Page 17 - CAPE Financial Services Syllabus Macmillan_Neat

UNIT 1
MODULE 1: INTRODUCTION TO FINANCIAL PRODUCTS AND SERVICES (cont’d)

16. describe the importance of wire Focus should be on the following:
transfer codes in banking.
(a) American Bankers Association (ABA);

(b) International Bank Account Number
(IBAN);

(c) Society for Worldwide Inter-Bank
Financial Transfers (SWIFT); and,

(d) Bank Identifier Code (BIC) and Clave
Bancaria Estandardisada
[Standardised Banking Cipher]
(CLABE).

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage
students in the following teaching and learning activities which may be done separately or merged to
facilitate sequencing and the completion of the SBA task. Teachers should use cooperative grouping
and simulation as often as possible to afford students the opportunity to have authentic and
meaningful experiences.

1. Prepare and present a PowerPoint presentation which will identify and describe securities
(instruments) traded in financial markets. Pose questions to the class to allow the students to
explain the various types of securities, and the similarities and differences among them. When
the students have completed that task, divide them into teams of four, with a mix of gender
and performance levels. Issue each team a list of five questions based on the presentation, for
them to discuss among themselves and arrive at the answers within twenty minutes. Finally,
all students will take a quiz on the material individually, at which time they may not help each
other. Total these quiz points to form team scores and the team that wins will earn a reward.

2. Invite Guest Speakers from local financial institutions, or arrange field trips to get students to
learn about the everyday use of codes and their importance. Prior to the session, provide the
students with a worksheet with prospective questions on the topic, and accompanied by a
marking scheme as a guide regarding the types of answers they should give. After the visit,
divide students into groups of five so that they can collaborate and arrive at the solutions to
the questions.

3. Let the students read textbooks and other printed material, as well as view PowerPoint
presentations or teaching which will enable them to describe the different transactions typical
to a financial service provider. Afterwards, engage them in a full-class discussion on the topic,
and then in group work where each group creates a brochure describing the various forms of
typical transactions.

CXC A38/U2/16 12