TRIPS - Materials to support the delivery of Core Knowledge Content for the T Level in Finance.

This T Level Resource Improvement Project (TRIP) has produced a range of learning materials, developed by an experienced T Level provider. These learning materials support an applied approach to the delivery of a specific area of Core Knowledge Content. These materials also encourage an approach to delivery that focuses on supporting higher order thinking skills to maximise learner understanding. This TRIP focuses particularly on content that requires a high level of understanding rather than just recall.

Produced by South Bank University Sixth Form, this TRIP provides an accessible Framework for learning (Ffl), lesson plans and supporting learning materials that will enable learners to develop understanding of a specific area of core knowledge content in the T Level in Finance. The specific area of Core Knowledge Content covered is ‘The management of risk in businesses’ (Core Content Element 5.4). The learning also supports development of learners’ oral communication, and higher order thinking skills

The resource focuses on the development of intrinsic learning, critical thinking skills and applicable techniques needed to fully grasp the concept of risk. The lessons in this resource help learners to develop an understanding of the concept of risk as well as the causes and impacts of risks. The Ffl supports learners to master higher order thinking skills like analytical interpretation of risks, problem-solving, and professional communication, during decision-making processes centred on the management of risk in businesses.

The Ffl is structured around four steps with each step having a specific set of lessons centred around what the learners need to achieve. This enables each lesson to have a learning question that is designed around high-order thinking skills and practical activities with an emphasis on the use of command words.

Each step represents a sustainable amount of lesson time, with two to three lessons per step. The final step is the end goal enabling students to consolidate their learning while incorporating digital and technical skills.

Each step allows learners to build on knowledge, assimilate and connect with key terminology they have come across while showing applicable learning of key concepts using relevant scenarios. Collectively, the steps show a progressive journey from basic and applied learning, complex analytical practice and interpretation to coherent evaluation of types of risks, impacts of risks and risk management strategies.

Step one considers ‘What is risk?’ Learners will develop understanding of the concept of risk. They will explore ethical scenarios that check their understanding of different types of risk, in particular conduct risk.

Step two focuses on ‘How do I determine the value of the impact of risk?’ Learners will develop analytical skills to make rational and informed analysis of the impacts from the different type of risks. Learners will use case studies and role plays to support the development of these skills.

The key emphasis for step three is ‘How do I evaluate risks using risk analysis. The focus of this step is to establish deeper learning, prompting learners to develop high levels of creativity and critical evaluation. It succinctly creates a journey for applicable processes which allows learners to show analytical and problem-solving skills while developing critical judgement for decisions made. These decisions should be backed by evidence from previous lessons and the use of

extended writing.

In step four learners consider: How to present a report on the different types of risks? This step consolidates learning from the previous lessons. Learners use their critical judgement and practical skills to create a risk analysis on how the different types of risks are prioritised and addressed based on the value of the impact. Learners will:

• produce their own version of a risk matrix
• critically assess the value of the impact of risks based on likelihood, severity and speed
• propose justifiable recommendations and actions to address the impact of risks on the high priority scale.

The materials in this resource can be delivered flexibly across the first year of the T Level in Finance.

Each lesson has a lesson plan, with a range of supporting materials such as learner activities, links to websites and other media, handouts and case studies. There is also a separate slide deck to be used to support delivery of the 10 lessons.

Downloadable resources