“Risk comes from not knowing what you’re doing.” – Warren Buffett
One of the most tangible and dynamic outcomes of investment decisions is often taught in classrooms through static terminology, theories and charts/graphs.
To bring theory to life, Grade 11 students of Financial Market Management (FMM) conducted a Stock Market Simulation on the website Stock Trak. Each student was given a fictional budget of ₹1 lakh to invest in various financial market instruments using Stock Trak platform. This platform allowed students monitor portfolios (comprising of stocks, mutual funds, crypto, etc) using real-time data and market movements influenced by news and exchange rates, thereby making the task both authentic and innovative. The students placed trades based on the various technical charts, and by the end of the term, the student with the highest gains would be awarded the title “Top Investor”
Every week, the class would be abuzz with anticipation, as students shared their latest results and analysis—who had gained the most or managed to minimize losses. Sometimes all portfolios shrank in a market downturn; other weeks, everyone celebrated gains as markets rallied. These moments brought energy and an added dimension to the class. Students would compare the theoretical candestick analysis with their real portfolio outcomes, and the classes would get lively with discussion.
This brought about a continuous engagement and continuity throughout the term, and students stayed invested in the topic week after week. The regular cycle of updates pushed them to think critically, reflect on their decisions, and apply new learning consistently. As the ‘Top Investor’ decision deadline approached, the classroom buzzed with energy. Students fine-tuned strategies, debating fiercely while still learning from each other’s wins and missteps.
However, the broader achievement was the growth in financial literacy and independent thinking. Students who once found finance intimidating spoke confidently about “diversification”, “market trends”, and “volatility”. Discussions became more analytical, and even losses turned into lessons in resilience and judgment.”
Market news and business trends became instantly relevant now. Because these events directly impacted their portfolios, students followed them closely and connected theory to practice in real time.
Perhaps most significantly, the engagement carried beyond the classroom—many students began following financial news voluntarily, eager to apply insights to their portfolios. The project created not just academic understanding, but also curiosity and ownership of learning, and many continued their journey with investment outside the classroom.
The success of this activity lay in turning students into decision-makers rather than passive learners, thereby transforming engagement, confidence, and understanding in the classroom.
– by Sayed Salim, Commerce Department
