September 2015
Central Council for Financial Services Information(Secretariat: Public Relations Department, Bank of Japan)

Financial Education Goals by Age Group from Primary School through High School (Financial Education Program)
The goals by category and by age group in this table reflect the contents of the subjects to be learned in the respective school grades as indicated in the Ministryof Education, Culture, Sports, Science and Technology (MEXT) curriculum guidelines and commentaries; it should be noted that some of these goals are notincluded in the guidelines and commentaries.
*The names of subjects attached at the end of the goals by age group indicate that the contents of the respective goals are learned in the subjects according to
the MEXT curriculum guidelines or commentaries thereof.
*The goals by age group not followed by any name of subject mainly cover the contents addressed in activities for advanced learning, comprehensive learning, orother special activities.

I. Financial life planning and household expense management
A.

Money management and decision making

Goals
Goals by category havebeen set in reference to thefour aspects in learningassessment.(Note)

Primary School Students
1st and 2nd grades

3rd and 4th grades

5. Understanding the limitedness of goods and moneya.
Understandingthat 1. Learning the value of goods
resources are limited (i.e., and money, and making much of and the importance of money. (Social Studies)them. (Living Environment
budgets are constrained).
Studies, Moral Education)
2. Learning that one cannot have
all that one wants.
b.
Understanding
thesignificance of building abetter life under a limited
budget, and acquiring theskills and attitude to do so.

5th and 6th grades

9. Understanding the limitedness of goods
and money, and thinking of better ways to
use them. (Home Economics)
10. Being able to exercise moderation in
spending, while reviewing one's spending
habits. (Moral Education)
11. Being able to buy things according to
one's plan, while taking indispensability into
3. Learning to be patient when 6. Recognizing the difference between needs and wants.
7. Being able to manage money by recording the amount account. (Home Economics)
unable to have what one wants.
12. Learning how to choose goods, and
4. Being able to buy goods of pocket money or money spent.
8. Becoming aware of the importance of moderateness being able to buy goods efficiently. (Homewithin one's budget.
through learning how to spend money appropriately, and Economics)
practicing it in one's everyday life. (Moral Education)
1/27

A.

Money management and decision making (Continued)c. Understanding the basics

13. Acquiring the attitude to make decisionsof decision making regarding

based on one's own idea about how to spendmoney

money.

management,

acquiringtheattitudeandtoapply them.

2/27

A.

Money management and decision making (Continued)
Secondary School Students

Goals

High School Students

Goals by category havebeen set in reference tothe four aspects inlearning
assessment.
(Note)

a. Understanding that 14. Understanding the scarcity of goods and services, and 22. Understanding the scarcity of resources, and being able to make better
limited trying to make better decisions. (Social Studies<Civics>, decisions in purchasing goods and services. (Civics, Home Economics)
23. Learning one's living cost and the cost of education, etc., andbudgets
are Technology and Home Economics <Home Economics>)

resources(i.e.,are

15. Establishing a favorable lifestyle whereby one makes the acquiring the attitude to give thought to expenses spent on oneself out ofconstrained).

the most of time and goods. (Moral Education)
16. Understanding household income and expenditure.
significance of building
17. Being able to choose, purchase, and use necessary goods
a better life under aand services adequately. (Technology and Home Economics
limited budget, and<Home Economics>)
acquiring the skills and
18. Managing income and expenditure practically, for example,
attitude to do so.
by controlling spending during a school excursion.
b.

Understanding

the total household expenses.
24. Understanding the importance of long-term and well-planned money
management. (Home Economics)
25. Being able to practically balance income and expenditure in school
events, etc.

19. Being careful not to overspend invisible money such as
various cards. (Technology and Home Economics <Home
Economics>)c.

Understanding

basicsmaking
money
and

of

the 20. Understanding that the sense of value differs from person to 26. Recognizing the challenges to the modern consumer's life, and being

decision person through learning about how others spend money, while able to make appropriate decisions as a consumer. (Home Economics)
regarding learning how to spend money responsibly based on one's own 27. Being able to make better decisions based on such concepts as

management, sense of value. (Technology and Home Economics <Home scarcity, freedom of choice, trade-offs, opportunity costs, efficiency, andfairness. (Civics)
acquiring
the Economics>)

attitude to apply them.

21. Being able to make better decisions based on such concepts
as efficiency and fairness. (Social Studies<Civics>)
3/27

B. Significance of savings and effective use of financial products
Goals

Primary School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)a.

Understanding

1st and 2nd grades

3rd and 4th grades

5th and 6th grades

the 1. Trying to save pocket money and a New 2. Understanding the significance of saving, 3.

Being

able

to

save

in

a

significance of savings, and Year's present of money.

and acquiring the habit of saving in a well-planned manner, while thinking

acquiring the habit of saving.

well-planned manner.

about how to spend in the future.
(Home Economics)b.

Understanding

the ----

4. Learning principal types of bankrelationship between saving

accounts, understanding the difference

periods

interestof interest rates on various kinds ofobtained, and recognizing thedeposits, and being able to calculate

importance of saving andsimple interest.

and

the

investing continuously.
c. Understanding the risks -andreturns

of

--

--

financial

products, and acquiring theattitudetoinvestunder

self-responsibility.

4/27

B. Significance of savings and effective use of financial products (Continued)
Goals

Secondary School Students

High School Students

Goals by category have been set inreference to the four aspects inlearning assessment. (Note)a. Understanding the significance 5. Understanding the calculation of 9. Understanding the relationship between saving periods and the compound interestof savings, and acquiring the compound interest, and obtaining the obtained, and obtaining the attitude to save and invest in the long run. (Business)habit of saving.

attitude to save and invest continuously.

10. Understanding that continuing to save and invest regularly, even in small amounts,
is beneficial in preparing for the future.

b. Understanding the relationshipbetween saving periods and theinterest obtained, and recognizing
the importance of saving andinvesting continuously.

c. Understanding the risks and 6. Understanding that there are various 11. Understanding the basic characteristics of financial products such as bank accounts,
returns of financial products, and types of financial products such as stocks, bonds, and insurance, and taking an interest in relevant developments in theeconomy. (Civics, Home Economics)

acquiring the attitude to invest stocks and bonds.
under self-responsibility.

7.

Understandingtherelationship 12. Understanding the importance of self-responsibility in selecting financial products
for investment.

between risks and returns.
8.

Understandingthemeaningof 13. Understanding the relationship between risks and returns, taking into consideration

investing money for one's life planning.

the characteristic that financial products can generate both profits and losses.
14. Understanding how to manage risks such as through allocating funds into various
financial products.
15. Understanding that investing in financial products requires a long-term perspective,
and should not be affected by short-term price fluctuations.
16. Understanding that risk-taking ability differs by person.
17. Understanding the difference between investment, speculation, and gambling.
5/27

C. Understanding the importance of life planning and obtaining the skills for it
Goals

Primary School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)

1st and 2nd grades

3rd and 4th grades

5th and 6th grades

a. Understanding the need 1. Becoming aware of the importance of 2. Understanding the importance of planning 3. Acquiring the habit of spending
for life planning, and being planning before buying in practicing how to before spending, and acquiring the habit of money according to plan, whileable to make one's own life use pocket money.

doing so.

plan foreseeing the future.

b.

Acquiringknowledge --considering

one's

future.

(Home

Economics)--

4. Learning that the social security

necessary for making one's

system is one of the political functions

own life plan, and applying itof a government. (Social Studies)to one's life.
c.

Thinking

futureabout

realistically,

one's --

--

--

while

relating it to life planningand occupational choice.

6/27

C.

Understanding the importance of life planning and obtaining the skills for it (Continued)

Goals

Secondary School Students

High School Students

Goals by category havebeen set in reference to thefour aspects in learningassessment. (Note)a. Understanding the need 5. Understanding the need for life planning, and 9. Understanding factors affecting one's own lifetime income and expenditure, andfor life planning, and being making a life plan based on one's own sense of making a life plan. (Home Economics)
able to make one's own life value.
plan foreseeing the future.

6. Understanding various tips to live a better
life.

b.

Acquiringknowledge 7. Understanding the mechanisms and the 10. Understanding the mechanism of loans such as for housing and scholarships, andnecessary for making one's functions of loans.

considering repayment methods, interest rates, and the effects of delayed repayments.

own life plan, and applying 8. Understanding the basics of social security. (Mathematics, Home Economics)
it to one's life.

(Social Studies<Civics>)

11. Understanding that the value of real assets such as houses depreciates over time,
and that it becomes difficult to sell them.
12. Understanding the systems of pension and social security, and learning their roles
in one's everyday life. (Civics, Home Economics)
13. Understanding the effects that economic policy and business cycle have on one's
everyday life. (Civics)c. Thinking about one's --14. Thinking about one's future, while relating it to occupational choice and life

future realistically, whileplanning. (Home Economics)

relating it to life planningand occupational choice.

7/27

D. Provision against accidents, natural disasters, and illness
Goals

Primary School Students

Goals by category have been set inreference to the four aspects inlearning assessment. (Note)a.

Understanding

methods

1st and 2nd grades

3rd and 4th grades

5th and 6th grades

to 1. Becoming aware of 2. Understanding the possibilities of 6. Understanding the considerable impact on one's own life

ensure safety against risks in one's surrounding

risks, various accidents, natural disasters, and caused by accidents, natural disasters, and illness in which

everyday life, and putting them understanding

the illness in one's everyday life, and acting oneself or a family member is involved, and acting safely toimportance of living accordingly. (Social Studies, Physical avoid any danger. (Social Studies, Physical Education)

into practice.

safely,7. Understanding efforts to prevent natural disasters.

acting Education)andaccordingly.

(Living 3. Understanding people's means andEnvironment

Studies, efforts to prevent accidents and natural

Physical

Education, disasters. (Social Studies)

Moral Education)
b. Recognizing the possibilities of --4. Becoming aware of the possibilities 8. Imagining the impact of causing injury to others or

causing damage to others, andof causing injury to others or damaging damaging others' belongings such as when riding a bicycle,

trying to act safely.

others' belongings in one's everyday life, and acting carefully to avoid such incidents.
and being careful to avoid them.

c. Understanding the need and --5. Understanding the need to prevent 9. Understanding that one is insured against accidents andmethods

accidents and provide against natural illness during school excursions, etc.

for

unexpected

providingevents,againstsuchasdisasters.

10. Understanding that insurance is another way besides
savings to provide against unexpected events.

accidents, natural disasters, andillness.

8/27

D. Provision against accidents, natural disasters, and illness (Continued)
Goals

Secondary School Students

High School Students

Goals by category have been
set in reference to the four
aspects in learning assessment.
(Note)

a. Understanding methods to 11. Understanding that various risks exist in one's 14. Understanding that various risks exist in one's everyday life, and acting
ensure safety against risks in everyday life, and acting cautiously by predicting cautiously by predicting and controlling the risks. (Health and Physical
one's

everydaylife,

and and responding to the risks. (Health and Physical Education<Health>)

putting them into practice.
b.

Recognizing

possibilities

ofEducation<Health>)
the 12. Understanding that one has to compensate 15. Understanding that one has to take responsibility and compensate when, forcausing when causing injury to others or damaging others' example, causing a motorcycle or automobile accident involving injury. (Healthdamage to others, and trying to belongings in the event of a bicycle accident, etc.

and Physical Education<Health>)

act safely.
c. Understanding the need and 13. Understanding that insurance is one way to 16. Recognizing the heavy burden on household expenses when risks of illness,methods for providing against reduce the risks of and burdens imposed by accidents, etc., materialize, and understanding risk management methods. (Homeunexpected events, such as accidents, natural disasters, and illness.

Economics)

accidents,

17. Understanding the functional difference between insurance and savings as aand illness.

naturaldisasters,

method of provision against unexpected events.
18. Understanding the complementary relationship between social insurance andprivate insurance.

9/27

II. Mechanisms of finance and economy
A.

Understanding the functions of money and finance

Goals

Primary School Students

Goals by category havebeen set in reference tothe four aspects inlearning assessment. (Note)a.

Understanding

1st and 2nd grades

3rd and 4th grades

5th and 6th grades

the 1. Understanding that one has to pay money when purchasing 3. Understanding that one can 5. Understanding various functions offunctions and roles of goods or services, and actually doing so.

save money and use it in the money through one's everyday life.

money.

future.

2. Becoming aware of the difference between coins and notes.

b. Understanding the roles --4. Understanding that one earns 6. Understanding the basic functionsof financial institutions

interest by depositing money at of banks, such as accepting deposits

and

of

banks.

and providing loans.

the --

--

--

the

functionscentral banks.
c.

Understanding

functions of interest rates.

10/27

A.

Understanding the functions of money and finance (Continued)

Goals

Secondary School Students

High School Students

Goals by category havebeen set in reference tothe four aspects inlearning
assessment.
(Note)a.

Understanding

the 7. Understanding the roles of money. (Social Studies<Civics>)

13. Understanding the functions of currency.

functions and roles of

14. Understanding the features of electronic money and regional

money.

currencies. (Civics, Home Economics, Business)b.

Understanding

roles

of

settlement functions. (Business)financial (Social Studies<Civics>)

institutions
functionsthe 8. Understanding the types and the functions of financial institutions. 15. Understanding the causes and effects of the diversification ofandof

the 9. Understanding the mechanisms of direct and indirect finance. 16. Understanding the mechanisms and functions of finance,
including the significance of direct and indirect finance. (Civics,

central (Social Studies<Civics>)

banks.

Business)

10. Understanding the functions of central banks.

11. Understanding the mechanisms and methods of various types of 17. Deepening the understanding of the functions of central banks.
(Civics, Business)settlement. (Social Studies<Civics>)
12. Understanding the types, functions, and mechanisms of various
cards. (Social Studies<Civics>, Technology and Home Economics<Home Economics>)c.

Understanding

functionsofthe --

18. Understanding the functions of interest rates and the reasons forinterest

their fluctuations. (Civics, Business)

rates.

11/27

II. Mechanisms of finance and economy
B. Understanding the mechanisms of the economy
Goals

Primary School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)a.

Understanding

1st and 2nd grades

the --

3rd and 4th grades

2.

Examining

5th and 6th grades

regional

andproduction 6. Understanding the circulation of goods and money

understanding

the among households, firms, the government, and banks.

circulation of goods andactivities,

money, and the roles ofcirculation of goods and money. (Social 7. Understanding means and efforts, including thosehouseholds, firms, and theStudies)

government.

3. Understanding the functions and roles agriculture and manufacturing industries. (Social

regarding prices and costs, of people working inof farms, factories, and stores. (Social Studies)
Studies)b. Learning the functions of 1. Learning that goods and money 4. Understanding that retailers have 8. Understanding that prices of goods fluctuate.
markets, and understanding can be exchanged.

pricingtheconsumers consider prices as a criterion

significance

of

the

market economy.

strategies,

consideringthat

when purchasing goods. (Social Studies)
5. Learning how to determine prices ofagricultural and manufactured goods.

c.

Understanding

the ----

9. Understanding the circulation of goods and money

relationship between industry

between Japan and overseas countries. (Social

development and overseas

Studies)

economies.

12/27

B. Understanding the mechanisms of the economy (Continued)
Goals

Secondary School Students

High School Students

Goals by category havebeen set in reference tothe four aspects inlearning assessment. (Note)a.

Understanding

the 10. Understanding the circulation of goods and money among households, 17. Understanding the overall circulation of goods, money,

circulation of goods and firms, financial institutions, the government, and overseas countries. (Social and people among households, firms, financial institutions,the government, and overseas countries. (Civics, Business)money, and the roles of Studies<Civics>)

households, firms, and the 11. Gaining a practical understanding of the functions, roles, and social 18. Understanding the establishment, the significance, andresponsibilities of corporations through, for example, a simulation of starting social functions of firms. (Civics, Business)government.

a business. (Social Studies<Civics>)
12. Understanding firms' various methods of collecting funds. (Social
Studies<Civics>)
13. Understanding that personal investment leads to supporting firms'
economic activities.
14. Understanding that firms make fixed investment with the collected funds.
b. Learning the functions 15. Understanding that prices have a function to efficiently allocate scarce 19. Understanding the significance of the market economy
ofmarkets,

understanding

and resources in the market economy. (Social Studies<Civics>)

as well as of choices and competition within the economy.

the(Civics)

significance of the market

20.

Understanding

economy.

commodities,thefunctionsofmarkets

financial

products,

securities,

forforeignexchange, etc. (Civics, Business)c.

Understanding

relationshipthe 16. Understanding the meaning of the yen's appreciation and depreciation 21. Understanding economic globalization based on

between and their effects on people's everyday lives.

knowledge about international trade, foreign exchange,
etc. (Civics, Business)

industry development andoverseas economies.
13/27

C.

Understanding business cycles and the need for economic policies

Goals
Goals by category have been set inreference to the four aspects inlearning assessment. (Note)

Primary School Students
1st and 2nd grades

a. Understanding the relationship --3rd and 4th grades

5th and 6th grades

--

--

--

--

among business cycles, prices,interest rates, stock prices, etc.

b. Understanding the central bank's -monetary policy.

c. Understanding the role of the 1. Becoming aware that people often 2.
government.

Understanding

variouspublic 4. Understanding major types of taxes and theirneed to pay a fee to use public activities supporting society and the significance as well as the public's obligation tofacilities.

necessary expenses.
Understanding

pay taxes. (Social Studies)d. Understanding how business --3.

cycles and economic policies are

between regional production activities regional

related to one's everyday life andand one's everyday life. (Social Studies)society.

therelationship 5. Understanding the effects of the changes in
production

and

sales

activities on one's everyday life and society.
(Social Studies)

14/27

activities

C.

Understanding business cycles and the need for economic policies (Continued)

Goals

Secondary School Students

High School Students

Goals by category havebeen set in reference to thefour aspects in learningassessment. (Note)a.

Understanding

the 6.

Understandingthatbusiness

cyclesandprice 13. Understanding the factors causing business cycles and the effects on

relationshipamong fluctuations affect people's everyday lives. (Social one's everyday life. (Civics, Business)business

prices, Studies<History>)

cycles,

14. Understanding the meaning of inflation and deflation and their effects

interest rates, stock prices, 7. Understanding the relationship between actual economic on people's everyday lives. (Civics, Business)etc.
b.

developments and movements in economic indicators.
Understanding

centralbank'sthe 8. Understanding the central bank's monetary policy.

15. Understanding the means and aims of the central bank's monetary

monetary

policy. (Civics, Business)

policy.
c. Understanding the role of 9. Understanding the significance of the government's 16. Understanding the objectives of fiscal policy. (Civics, Business)the government.

economic activity, such as providing social security and 17. Understanding the meaning and the necessity of public burden, such as
public services. (Social Studies<Civics>)

taxes, and the public's obligation to pay taxes. (Civics)

10. Understanding the significance and the role of taxes 18. Understanding that the government conducts economic policies toand the public's obligation to pay taxes. (Social guarantee the freedom of economic activities, secure efficiency andStudies<Civics>)

fairness, realize growth and stability, etc. (Civics)

11. Understanding the significance of having regulationand deregulation of economic activity.
d.

Understanding

how 12.

Understandingtherelationshipbetweenthe 19. Understanding the relationship between the government's/central

business

cyclesand government's economic policies and one's everyday life. bank's economic policies and one's everyday life. (Civics, Business)

economic

policiesare (Social Studies<Civics>)

20. Understanding the relationship between the government's economic

related to one's everyday

policies and fiscal deficits. (Civics, Business)life and society.
15/27

D.

Understanding various economic problems

Goals
Goals by category have been set in reference to the four aspects inlearning assessment. (Note)

Primary School Students
1st and 2nd grades

a. Taking an interest in the wide-ranging problems that the --3rd and 4th grades

5th and 6th grades--

1. Taking an interest in problems in society

economy faces, and acquiring the skills to gather information

while relating them to one's everyday life.

on them.
b. Acquiring the attitude to think rationally and subjectively ----toward the settlement of economic problems.

16/27

--

D.

Understanding various economic problems (Continued)

Goals

Secondary School Students

High School Students

Goals by category havebeen set in reference tothe four aspects inlearning
assessment.
(Note)

a. Taking an interest in 2. Acquiring the habit to gather information about the economy 6. Being able to gather information from various sources on modern
thewide-ranging throughvarious

media

such

as

(Social economic and social problems and analyze them. (Civics)

newspapers.

problems

that

the Studies<Civics>)

economyfaces,

and 3. Taking an interest in the wide-ranging economic and social

acquiring the skills to problems. (Social Studies<Civics>)
gather information on 4. Taking an interest in economic problems caused by the low
them.

birth rate and aging population, globalization, and highly
advanced information technologies. (Social Studies<Civics>,
Technology and Home Economics <Home Economics>)

b. Acquiring the attitude 5. Acquiring the attitude to actively think about economic 7. Acquiring the attitude to consider problems rationally and subjectively
to think rationally and problems. (Social Studies<Civics>)

toward the settlement of problems. (Civics)

subjectively toward the

8. Acquiring the attitude to actively think about the policies that thesettlement of economic

government should take toward the settlement of economic and social

problems.

problems. (Civics)
9. Giving thought to the government's fiscal deficit problem. (Civics)

17/27

III. Rights of and risks to consumers and prevention of financial trouble
A. Acquiring basic skills for independent and appropriate decision making to live better
Goals

Primary School Students

Goals by category have been set in reference
to the four aspects in learning assessment.

1st and 2nd grades

3rd and 4th grades

5th and 6th grades----(Note)

a. Understanding consumers' rights and -responsibilities, and acquiring the attitude
to make use of such knowledge.

b. Acquiring the basic knowledge and the 1. Being able to choose and buy 2. Being able to choose and buy 4. Being able to purchase goods appropriately
attitude to act as a self-reliant consumer.

goods based on one's objectives.

goods based on one's objectives and after deliberating on how to choose and buy
them. (Home Economics)

prices.
3.

Becoming

aware

of

the 5. Understanding the importance of giving

importance of giving concerns to concerns to safety and the environment in one's
safety and the environment in one's everyday consumption, and making efforts toc.

Acquiring

information

theskills

about

one's

to

gather --everyday consumption.

live such a life. (Home Economics)--

6. Being able to compare and make better

everydaydecisions in one's everyday consumption by

consumption, and use it appropriately.

gathering and using relevant information.
(Social Studies, Home Economics)

18/27

A.

Acquiring basic skills for independent and appropriate decision making to live better (Continued)

Goals

Secondary School Students

High School students

Goals by category have been set inreference to the four aspects inlearning assessment. (Note)a.

Understanding

consumers' 7. Learning consumers' rights and responsibilities through 12. Understanding the Consumer Contract Act. (Civics)

rights and responsibilities, and understanding the Basic Consumer Act, and acquiring the 13. Understanding the importance of consumer protection from theacquiring the attitude to make use attitude to make use of such knowledge in one's everyday viewpoint of asymmetric information. (Civics)
life. (Social Studies<Civics>, Technology and Home 14. Understanding the protection of personal information, and taking anof such knowledge.

interest in the issues relating to such protection.

Economics <Home Economics>)

b. Acquiring the basic knowledge 8. Understanding the basics of contracts, and acquiring 15. Understanding the meaning, key points, and the responsibilities
and the attitude to act as a the attitude not to make promises lightly and to keep accompanying contracts, and acquiring the attitude of reading andself-reliant consumer.

promises in one's everyday life. (Social Studies<Civics>)

confirming contracts before signing them. (Civics, Home Economics)

9. Understanding product liability, and acquiring the 16. Understanding that one is charged fees when one signs a contract.
attitude to make use of such knowledge when purchasing 17. Improving one's life style so that one can spend life giving concerns tosafety and the environment. (Civics, Home Economics)

and using products. (Social Studies<Civics>)
10. Being able to give concerns to safety and theenvironment in one's everyday consumption. (Social
Studies<Civics>, Technology and Home Economics<Home Economics>, Moral Education)c. Acquiring the skills to gather 11. Being able to compare and make better decisions in 18. Being able to gather information using ICT (information andinformation about one's everyday one's everyday consumption by gathering and using communication technologies), etc., and use the information in one's
consumption,
appropriately.

and

use

it relevant information. (Technology and Home Economics everyday consumption. (Home Economics)<Home Economics>)

19/27

B. Preventing consumer trouble concerning financial transactions and multiple debt problems
Goals
Goals by category have been set in reference to thefour aspects in learning assessment. (Note)

Primary School Students
1st and 2nd grades

a. Understanding the causes of consumer trouble, --3rd and 4th grades

5th and 6th grades--

3. Learning that trouble related to money makes

and being able to think daily about the way to

one's family worry, and one needs to be careful tohandle money.

avoid it.

b. Learning from actual cases of financial trouble --1. Avoiding borrowing money from 4. Learning from actual cases of financial trouble

and multiple debt problems, and acquiring thefriends or lending it to them.

attitude to avoid them.

that primary school students are involved in, andbeing cautious to avoid such trouble.
5. Learning from case studies of trouble arisingfrom the use of the Internet and cellular phonesthat primary school students are involved in, andunderstanding how to use them appropriately.

Acquiring2.

acquiring practical knowledge and skills to deal

immediately consult someone close consumer centers, and the fact that one can consult

with trouble by making use of them.

when in trouble.

20/27

the

attitude

to 6. Learning the functions and contact addresses ofc. Learning about laws and systems, and --the centers when in trouble.

B. Preventing consumer trouble concerning financial transactions and multiple debt problems (Continued)
Goals

Secondary School Students

High School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)a. Understanding the causesof consumer trouble, andbeing able to think daily
about the way to handle
money.
b. Learning from actual casesof financial trouble andmultiple debt problems, andacquiring the attitude to
avoid them.

c. Learning about laws andsystems,
andacquiringpractical knowledge andskills to deal with trouble bymaking use of them.

7. Acquiring the attitude to think about the role of 14. Understanding the causes of consumer trouble concerning contracts andmoney in accidents and crimes occurring in society.
consumer credit, and acquiring the attitude to avoid such trouble. (HomeEconomics)

8. Understanding important notices on the use of credit
cards, and acquiring the attitude to act appropriately.
9. Learning from case studies of trouble arising fromthe use of the Internet and cellular phones,
understanding how to prevent such trouble, andacquiring the attitude to act appropriately. (Social
Studies<Civics>, Technology and Home Economics<Technology>, Technology and Home Economics<Home Economics>)
10. Distinguishing scams and swindles, and avoiding
getting involved.
11. Being able to calculate interest rates on loans,
understanding the burden of payment of interest, andacquiring the attitude to act appropriately.
12. Learning about the cooling-off system and themeans to utilize it. (Technology and Home Economics<Home Economics>)
13. Being able to find the consultant offices asnecessary when one encounters trouble. (Technology
and Home Economics <Home Economics>)
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15. Understanding the roles and functions of various cards and theimportant features to bear in mind when using them, and acquiring theattitude to use them appropriately. (Civics, Home Economics)
16. Learning from case studies of trouble arising from the use of theInternet and cellular phones, understanding how to prevent such trouble,
and acquiring the attitude to act appropriately. (Civics, Home Economics,
Business)
17. Understanding the relationship between interest rates on loans and theamount of payment through case studies, and acquiring the attitude to act
appropriately. (Mathematics, Home Economics)
18. Learning about the present situation of multiple debt problems, andavoiding easy borrowing. (Civics, Home Economics)
19. Understanding the need to check the feasibility of repayment taking into
account one's life plan when taking out a loan.
20. Learning specific methods to deal with consumer trouble and trouble
related to working conditions, and being able to practically use them.
(Home Economics)
21. Being able to find the consultant offices for people caught up in
multiple debt problems and consult with the office staff. (Home Economics)

IV. Career education
A. Understanding the significance of work and occupational choice
Goals

Primary School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)a.

Understanding

1st and 2nd grades

3rd and 4th grades

5th and 6th grades

the 1. Paying respect for working people. (Living 3. Understanding the pleasure and hardship of 6. Understanding the importance ofsignificance of work and the Environment Studies)working as well as the value of money working and the difficulty of earning

2. Learning the pleasure of working for others through participating in educational activities money.

value of money.

through helping with housework. (Living such as cultivation.
Environment Studies, Moral Education)(Home

Economics,

Moral

Education)

4. Learning the importance of working, and 7.

Understandingtherightsandbeing willing to work for others. (Moral obligations pertaining to work. (Social
Education)

Studies)
8. Understanding that one serves society
through one's work.

b.

Thinking

about

one's

subjectively --5. Thinking about work through activities 9. Understanding one's strengths andoccupationalsuch as selling what one has cultivated or weaknesses, and giving thought to one's

choice.

crafted.

occupation
Education)c. Understanding the rights ------and obligations of workers,
and acquiring the attitude to
make use of that knowledge.

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in

the

future.

(MoralA. Understanding the significance of work and occupational choice (Continued)
Secondary School Students

Goals

High School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)a.

Understanding

the 10. Understanding that earning money is necessary for the stability of 16. Understanding that earning money by working is thefoundation of economic independence.

significance of work and the life.

11. Understanding the relations between work, wages, and job 17. Understanding that one's lifetime income differs largely

value of money.

depending on one's occupation. (Civics)

satisfaction. (Social Studies<Civics>)

12. Understanding the significance of work and its role in society as 18. Understanding the meaning of work-life balance. (Civics,
well as the rights and obligations pertaining to work. (Social Home Economics)
Studies<Civics>, Moral Education)b.

Thinking

about

one's

subjectively 13. Realizing work through occupational experience, gathering 19. Thinking specifically about occupational choice throughoccupational information, and thinking about future occupation. (Moral Education)

choice.

choosing one's post high school career path. (Home Economics)

14. Thinking about people who are not in education, employment, or 20.
training (NEET) and part-time workers.

Estimating

theexpenditureandincome(including

scholarships) accompanying life events such as entering
university and getting a job, and thinking about the post
graduation career path.
21. Thinking about the kind of job one would like to be engaged
in and its significance in society. (Civics, Home Economics)c. Understanding the rights 15. Understanding the rights and obligations of workers. (Social 22. Acquiring the attitude to check working conditions as well as
and obligations of workers, Studies<Civics>)

understanding worker's rights and obligations. (Civics)

and acquiring the attitude to
make use of that knowledge.
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B. Willingness to live and being energetic
Goals

Primary School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)

1st and 2nd grades

3rd and 4th grades

a. Understanding that various 1. Becoming aware of contrivances and 2.

Understanding

5th and 6th grades

retailers'aims,

and 3. Understanding that people working inefforts are needed to produce efforts of retailers. (Living Environment becoming aware of their various efforts and each industry improve their products byadded value.

Studies)

contrivances. (Social Studies)

adapting new ideas and making efforts.
(Social Studies)b. Understanding that the --

--

--

--

4. Acquiring the attitude to have dreams

creation of added value is the
motivation

for

the

development of the economy
and society.
c. Having dreams, as well as -thinking

of

ways

and

and make efforts toward realizing them.

acquiringtheattitudeto(Moral Education)

make efforts toward theirrealization.

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B. Willingness to live and being energetic (Continued)
Goals

Secondary School Students

High School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)a. Understanding that various 5. Understanding how a company is run and the contrivance of and 7. Understanding the necessity of increasing added value inefforts are needed to produce efforts needed for its management through, for example, a simulation company management.
added value.

of starting a business.

b. Understanding that the

8. Acquiring necessary knowledge for starting a business, andcreation of added value is thethinking about the potential of a new business. (Business)motivation

for

the

development of the economy
and society.
c. Having dreams, as well as 6. Acquiring the attitude of having dreams and hopes, knowing what is 9. Acquiring the attitude of thinking about the actual steps andthinkingofways

and needed to realize them, and making efforts. (Moral Education)means to realize future dreams, and putting them into practice.

acquiringtheattitudeto(Home Economics)

make efforts toward theirrealization.

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C. Having gratitude for society and contributing to its improvement
Goals

Primary School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)

1st and 2nd grades

3rd and 4th grades

5th and 6th grades

a. Understanding that people 1. Becoming aware of the importance 4. Having respect and gratitude for people 8. Complying with laws and rules. (Moral
are part of society, following of

keeping

promises.

(Moral supporting one's life. (Moral Education)

rules, and having gratitude Education)

5. Understanding the importance of keeping

for others.

rules, and doing so. (Social Studies, Moral

Education)

Education)b.

Understanding

the 2. Doing something in cooperation 6. Being responsible for one's work, and 9. Understanding the importance of working insignificance of cooperating with friends. (Living Environment acquiring the attitude to complete it. (Moral cooperation with others, and doing so. (Homewithotherstoimprove Studies, Moral Education)

Education)

Economics, Moral Education)society, and acquiring the 3. Thinking about one's roles through 7. Understanding the work of those who protect 10. Becoming aware of the significance of
attitude to think about and helping
practice what one can do.

housework,anddoing safety and health in society, and being willing to activities for the local community and society

assigned work in class. (Living cooperate with them. (Social Studies)such as volunteer activities through learning

Environment

about the details of such activities as well as

Studies,

Moral

Education)

through participating in those activities. (Moral
Education)
11. Thinking about the effects that one's use of
money

will

have

on

societyandtheenvironment. (Home Economics)
12. Understanding as a member of society thatpeople working in various areas in society play
an important role in one's life, and being willingto cooperate with them. (Social Studies)
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C. Having gratitude for society and contributing to its improvement (Continued)
Goals

Secondary School Students

High School Students

Goals by category have been
set in reference to the four
aspects
inlearning
assessment. (Note)a. Understanding that people 13. Taking a deeper look at elements supporting one's life, such as 18. Understanding that complying with laws and rules isare part of society, following

parents, society, other countries, and nature, and having gratitude for important for the market economy to work sufficiently. (Civics)

rules, and having gratitude

them.

for others.

14. Understanding that complying with laws and rules will maintain damage to others. (Civics, Special Activities)

19. Complying with laws and rules, and being careful not to cause

public order, and doing so. (Social Studies<Civics>, Moral Education,
Special Activities)b.

Understanding

the 15. Thinking about what is necessary for building a sustainable and 20. Foreseeing a sustainable and better society, and thinking

significance of cooperating better society, and trying to do that. (Social Studies<Civics>, about and doing what is needed to realize it. (Civics, Homewithotherstoimprove Technology and Home Economics <Home Economics>)

Economics)

society, and acquiring the 16. Thinking about various social contributions such as work, 21. Trying to use money toward the realization of a better society.
attitude to think about and participating in volunteer activities, and donating, and acquiring the (Home Economics)
practice what one can do.

22. Giving thoughts to firms' responsibilities and contribution to

attitude to practice them. (Moral Education)

17. Thinking about the effects that one's consumption and spending society, and reflecting them in one's occupational choice. (Civics,
will have on society, and being able to behave responsibly, taking Business)those effects into consideration. (Social Studies<Civics>, Technology
and Home Economics <Home Economics>)(Note) Four aspects in learning assessment: "interest, motivation, and attitude;" "thought, judgment, and expressions;" "skills;" and "knowledge and understanding."

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