Positive education aims to support pupils’ development through participation, constructive relationships and meaningful learning, but opportunities for creativity must be distinguished from measured improvement. This exploratory documentary case study examines a nine-activity financial-literacy programme in a Slovak vocational-school residence. The analysis draws on 2024 activity descriptions, worksheet templates and practitioner reflections, separating intended procedures from recorded responses and implementation constraints. Seven fictional-household tasks addressed income, expenditure, savings goals and avoidable spending; two further tasks connected consumption estimates with household water and electricity readings. The documentation describes eight self-selected groups of four or five pupils and, separately, 28 volunteers for the utility activities; their overlap and the total number of unique participants are unknown. Fictional monthly household incomes ranged from €1,920 to €5,340 and expenditure from €925 to €2,850. Some additional-income ideas reflected vocational interests, while four groups left that task blank. Three pupils reportedly used online appliance information to construct electricity estimates. Only five of the 28 utility-task participants returned worksheets, a documented return ratio of 17.9%, with incomplete electricity information also reported. The material suggests a distinction between generating possibilities, checking feasibility and obtaining evidence. It does not establish gains in creativity, wellbeing or financial competence. An explicit generate–check–revise sequence is proposed for subsequent evaluation, with accessible alternatives to home-meter tasks and safeguards for privacy and voluntary participation. The study contributes a context-grounded account of educational opportunities and barriers rather than an effectiveness claim.
