GRADE 9

Lesson Plan

Teach children to save

 Activity Booklet For

GRADE 9
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INVEST

StarSaver™ is a national savings programme which was piloted in July 2008. After the successful launch and
national interest generated by this generic financial literacy initiative it was adopted as an annual programme
of the South African banking industry and broader financial sector, under the auspices of Consumer Financial
Education, as an enabler of access, inclusive development and transformation.

The aim of StarSaver™ is to teach children to save, foster a culture of saving and to promote volunteerism.
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StarSaver™ highlights the important role that volunteer bankers/financial sector professionals can play in
educating our nation’s youth to become lifelong savers.

About the activity booklet

The Department of Basic Education supports the StarSaver™ activity booklets. They cover specific aspects of the
content in the Economic and Management Sciences (EMS) curriculum, as given in the National Curriculum
and Assessment Policy Statement (CAPS).
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The booklet is a guide for a 67 minutes session at school, facilitated by a volunteer banker/financial sector
professional. The activities are designed to be flexible, so the facilitator can adapt them as needed to suit the
abilities and prior knowledge of learners.
EARN

Teachers are also encouraged to use the booklet and other relevant
StarSaver™ materials as supplementary resources for learning and teaching.

Learners - this is to capacitate you!

Acknowledgements:
LEARN

• National Department of Basic Education

• Gauteng Department of Education
• Johannesburg Stock Exchange (JSE) 15
uth Africa, 20
Association So
• National Credit Regulator (NCR) The Banking
Copyright ©
• Operation HOPE ted and copied
for
may be adap acknowledge
ment
• South African Banking Risk Information This resource pr ov id ed th at
l pu rp os es Af ric a as
Centre (SABRIC) educationa sociation Sout
h
e Banking As
is given to Th in al ve rsi on.
the or ig
producers of
Box 61674,
uth Africa, PO
Association So
The Banking
2107
Marshalltown
w. ba nk in g.org.za
ww
r.co.za
www.starsave

1
 GRADE 9
Contents
The volunteer’s session and CAPS 3

Checklist for facilitator 4

Activity 1: Savings and the flow of money 5

Activity 2: Identify tips for saving 7

Activity 3: Credit and debt 8

Activity 4: Safe and secure savings 13

Opportunities for cu
rriculum integration
During 2013, Econ
omic and Manag
Curriculum Statem ement Sciences fo
ent, therefore th r Grade 9 will still
relevant to the ac e Learning Outco follow the 2005
tivities. From 20 mes and Assessm Revised National
14 the new revis ent Standards lis
ed curriculum (C ted below are
The activities wi APS) will be taug
ll help learners ht.
Standards: to work toward
s the following
Learning Outcom
es and Assessm
ent
LO2: The econom
ic cycle
The learner will
be able to dem
within the contex onstrate knowled
t of ‘the econom ge and understan
AS1: Explains th ic problem’ ding of the econ
e different flows omic cycle
economic cycle wi of money, facto
thin the South Af rs of pr oduction, goods
rican economy [A and services in
ctivity 1] the
LO2: Sustainabl
e growth and
The learner will development
be able to demon
and developmen strate an underst
t, and to reflect anding of sustaina
AS3: Explains th critically on relat ble growth, reco
e role of savings ed processes nstruction
and investments
in economic pros
LO3: Manageria perity and grow
th [Activity 1]
l, consumer an
The learner will d financial know
be able to demon ledge and skill
managerial, cons strate knowledge s
umer and financia and the ability to
AS6: Differentiat l sk ills ap ply responsibly a
es between the fo range of
instalment sales rm s of cre di t pu
, credit card), an rch as es (e.g. open acco
• the use of di d explains and as unts,
fferent means of sesses:
cheques, posta payment in the ec
l orders, credit ca onomy (e.g. cash
travellers cheq rds, debit cards, ,
ues); smart cards,
• the advantag
es of cash purch
ases [Activity 3]

2
 The Volunteer’s Session
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and CAPS
(Curriculum Assessment Policy Statement)
The activities provide opportunities for learners to develop knowledge, skills and values promoted in CAPS. They
are informed by the principles on which CAPS is based, including an active and critical approach to learning; and
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human rights, inclusivity, environmental and social justice. In particular, the activities provide opportunities for
learners to develop their communication skills, identify and solve problems and make decisions using critical and
creative thinking. They are designed to encourage values that promote socially and environmentally sustainable
business practices.

The Grade 9 activities relate to specific topics and content in CAPS (see below). The activities also provide
opportunities for learners to revise prior learning and introduce learners to concepts covered later in the year,
depending on when the volunteers visit the schools.
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The activities also provide opportunities for learners to revise prior learning and introduce learners to concepts
covered later in the year, depending on when the volunteers visit the schools. An overview of the relevant topics
and content is shown in the table below.

Overview of relevant topics and content in CAPS

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Economic and Management Sciences, Grade 9

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Topic Content (including the term and week it is taught in school)

The economy

The circular flow Term 1 Weeks 5–10

LEARN

the participants in the circular flow of a closed economy; flow of goods and services,
money and factors of production in the circular flow of a closed economy; illustrate by
using a flow diagram [Activity 1]

Financial literacy

Credit transactions Term 2 Weeks 2–7

– debtors credit sales; debtors; National Credit Act [Activity 3]

3
 GRADE 9

Feedback is welcome!
Any comments and suggestions from learners and teachers are encouraged. These will help us to improve
future StarSaver™ resources. Feedback can be sent to:

StarSaver™ Programme Coordinator,

Email: tcts@banking.org.za
Fax: 011-645 6821/40

Checklist for Facilitator

Materials needed
• Evaluation forms
• Cardboard shapes and labels for the flow diagram (Activity 1)
• An A3 card with the words: ‘Help! What should we do?’ written on it (Activity 3)
• Department of Basic Education letter
• StarSaver™ Money Savvy Booklets to leave with teacher

In the classroom
• Introduce yourself clearly
• Do an icebreaker
• Relax!!!

Have Fun!

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 CAPS Topics

Topic: The economy

The circular flow: Term 1 Weeks 5–10
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Activity 1
Savings and the
flow of money
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About 20 minutes

Aim: To show the role of savings in the flow of goods and services
within a community
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1. With your co-facilitator, role-play a scenario like the one below. Wear a different hat, jacket or use other props
if it helps you to get into character. Use humour and dramatic expression to get learners’ attention. End the
scenario with learners wanting to find out more about the role of saving in the economic system, so they will
engage with step four when you build the flow diagram on the board.
SAVE

Scenario example s in a tin under

keep his or her saving
do es no t tru st ba nks or businesses, likes to
o
Character 1: Person wh e.
she knows they are saf
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the floor, where he or some of

local residents to invest
eur wh o is try ing to encourage a group of
repren
Character 2: Local ent
ir sav ing s in the ir loc al business.
the s.
h some of their saving
eur con vin ces the other person to part wit exa mp le, the
ich the entrep ren ir concerns. For
Act out a scene in wh ions and addressing the
answering their quest business well and ma
ke it
LEARN

ren eur do es thi s by l ma nag e the

The entrep fid enc e tha t the y wil
give the person con
entrepreneur needs to
y pro mise to:
profitable. They ma
and how it is doing fair wages, avoiding
s about the company ding paying workers
• give regular report hin the law (in clu
ary risks, and stay wit
• not take unnecess savings
ll they should get their
pollution)
pro fits the bu sin ess makes – if all goes we
re of the
• give the person a sha
plu s a bit ext ra in five years time
back, providing jobs.
bu sin ess wil l hel p the local community by
• the

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 GRADE 9

2. When Character 1 has to make their decision, stop. Turn to the learners and ask their advice – what do they
think you should do? Act out what the majority suggest.

3. Have a conversation about the scenario. Ask learners:

• Do you think it was wise of the person to give the entrepreneur only some of their savings, and not all
the money? Why/why not?

Explain that one difference between savings and investment is the element of risk. If you invest in a business
that fails, you loose your money. But if the business does well, your savings will grow. Also point out that
an investment is a long-term saving, you may not be able to use the money you invested in the short-term.
Investments need to be made with care and an understanding of the risks involved.

4. Ask learners: How important do you think savings are in the flow of money within a community?

With learners, build a flow diagram to show how money moves between households, businesses and government
within a community. Point out the areas where savings can be used to help businesses to grow, create jobs and
provide more goods and services.

Also point out that it is important to save so that you have money to buy the things that you need, and want, in
the future. It helps to make sure that people can afford to buy the goods and services that businesses provide.

Products and services

Money (returns on investments)

Business Government Households

Labour (work and time)

Money for products and services
Money (investments)

Taxes paid by households and businesses

in return for government services

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 CAPS Topics

Topic: The economy

The circular flow: Term 1 Weeks 5–10
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Activity 2
Identify tips for saving
INVEST

About 20 minutes

Aim: To encourage learners to save and take precautions when using

an ATM (automatic teller machine)
1. Ask learners what they think would help young people to save. Record their ideas on the board. Include:

• write down a savings goal and what you can do to achieve the goal (a savings plan)
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• put needs before wants

• save small amounts regularly, and watch your savings grow
• use a moneybox
• have a savings account in a bank
• save first, spend later – put the money you can afford to save in your moneybox or savings account when
you receive your money, before you spend any of it
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• understand the link between savings and the flow of money within a community.

Ask learners to prioritise the tips/principles. Which three do they think are the most important and why?

2. End the activity with a discussion about using a savings bank account. Mention the points below.
EARN

• There are different ways to make transactions, such as through the cell phone and the internet.
• Banks charge service fees for transactions. It is important to know which transactions are free (for
example some savings accounts allow one free withdrawal a month) to avoid paying bank charges
unnecessarily.
• The South African Banking Risk Information Centre (SABRIC) provides information to help people
avoid getting the money in their bank stolen through bank fraud. They also advise people about using
LEARN

ATMs safely.

Ask learners to tell you what precautions to take when using an ATM. For example, do not give people your
PIN (personal identification number), be careful no one sees you keying in your PIN.

Need Want

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 GRADE 9

CAPS Topics

Topic: Financial literacy

Credit transactions, debtors: Term 2 Weeks 2–7

Activity 3
Credit and debt About 20 minutes

Aim: An opportunity for learners to discuss some of the problems

related to debt and possible solutions, or ways to avoid bad debt

1. The flip side of investment is debt. The longer a business takes to pay back its loan, the more interest it will
pay. Make sure that learners understand the meaning of the words loan, credit and interest (see Box below).

Explain to learners that they are going to watch you act out a situation in which many people find themselves.
At certain points, you will hold up a card: ‘Help! What should we do?’ and learners need to suggest a way
to solve the problem.

A loan is money that you borrow from a person or an institution, such as a bank. You pay the
money back over a certain period of time, usually with interest – which is like a fee for the service
of lending the money.

Buying something from a shop on credit, is similar to a loan. But instead of giving you the money
to buy the item, the shop gives you the item and lets you pay for it over a period of time. But the
shop will charge you interest.

Interest is a fee that is paid in return for borrowing money or buying something on credit. A bank
will charge interest if it lends you money. On some accounts, banks pay interest to the account
holder as a fee for the banks using the money to lend to other clients (as an investment). Shops
charge interest on goods bought on credit.

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 2. With your co-facilitator, assume a character for a role-play, based on a scenario like the one below.
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etween a debto r and creditor

Scenario exam ple: A meeting b
it.
pay his bill -day time lim
r): Cu st om er who cannot co ul d no t pa y within the 30 if yo u di d
eb to mpany. You ld happen
Character 1 (d od ucts from a co to ld that this wou of th e
so m e pr u w er e – 20 %
You bought ch ar gi ng yo u interest. Yo st ra te w ou ld be so high
Now the com
pany is the intere
t realise that
but you did no
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y on tim e,
not pa
original cost! )
the company ey to pay: (a
M an ag er of ny ge ts in enough mon e lo an
reditor): compa ents on th
Character 2 (c sure that your ) the repaym
m on th , yo u have to make at er ia ls yo u use; and (c
Every liers of the m
; (b) the supp company.
your workers to start your
fr om th e ba nk To encourage
you took ou t
y th e lo an repayments. pay.
you can pa they do not
pay on time so terest rate if
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st om er s to a hi gh in iti on s. He
You need your
cu charge them these cond
pa y w ith in 30 days, you sh e) w as no t told about
customers to (or
aining that he
omer is compl
Now, one cust
afford to pay. each explaini
ng
says he cannot n th e ch aracters, with
g betw ee
lay the meetin ened.
ou t th e sit uation: Role-p de rs ta nd what has happ
A ct le ar ne rs un t
their side of th
e story, so r’s role, act ou
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ca rd . St ill in your characte hy no t?

e ‘Help!’ Why/w
d: Hold up th sagree with it?
le ar ne rs fo r a way forwar th e ch ar ac te rs agree or di
Ask ns. Do
ners’ suggestio d a solution
one of the lear r id ea , un til you have foun
ore anothe
again and expl
ed , as k le ar ners for help w or k with.
If need acters can
that both char
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e pr ob le m
to th
LEARN

3. After the role play, facilitate a conversation to draw out some key points, such as:
• The benefits of paying cash rather than buying things on credit (if the customer had saved up to buy the
products from the company, s/he would not have got into debt).
• The importance of understanding the terms and conditions on which you buy something (always check what
the interest rate is if you are offered credit).
• Companies need to provide clear information to customers, and make sure that they understand the terms of
credit.

4. Explain that many people get into personal debt by using credit facilities for inappropriate things. Mention the
use of credit cards, and the danger that if people do not pay off the whole amount owed at the end of the
month (not just the minimum amount) they will be charged interest and their debt will increase over time.

5. Point out that there are some things that most people cannot afford to buy without a loan, such as a house or
a car. Explain that these are things that cost a lot but they will usually keep some value over time (i.e. they may
be sold if the money is needed in the future). They are examples of ‘good’ debt.

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 GRADE 9

Point out that there are things that we can do to reduce the risks, and to use loans and credit facilities wisely.
For example, make sure the credit provider and/or debt counsellor is registered with the National Credit
Regulator (NCR), ask the NCR for advice, make a budget to help you manage your money, make a savings
plan rather than buy things on credit.

See the ‘Tips for using credit wisely’ Box for additional information to share with learners if you have time.

6. Explain more about the National Credit Act (NCA) and the role of the National Credit Regulator (NCR)
and how they help to protect consumers and encourage them to use credit wisely and to encourage credit
providers to lend responsibly. Some key points are given in the boxes below.

Note: The term ‘credit’ can refer to a loan, or buying something on hire purchase.

The National Credit Regulator (NCR):

• Enforces the National Credit Act and takes action against credit providers that do not keep to
the law and regulations.
• Provides information and advice about the National Credit Act and how it protects consumers.
• Registers credit providers, credit bureaus and debt counsellors to make sure that they follow
certain standards and regulations.
• Investigates complaints against credit providers and protects consumers’ rights.

The National Credit Act 34 of 2005

The Act regulates credit providers to control reckless lending and the interest rates and fees that
credit providers can charge.

The Act protects consumers in the following ways:

• Credit agreements must be simple and clear so that people can understand them.
• Consumers must be given a pre-agreement statement and quotation, which can be cancelled
within five days if the consumer does not agree with it.
• Advertising and marketing must contain information about the cost of the credit.
• If a credit provider decides not to give a person credit, they must explain why (give reasons).
• No credit provider is allowed to keep a consumer’s documents.
• People in debt can receive counselling to help them deal with the situation; they can also get
assistance to negotiate with the credit provider to restructure the debt.

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DONATE

Tips for using cre

dit wisely
• Save up to pa
y for what you
last a long tim want before us
e, for example ing credit. If yo
buy it rather th a suit or a small u want to buy
an taking out a piece of furnitu something that
lo re, it is wiser to will not
paying more fo an or bu yin g save up the mon
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r the item as yo it on credit. This is no ey to

for it after the u will have to pa t only because
item has worn y interest, but you will end up
loan. However, out. For big th al so be cause you may
once the loan is ings, like a hous still be paying
again if you ne paid off you w e or a car, mos
ed to. ill still have the ho t people have
use as an asset, to get a
which you can
• If you take ou sell
t a loan, you w
o the loan is fo ill pay more if:
r a large amou
o the interest nt of money
rate is high
o the loan term
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is long – althou
total amount pa gh your month
id will be more ly instalments
because you ar may be less, th
for a longer pe e borrowing th e
riod of time. e money
The easiest loan
s to repay are th
of money, at a ose that are fo
low rate of inte r a small amou
a short period rest and that ar nt
of time. e paid off with
SAVE

in
• If you take ou
t a loan, make
o you know w sure that:
hat your month
o you know w ly instalments
hat the total lo will be
period (the loan an amount will
amount plus in be over the w
o you can affo terest) (i.e. the hole payment
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rd to keep up th sum of all the

o the conseque e repayments an instalments)
nces if you do d pay them on
o the organisa no t pa y the instalmen tim e
tion who lend ts or want to ca
National Cred s yo u th e money (the ncel the loan
it Regulator (N creditor) is regi
organisations ca CR) as the NC stered with th
n charge. R sets limits on e
the amount of
interest
• When it com
LEARN

es to wise mon
taking out a lo ey managemen
an, or buying on t, it is better to
credit. save up for th
ings to buy rath
er than
Good debt: w
hen you borro
loan, such as a w m oney to buy so
home. mething essent
ial, that you ca
nnot buy withou
ta
Bad debt: whe
n you borrow
you can save th money to pay
e money to pa for something
y for if you budg that either you
et and manage do not really ne
your money ca ed or
Source: Financia refully.
l Football availa
Africa, 2011) ble on www.Fin
ancialFootballS
A.com (Visa So
uth

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 GRADE 9

Programme Integration
of StarSaver™
Why Programme Integration?
Critical for the sustainability of the StarSaver™ programme is integration with other financial literacy and
employee volunteerism programmes. This integration ensures that financial literacy is promoted throughout
the year and not only during the heightened period in March during Global Money Week and in July, which is
Savings Month in South Africa.

The cornerstone of programme integration is to leverage off synergies, achieve greater outreach, and deepen
financial markets. Financial literacy is the core platform for financial inclusion and is a business imperative to
facilitate meaningful inclusive socio-economic growth of South Africa. The Banking Association South Africa
has partnered with various organisations to extend outreach and developmental impact.

Key target groups for the various interventions that have piggy-backed on StarSaver™ are youth, vulnerable
groupings, the unbanked, the under-banked and the newly banked. Cutting across the various themes of these
interventions is to demystify banking, democratise finance and improve financial capability through inclusive
finance. The various StarSaver™ participating banks and financial sector institutions are continuously involved
in various programme integration initiatives.

Ecosystem
National Agenda

South African Top Management and

Demographics Political buy-in

The Banking
Association South Africa
is the Custodian and
Champion of StarSaver™

Enablers/Enabling Participants
Environment

Collaborators
(Wealth Cycle)

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 Activity 4
Safe and Secure Savings
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SABRIC / South African Banking Risk Information Centre was established to assist the banking industry to
combat organized crime. SABRIC makes South African banking safe, secure and fraud free.

• Key stakeholders of SABRIC are the banks and major Cash-in-Transit (CiT) companies.
• The principle business of SABRIC is to detect, prevent and reduce organized crime in the banking
INVEST

industry through effective public-private partnerships.

• The company also provides crime risk information and consequence management services to the
banking industry and CiT companies.
• SABRIC’s key responsibility is the co-ordination of activities to address organized bank related crime, i.e.,
commercial and violent crime.
• The company interfaces with a range of external organizations and public and private partners, most
notably to progress crime risk reduction.
SPEND

Activity on ATMs and Safe Banking:

Theme: Safety of Savings

Facilitator: One of the most important things that you should

know about saving is making sure that your savings are safe. You
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ensure this by using safe banking practices around ATMs.

1. Find out what learners already understand about an ATM. For example,
ask learner:

• Can anyone tell me what an ATM is?

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• Has anyone of you seen a bank card?

• Can anyone tell me how an ATM works? (You expect the learners to at least tell you that you go
to an ATM, insert your card and the ATM dispenses money).

2. Explain to learners that an ATM works just the same as a bank teller inside the bank, only that with an
ATM you are interacting with an electronic teller. Explain that the ATM transaction works in the following
LEARN

manner:

• You insert your card into the ATM card slot

• You safely key-in you ATM PIN (the PIN is your secret) [PIN – Personal Information Number])
• You key-in the amount you request
• Then the ATM dispenses the money

3. Find out from the learners why they think it is important to use safe banking practices when using an ATM
(So that you do not lose your savings as a result of crime and your savings can grow)

4. Safe practices when using an ATM

• Never ask strangers to help with your ATM transaction

• Never disclose your ATM PIN to anyone (it should be your secret)
• Always cover the PIN pad with your spare hand when keying in your PIN
• Never allow anyone to stand too close to when making your ATM transactions
• Make sure that there is no one watching you when entering in your secret PIN number;
shield the ATM keypad with your other hand
• Never let anyone distract you when making an ATM transaction.

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 GRADE 9

Activity on Safe / Unsafe Scenarios:

Facilitator: Give the learners the ‘SAFE’ and ‘NOT SAFE’ flashcards and explain what each flashcard means.
Repeat the explanation. Explain to the learners that you will paint a scenario on a practice around the ATM
and ask them if that is a safe banking practice or not. Repeat the instructions.

Scenario 1
:
Gogo Kh
umalo g
wants to oes to th
withdraw e ATM b
security money, b ecause it
guarding ut becau is pensio
the ATM se Gogo n day. G
to help h cannot se ogo Khu
e r. e properly, malo
1. Do yo she asks
u think the
with the this is a
ir flashca safe ba
rds wheth nking p
er it is ‘S ract
Where th AFE’ or ‘N ice? (Ask the lea
ere are d OT SAFE rners to
issenting ’). (NOT show
provide v S A FE)
reinforce iews, ask
ment by the learn
repeatin ers to ex
g the co
rrect answ plain ‘why?’ The
er. reafter,
Scenario 2
:
Baba Zu
ngu goe
his bank s to the
card. Ba ATM. His
keying in ba Zung cell phon
his ATM u answe e rings im
PIN. rs his ph mediate
one, wh ly after h
ile at th e inserts
2. Do yo e same
u think time he
with the this is a is
ir flashca safe ba
rds wheth nking p
er it is ‘S ract
AFE’ or ‘N ice? (Ask the lea
OT SAFE rners to
’). (NOT show
SAFE)

Facilitator: Conclude by summarizing the key theme of the lesson and ask the learners to repeat after you:

We practice safe banking so that our

savings can be SAFE and GROW!

14
 ange (JSE)?
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rg Stock Exch
What is the Johannesbu provides a m ar ke t pl ace where sh
ares of listed
is the engine
Af ric an in stitution that st em s an d services. It eir
a proudly Sout
h world cl as s sy l to expand th
JSE Limited is by m ea ns of innovative, m pa ni es re quiring capita ef fic ie nt ly
n be traded rm for co ents. JS E
companies ca an ec on om y and a platfo iti es to gr ow their investm re gu la tio ns
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se s an d to meet investor th e m ar ke t to users, prot pl at fo rm on which prev
busines ta l ra ise d in pr ov id es a ar es and
passes on capi . JSE also his/her sh
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and securely fir m s an d lis ted companies co m pa ny w ishes to sell ec on om y,

k broking a listed s into th e
governing stoc ed i.e . if a shareholder of no t on ly channels fund Th e ex ch an ge
are trad ares. JS E dends.
issued shares hase these sh e form of divi sources
an ot he r pe rson to purc rn s on in ve stments in th re ch an neling cash re
wants or s w ith re tu y ca pi ta l— by iti es and
ovides invest n—the raising
of primar
enhancing jo
b opportun
but it also pr ai n fu nc tio om y w hi le
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successfully fu omic activity,
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into prod ock
20 largest st
wealth creatio
n.
Af ric a an d ranks in top
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ange in
est stock exch
ow ? Th e JSE is the larg
Did you kn
orldwide.
exchanges w
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Basic Investment Concepts

• A share is a fraction of business that makes you a shareholder in that entity.

• Share investing is buying a fraction of a listed company through an intermediary of an organised

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exchange.

• Exchange Traded Fund is an index that is listed and traded on the stock market.

• A stock exchange is a place where shares are bought and sold.

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• A dividend is the sum of money paid by a company to its shareholders out of its profits (Is the distribution
from the net profits of a company to its shareholders). The dividends are taxed at 15% since 1 April 2012.

• Volatility is the movement of the share price in the stock market. High volatility is associated with risk,
both fundamental and technical.

• Market capitalisation is the total value of the company. It is the total number of shares multiplied by
the price of a share.

• Bid price is the highest price that any buyer is willing to pay for a share/security at any given time.

• Offer/asking price is the lowest price at which the seller is willing to accept for a share. The opposite
would be a bid.

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 GRADE 9

Mandela Day
Volunteerism

Volunteerism is a key goal of the programme in fact volunteerism is the lifeblood of the programme. Our
volunteers use their professional and personal experience to impart savings lessons to learners. Volunteerism
is the principle of donating time and energy for the benefit of others in the community as a
social responsibility. Volunteerism benefits both society at large and the individual volunteer by
strengthening trust, solidarity and reciprocity among citizens.
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Ser ve!
We support programmes that encourage volunteerism like Mandela Day and as part of our ‘Programme
Integration’, we hope volunteers who participate in Mandela Day can use our programme as their flagship
volunteerism programme.

Concept

Nelson Mandela International Day (or Mandela Day) is an annual international day in honour of the iconic Nelson
Mandela; it is celebrated annually on 18 July (Mandela’s birthday). The day was officially declared by the United
Nations General Assembly in November 2009, with the first UN Mandela Day held on 18 July 2010. However,
others celebrated Mandela Day from 18 July 2009.

Mandela Day is not meant as a public holiday, but as a day to honour the values and the legacy of
Nelson Mandela through volunteering and community service. Mandela is South Africa’s former
and first black President after the apartheid era. He is fondly referred to as ‘Tata Madiba’. Mandela Day is
,
a global call to action that celebrates the noble idea that each individual has the power to transform
c t ion ge
e a chan
the world and the ability to make an impact. The Mandela Day aims to inspire individuals to take action
to help and change the world for the better and build a global movement for good. a k
T ire
p
67 minutes of giving Ins
The Mandela Day campaign message is: “Nelson Mandela has fought for social justice for 67 years. We are
asking you to start with 67 minutes.” This global call for action to all citizens is made to commit 67 minutes
to community volunteerism to progress humanity. The 67 minutes StarSaver™ to teach children to save South
Africa lesson being delivered by the volunteer bankers and financial sector professionals is a reflection and
alignment to the Mandela Day messaging which is anchored on bringing together people around the world to
fight poverty, promote peace and reconciliation.

Volunteerism imbibes the spirit of generosity, so we urge everyone to ultimately ”Make Every Day a Mandela
Day”

“Education is the most powerful weapon which you can use to change the world.”
- Nelson Mandela

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 Financial Dignity
Financial Dignity is the controlled use of all the money that you accrue
to achieve a lifestyle that is of maximum value to you. The typical signs
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of having attained Financial Dignity are said to be; having manageable

mortgage debt, no consumer debt, being able to invest at least 10% of
all your income so you have the means to support a fulfilling lifestyle for
the rest of your life and spending the rest of your money on a lifestyle
that is of value to you.

Financial Dignity is centred on the values of human dignity which

encourage one to treat oneself and ones assets, especially money and
INVEST

those of others with dignity, in order to lead a happy fulfilling life.

5 Financial Dignity Principles

1. Every human being has a right to lead a financially dignified life

2. A financially dignified life allows one an opportunity to fulfil
one’s potential, which is based on having a human level of health
care, education, income and security.
SPEND

3. Financial Dignity means having the freedom to make sound

financial decisions on one’s life and to be met with respect for this right.
4. Financial Dignity should be the basic guiding principle for all our financial actions
5. Ultimately, our own financial dignity is interdependent with
the financial dignity of others in the wealth cycle.
SAVE

Wealth Cycle
The Wealth Cycle is a concept inspired by saving some of our
earned money as the safest way to enjoy a financially healthy
EARN

and balanced lifestyle because with saved earnings, one is

able to spend, donate, invest and live a financially relaxed and
dignified life as depicted.

StarSaver™ Wealth Cycle is “LESSI”:

Learn
LEARN

Earn
Save
Spend
Invest

17
 GRADE 9

10 Savings Tips:
1. LIVE ECONOMICALLY: Do not buy things you do not need and do not try to keep up with
friends and neighbours. Everybody’s needs are different so live according to yours.

2. SAVING IS A MINDSET: Save money, water, electricity, etc. Do not waste anything of value.
Make delayed gratification a norm.

3. START SAVING FROM AN EARLY AGE: Learn about budgeting. Earn your pocket money. Learn
that making a financial decision is about weighing up the value of one thing against another and
choosing which to forego in favour of the other. Differentiating between a NEED and a WANT is
the 1st step to a savings mentality and financial freedom.

4. LOOK AFTER THE THINGS YOU HAVE. Take pride in what you have worked hard for. Respect
your own efforts and feel good about what you have achieved. Lose the entitlement attitude!

5. DO NOT MAKE EXCUSES ABOUT WHY YOU DO NOT SAVE. Saying I am too young or I will
save next month or only rich people can save will not get you anywhere. Start by saving the little
you can afford to save. “Make sense of cents”

6. START SAVING CONSISTENTLY AND SERIOUSLY FOR YOUR FUTURE YEARS. Learn the magic
of compound interest. Put aside at least 10% of the money you get monthly.

7. AVOID OWING PEOPLE. It is cheaper and more rewarding to wait until you have saved the
funds yourself. It is better to spend money you have earned than to spend money you still have
to make.

8. SETTLE DEBT as soon as you can. Avoid the debt spiral!

9. SHOP AROUND BEFORE YOU BUY. Compare prices and benefits. Do the same with bank
products – compare the offerings. Do not ever be afraid to ask questions – knowledge is power.

10. LEARN TO RESIST TEMPTING MEDIA MESSAGES especially about sales. Reward yourself for
good money management behaviour!

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DONATE

25 TIPS for Star

Spellers:
1. Think in English
INVEST

2. Read a lot
3. Practise
4. See it, Hear it, Sa
y it
5.Trace, copy and
recall
6. Pronounce th
e words correctl
y
7. Visualise the
words
SPEND

8. Write frequen
tly
9. Memorise spelling
patterns throug
h exposure to di
blogs, billboards, fferent texts such
flashcards etc. as newspapers,
10. Familiarise wi novels,
th root words (a
root is a word or
confuse prefixes word part from
and suffixes. which words gr
ow). Do not
11. QU rule – th
SAVE

e letter ‘q’ is alw

ays followed by
12. Know the sp a ‘u’
elling rules and th
e exceptions
13. Highlight th
e hard parts or sa
y the hard part lou
14. Reverse chain dly
by syllable or lette
r – say the word,
expressive) write it and say ea
ch letter (be enth
EARN

usiastic and
15. The brain ac
quires spelling th
rough images (M
16. Avoid lookin ental Orthograph
g at misspellings ic image)
17. Copy spell wo
rds at least 10 tim
18. Determine th es
e type of learner
you are – kinetic/
19. Keep diary/j visual/musical/rhy
LEARN

ournal/notebook thmic etc. Use to

of words you miss practise
20. Personalise pell regularly
your word study
21. First test, th
en study
22. Form relevan
t associations
23. “When 2 vo
wels go walking
, the 1st one does
24. This may be the talking’’ e.g.
the best known team, coat and wa
spelling rule: ‘i’ be it
as in neighbour fo re ‘e’, except afte
or weigh. IE word r ‘c’, unless it soun
s – believe, field ds like ‘ay’
words – freight, , relief; CE word
reign, sleigh. Exce s – ceiling, deceit,
ptions:either, fore receive; EI
25. Don’t rely on ign, height, leisu
electronic spell ch re, protein and we
ecks! ird

19
 GRADE 9

Financial Literacy (FinLit) Spelling Bee

StarSaver™ introduced the 1st ever FinLit Spelling Bee in March 2015. FinLit Spelling Bee is an accessory
project of the StarSaver™ programme of The Banking Association South Africa. This is a spelling competition
that focuses on financial literacy terms and concepts, drawn mainly from the Economic Management Science
(EMS) subject area of the school curriculum for Grade 7 to 9 learners. The FinLit Spelling Bee augments the
Department of Basic Education’s Spelling Bee for grades 4 to 6 introduced in 2014.

Why Spelling Bee?

FinLit Spelling Bee is another vehicle to foster learners’ interest in financial literacy while supporting the
Department of Basic Education’s priorities for language development.Spelling forms the basis for language
development and is a gateway to reading and writing.

The Department of Basic Education’s Integrated National Literacy and Numeracy Strategy:a Whole School
approach was implemented in 2012 to build the foundation for improved learner performance. The strategy
is underpinned by the Action Plan 2014:Towardsthe Realisation of Schooling 2025 and gives impetus to the
sectoral Basic Education Delivery Agreement for Outcome 1:Improved quality of basic education. The strategy
is viewed as a strategic driver to improve the quality of education while simultaneously improving the emerging
skills and knowledge base of the country.The diagnosis of the 2013 Annual National Assessments (ANA) results
indicate that learners are still not doing well in literacy and numeracy thus DoBE 2014 Spelling Bee introduction.

It is hoped,therefore that the DoBE Spelling Bee South Africa and the FinLit Spelling Bee will not only improve
literacy levels in schools,but rekindle the culture of reading and long life reading broadly.

The FinLit Spelling Bee rules and procedures are accessible from www.starsaver.co.za

20
 StarSaver
™ Aflatoun C
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INVEST

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SPEND

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SAVE

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EARN

StarSaver™Aflatoun clubs provide young people with a platform to enhance their individual development
through a holistic and integrated approach to life skills. At the centre of the clubs philosophy is the learner-
centred methodology encompassing social and financial education.
LEARN

The club concept recognises that developing children’s financial capability is important but it must be done
within the context of their overall development which is crucial in building a better future and ultimately
moulding better citizens in the local context.
Clubs provide the youth with the opportunity not only to learn but to put into practice all the elements they
will be learning and in tandem exposing them to global expertise, insights and networks.

The clubs nurture a spirit of belonging, mastery and independence. The six core elements that you learn
through the clubs are:

21
 GRADE 9

Activity-based club sessions cover aspects of:

• Personal understanding and exploration

• Rights and responsibilities
• Confidence building and motivation
• Financial literacy: “LESSI” – Learn, Earn, Save, Spend, Invest
• Child social and financial enterprise
• Leadership, coaching and mentoring

Learners-Aflatouns and Aflateens join the clubs for personal discovery, to be socially and financially conscientized,
make friends, understand democracy and hone their leadership skills.

Aflatot 0 - 5; Aflatoun 6 - 14 and Aflateen 15 – 18

Visit: www.starsaver.co.za

Conclusion:
Saving
And
Volunteerism
Empowers

22
GRADE 9 LESSON PLAN

Contact details:
StarSaver™ Programme Coordinator
E-mail: tcts@banking.org.za • Fax: 011-645-6800
www.starsaver.co.za • www.banking.org.za
www.facebook.com/TCTSSA
Twitter address:@TCTSSA