Sholing Infant School
Money (measures)
Progression Guide
September 2014
Progression in the teaching of money at Sholing Infant School
At Sholing Infant School we recognise the importance of the role of teaching money within
both the mathematics curriculum and its impact upon pupils throughout their daily lives. At
Sholing Infant School we aim to provide pupils with early experiences of money that will form
the foundations of their financial lives and capabilities as they grow and develop.
Within the previous framework for KS1 Mathematics and the Early Years Foundation Stage, the
role of money was very limited, with no specific aims and objectives. With the introduction of
the National Curriculum 2014, money has been recognised as a key objective within the
Measurement programme of study.
At Sholing Infant School we recognise that in order to solve problems involving money, pupils
first need to be taught essential knowledge and understanding of the money system and how it
works before they can apply this to solving mathematical problems. This document is therefore
intended to set out the progressional steps needed in order for pupils to develop their
understanding of how money works and how this can be applied to their wider understanding of
mathematics.
The stages within this document have been designed to reflect progression across all year
groups. However, these may be adapted depending on the readiness of pupils and their prior
knowledge and understanding of money.
By the end of KS1 pupils need to be able to show their working out of all problems, including
those involving money. It is therefore important that pupils are given the opportunity to learn
skills for demonstrating their working out, and are able to show their mathematical „jottings‟
rather than becoming reliant on resources such as hundred squares or number lines when
calculating with money.
Good Websites to try-
Printable activities, games for laminating, price tags etcPrimarytreasurechest.com
Sparklebox.co.uk
Twinkl.co.uk
Interactive games for laptops
Mathszone.co.uk
Ictgames.com
Teaching money, activities, ideas
Childrensmoneyworld.com
http://www.teachingideas.co.uk/maths/contents_money.htm
Financial capability
http://www.pfeg.org/
http://www.moneysavingexpert.com/students/
Key objectives and possible supporting activities
Reception
Key Objective
N/A
Year 1
Recognise and know the
value of different
denominations of coins
and notes
Year 2
Find different
combinations of coins
that equal the same
amounts of money
Solve simple problems in
a practical context
involving addition and
subtraction of money of
the same unit, including
giving change
Year 3
Add and subtract
amounts of money to
give change, using both
£ and p in practical
contexts
Non-Statutory
The decimal recording
of money is introduced
formally in year 4.
Non-Statutory
They read and say
amounts of money
confidently and use the
symbols £ and p
accurately, recording
pounds and pence
separately.
Using Money
in Play
Opportunities
to play with
and handle
money, within
role-play (e.g.
shop) and
other play
contexts
Use money in the
context of play.
Talk about things they
would like to spend
money on.
Recognise coins in
everyday use.
Carry out simple
practical “shopping”
activities using coins
within 10p requiring no
change using:
• 1p and 2p coins.
• 1p, 2p and 5p coins.
Appreciate
relationships between
coins up to10p, eg by
playing games.
Recognise and use
banknotes in shopping
transactions and games.
Understanding
money
Knowing what
each coin looks
like,
understanding
the value each
coin represents
and how this is
not related to
the size of the
coin, exchange
and the
relationship
between coins
linked to place
value, counting
coins linked to
knowledge of
multiplication
tables and facts
Understand the idea of
exchanging goods for a
token/money, eg in the
role-play shop.
Recognise coins in
everyday use.
Begin to understand
that coins have their
own value, e.g. with
number of dots on a
token.
Recognise all coins and
that the number on
them shows how much
the coin is worth
(value).
Know that the size of
the coin does not
determine the value
Talk about ways we can
pay for goods eg cash,
cheque, credit/debit
cards.
Sort coins in a variety
of ways, value, colour,
size, origin (e.g. Euro,
GB)
Carry out shopping
activities with money
values up to £1 then
beyond:
• no change;
• with change
Carry out shopping
activities with money
values up to £1 then
beyond:
• no change;
• with change
Write out receipts for
transactions
Write out receipts for
transactions
Recognise and use
banknotes in shopping
transactions and games.
Recognise and use
banknotes in shopping
transactions and games.
Understand the value of
each coin (linked to TU)
and the relationships
between coins up to £1.
Discuss how different
countries use different
coins and notes
including the use of the
Euro.
Begin to understand the
value of bank notes and
their equivalence to
pound coins (linked to
HTU).
Explore different ways
of finding the value of a
collection of coins (e.g.
by sorting into
multiples, counting and
applying known facts).
Calculating
with money
Calculating
with money
including
addition,
change
(subtraction),
notation, and
showing
working out
(jottings)
Begin to understand
the concept of buying
more than 1 item and
adding the prices to
create a total to pay,
e.g. buying 2 items and
paying with 2 pennies.
Represent the total
value of a coin using
magic buttons
Begin to count small
quantities of coins to
reach a total, e.g.
amount of 1p coins in a
purse
Begin to calculate small
totals of coins in a
purse up to 10p, e.g.
using 1p, 2p, 5p coins,
linked to magic buttons
for addition of totals
Begin to represent a
total amount using 1p
coins, e.g. making the
amount on a price tag
using coins.
Begin to use the correct
notation of money- p.
Financial
capability
Financial
capability is
growing in
prominence,
particularly in
the current
„debt‟ culture of
borrowing and
credit. It is
important to
begin teaching
children how to
be responsible
with money
from an early
age in order to
lay the
foundations of
financial
capability,
particularly to
prepare for
secondary
education and
beyond.
Talk about why and how
we should keep money
safe.
Talk about ways we can
pay for goods eg cash,
cheque, credit/debit
cards.
Investigate ways of
making different
amounts of money up to
£1
Investigate amounts of
money up to £1.00 using
the least/a specific
number of coins.
Calculate using addition,
subtraction, and simple
multiplication and
division, eg shopping
Calculate using addition,
subtraction, and simple
multiplication and
division, eg shopping
Carry out shopping
activities and games
requiring giving change
Show their working out
and jottings when
solving money problems,
bills to at least £1
Explore ways of paying
an exact amount of
money using different
coins
Investigate how to
spend a specific amount
of money, e.g, up to 50p,
in two or more ways.
Use the correct
notation of money- p
and £.
Talk about ways of
keeping money safe, eg
Discuss other ways of
keeping money safe, eg
Share ideas on possible
ways of spending pocket
money.
Consider a variety of
ways in which to spend
money.
Discuss the importance
of saving money instead
of spending it all at the
same time, e.g. spending
pocket money.
Begin to understand the
importance of saving
money instead of
spending it all at once,
e.g. within the context
of having a budget
(affording what they
want but still with
enough left for
important costs, e.g.
food, bills).
by giving it to a
responsible adult or
locking it away.
Begin to talk about the
value of money and the
cost of different items.
by putting it into a
bank, building society or
post office.
bills to at least £10.
e.g. by drawing coins,
jottings inc.
multiplication facts.
Estimate costs by
rounding to the nearest
10p/50p/£1.
Use the correct
notation of money- p
and £.
Begin to write down
transactions such as
deposits and money
withdrawn in a cash
register. This will teach
them to know how much
money is actually in the
savings account.
Begin to compare prices
when shopping in order
to know how to find an
item for the best price
possible.