Gain a clear understanding of your financial capability programme by developing a Theory of Change, which describes the activities that you will run and the changes in people’s financial attitudes, behaviours or wellbeing that you expect to happen as a result. Browse out whole Evaluation Toolkit for more resources: https://www.fincap.org.uk/en/articles/evaluation-toolkit

1. Theory of Change template
• Although you may choose to represent your Theory
of Change in a number of different ways, the
template on the following slide may serve as a
useful starting point.
• Some examples are already filled-in. You can
overwrite these and move/create new boxes and
arrows as much as you need to represent the links
between inputs, activities, outputs, outcomes and
goals of your programme.

2. GOAL:
e.g. help develop a generation who
are properly equipped to deal with
their finances
Outcome:
Intermediate Outcome:
e.g. children continue saving
outside of school
Ultimate Outcome:
e.g. young people enter
secondary school with
financial skills and
behaviours appropriate to
their age
Outcome:Outcome:
Output:
e.g. children learn
about banks and
saving
Output:Output:
Activity:Activity:
Classroom
lessons on banks
and saving
Activity:
Input:
e.g. staff time
Input: Input:
Output:
Immediate Outcome:
e.g. children put money into
savings regularly
Input:

3. Questions on the wider characteristics
and context of your programme
The need for your programme, policy or funding:
• What is the need for your programme, policy or
funding?
• Does this need vary according to different characteristics
or factors, such as geography, age group, socio-economic
status, etc?
• What evidence do you have that this need exists?

4. The development of your programme:
• At what stage of development is your programme? Is it
something brand new that your organisation has developed
and is piloting for the first time? Or are you running and
refining an existing programme, perhaps with evaluation or
measurement already in place? Or are you replicating and
adapting a programme from elsewhere?
• What influenced your decisions about programme design?
For example, what evidence did you use to inform the design
of your own programme, or why did you decide to run a
programme developed elsewhere (and why did you choose
that programme)?
Questions on the wider characteristics
and context of your programme

5. The people you aim to reach:
• What are the characteristics of the people you are
trying to reach?
• How many are you trying to reach?
• Where are they and how will you engage them (and
keep them engaged)?
Questions on the wider characteristics
and context of your programme

6. • Other influences, stakeholders and learning:
• Who else, outside of your organisation, might be
interested in your programme? This might be other
organisations delivering programmes, or aspects of
programmes, that overlap with yours; or other funders;
or local, regional or national government.
• What might those other organisations want to learn
from your programme, and how can you share that
information with them?