through the school partnership process.