Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Year Group: Reception
Week One
Learning Intentions

Recognise the coins and
notes we use.

Understand the exchange of
coins and notes for goods.

Know that we have to pay
for what we buy.
Week Two
Week
Three

Recognise that there are
regular and unpredictable
sources of money.

Be able to talk about things
they may want to spend their
money on.

Know how we can keep
money safe, either by giving it
to a responsible adult or locking
it away.

Recognise that adults also
need to spend money on
familiar things like household
expenses.
Key Questions in Italics and Suggested
Activities

What are these coins?

What are they worth?

What are they used for?
Look at large coins and real coins.
Identify them, looking at the
pictures/nos/writing on them.
Coin rubbing. Bingo.
Role play shop.

How do we get money?
Talk about how adults get money.
Talk about birthday presents, lottery, bets,
etc.
Think, pair, share 2 things they would like to
spend their money on.
Choose 1 thing they would like to spend on
somebody else.

How do we keep money safe? What
do your parents need to spend money
on?
Discuss where money can be kept safely –
in school, out and about, at home.
Children to ask parents for a list of some of
the things which money has to be spent on
each week. Children to report back to class.
Resources/ Your
Suggestions
Large coins, real money.
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Year Group:
Week
One
Week
Two
Week
Three
One
Learning Intentions
Key Questions in Italics and Suggested
Activities
Understand the exchange of notes
and coins for goods
Recognise that there are regular and
unpredictable sources of money
Begin to understand that there are
consequences to having more or less
money
To be able to talk about things that
they may want to spend their money
on
To be able to consider possible ways of
spending money
Choose how to spend money
Know how to keep money safe, either
by giving it to a responsible adult or
locking it away
Understand the consequences of losing
money or having it stolen
Give children jobs around the classroom and pay
them different amounts for different jobs.
Children work and get paid. Use salary to buy
extra playtime/ independent learning activities
which are priced differently.
Resources/ Your
Suggestions
Children are given money from the tooth fairy.
They can role play whether they can buy various
objects now or save it towards something that is
more money
Various objects
Teacher demonstrates sitting with lots of money
in pocket and drops it over floor. Explain that
there needs to be a safe place to keep it,
otherwise it will get lost / stolen.
Make money boxes to take home to save money
in.
Boxes / containers / art
supplies for making money
boxes
Lots of real change to put
in pocket
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Year Group: Year 2:
Week One
Learning Intentions
Recognise the coins and notes
that we use.
Understand the exchange of coins
and notes for goods
Begin to talk about the value of
money
Week Two
Begin to understand the
importance of keeping financial
records
Begin to be able to talk about how
spending money and our
satisfaction from the purchase
may vary.
Key Questions in Italics and Suggested
Activities
Resources/ Your
Suggestions
How can you tell if someone is rich or poor?
Why do we need money?
Possible trip to shop,
Emphasise that nothing is free and there is
an exchange process (people work for
money)
Discuss choices – one book or ten bars of
chocolate (what adds more value to your
life?)
What skills do we need to earn money?
Why should we save money?
Discuss work/wages, jobs/pocket money
Role play – earning money scenario
James wants to buy a car. But he only
earns 50p per week.
Show ‘My Money’ video
PPT – Different jobs and ways
to make money.
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Week
Three
Begin to understand that people
have different standards of living
in different countries Link to
Africa topic
Understand that different
countries use different coins and
notes.
How is money different around the world
(money and value)?
Show range of foreign coins and compare
values to British Pounds.
Discuss jobs in UK and Africa and the
differences in wages/earnings.
Priorities with money – what are the most
important things that money can buy?
What can’t money buy?
Different currencies
PPT of jobs
Espresso – Passport to the world
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Year Group: Three
Week One
Learning Intentions
- understand that cash isn’t the
only way to pay for goods and
services
- know about other forms of
money: cheque books, credit and
debit cards and how the payments
are made in these cases as well as
coupons and vouchers
Key Questions in Italics and Suggested
Activities
Can you only buy things with cash? How
else?
Children to act out different scenarios where
they would not use money e.g. using a chip
and pin on a card in a shop, buying things
online, vouchers in a shop.
What is the difference between a credit and
debit card? On SMART board show a credit
card with 20 counters on it, you spend
money by handing over card, repeat, but it
doesn’t come out of your account until later
in month, then counters move altogether.
Show debit card – counters move straight
away.
Week Two
- understand how we get money
for work – earnings
- begin to understand the concept
of credit
- deciding how to spend money
Ask the children where money comes from?
Where do your parents get their money
from?
Do you earn pocket money? Do you have to
do anything to earn the money? What do
you spend your pocket money and why?
Resources/ Your
Suggestions
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
If we wanted to raise money for a chosen
charity, how could you earn it? Why would
this charity need money?
Make a list of suggestions. Draw a hand and
on each finger write a different job they
could do on each finger and the amount
they can earn on the finger nail.
Week
Three
- understand that we may get
money when there is no work or
insufficient work – benefit
payments – and how this is paid
for
- understand that we need money
in retirement – pension – and how
this is paid for
How do the people that run the country
have money for roads, hospitals, schools,
police force etc?
Introduce taxes and tell them that for each
pencil they sharpen they can earn counters.
Use these counters to model the process of
paying taxes and Pension fund and some
being kept by the person.
Hang on! There are some people who can’t
earn money – show pictures/ scenario. What
happens to them? Discuss benefits –
money, housing. Is this right? Who do you
think deserves this money?
What was the third pot we put money into?
Pension – why?
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Year Group: Four
Week One
Learning Intentions
- understand keeping money safe
by putting it into an account
(giving it to a bank, building
society, or Post Office to look
after)
- understand the importance of
keeping financial records
- know about some official
financial records
Key Questions in Italics and Suggested
Activities
Establish children’s understanding of: Where
do we get money from? Where do you /
your parents get money from? – pocket
money, birthday’s etc talk about benefits
and pensions, etc child credits, etc.
Where is money kept? Do we always see the
money we have –straight in bank - kept in a
bank – direct debit’s etc, what about holes
in the wall – is it endless money? What is
difference between credit and debit cards?
Look at examples of statements – can they
work out what people are spending their
money on.
Create mind map of knowledge!!
Discuss interest and keeping money in a
bank account.
Week Two
- understand that we may need to
save if there isn’t enough money
for everything we want to or have
to buy
- begin to be able to plan and
think ahead
Look through Argos catalogue and find
something you would like. Work out,
thinking abut pocket money, how many
week will you need to save up for? How
could you get money if you don’t get pocket
money. Will you feel any different about
something you have saved for compared to
Resources/ Your
Suggestions
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
something that has just been bought for
you?
Week
Three
- understand that money boxes
aren’t the only ways of saving
money (savings accounts, bonds,
etc)
You have £100 for your birthday, where is
the best place to put it – interest on
accounts, etc Search for best accounts,
bonds, etc!
Work out how much money you will have
after ten weeks and reason which is the best
one.
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Year Group: Five
Week One
Learning Intentions
Key Questions in Italics and Suggested
Activities
- be able to assess best buys in a
variety of circumstances.
- balancing needs and wants, and
prioritising what gets first call on a
limited supply of money.
Show pictures of different objects (e.g. food,
consoles, toys, clothing). Can children sort
them into needs and wants?
Link to Explorers topic (or Sex Ed?)
Set children scenario: you have to equip an
explorer for travel to any climate or terrain
with a set amount of money (£500/£1000?).
Give children catalogues/ websites to
research and equip explorer. Link to Best
Buys – look for offers on same/different
products.
Sex Ed: Same activity but spending to
prepare for bringing up a baby.
Reinforce best buys in maths.
Resources/ Your
Suggestions
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Week Two
Week
Three
- be able to discuss how spending
money and our satisfaction from
the purchase can vary, looking at
how long things last, how well
they perform, and how long we’re
still interested in them.
- understand that we may need to
save if there isn’t enough money
for everything we want to or have
to buy
- begin to be able to plan and
think ahead.
Discussion.
Could the children carry out some sort of
investigation? Maybe look at customer
comments on websites such as amazon and
make considered decisions about how well
they think the product is going to perform?
Discussion: think of something that you
would really like to have, (or something that
you did really want and now have). How
could you/ did you get it? Discuss need to
save, and making short term sacrifices for
long term gains.
Could the children find something they want
to purchase, map out a plan for saving using
the actual amounts of pocket money they
get and work out how long it will take them
to have enough money? Is there anyway
they can speed up the saving process?
(work!)
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Year Group: Six
Week One
Learning Intentions




Week Two

Recognise household expenses
and regular financial
commitments.
Begin to understand why
money, such as tax or pension
contributions, is deducted from
earnings
Understand that we may get
money from money by saving
(!?)
Begin to understand the
principles of probability and
insurance.
Begin to understand that
standards of living vary across
time and place
Key Questions in Italics and Suggested
Activities
Circle time: what do we spend money on?
Give out 100 pennies to each group. How
much does a household spend on tax, bills,
transport and housing? What is left over?
Chn to decide in groups on amounts. Tell
chn correct percentages.
Then ask chn to subdivide tax into local and
government; bills into heating, electricity,
water, insurance, food, tv/internet; and
what’s left into essentials and luxuries.
Tell chn correct percentages and give out a
ten pound note sheet which chn can visually
represent the different percentages on.
Give out GDP list from a range of countries.
Discuss. Why are some countries richer than
other? How does this affect living standards?
Use % from first lesson to discuss the cost
of living in various countries.
Resources/ Your
Suggestions
Manor Field Life Skills Scheme of Work
Spring Term 2nd Half, Weeks 4,5 and 6
Money Matters
Week
Three
Fairtrade game


Understand that there is an
ethical dimension to financial
decisions.
Understand the difference
between good debt (planned
and manageable) and bad debt
(unplanned or unmanageable)
Get a banker in to talk to the children?