Financial Capability across the Curriculum

Talking and listening

Pupils should be enabled to develop knowledge, understanding and skills in:

• Attention and listening skills e.g. listening to rhymes on the subject of money (‘Five Currant Buns’ or ‘Christmas is Coming’);
• Social use of language e.g. know how to ask for something in the classroom shop during structured play;
• Language and thinking e.g. discuss why we raise money for charity;
• An extended vocabulary e.g. use appropriate vocabulary to describe money i.e. pence, pound, pay, change, coins etc;

Writing

Through modeled, shared and guided writing sessions pupils should be enabled to:

• understand that writing is a means of communication and can be used for different purposes e.g. making signs with prices in a shop, names of products etc.

Understanding Money

Pupils should be enabled to:

• use money in various contexts e.g. use money in structured play, be able to buy fruit/milk etc on shop trips;
• talk about things that they want to spend money on e.g. explore the best way to spend 10p on a fun day;
• understand the need to pay for goods e.g. use role play to explore the need to pay for goods;
• become familiar with coins in everyday use e.g. sort coins into different denominations;
• talk about different ways we can pay for goods e.g. use debit or credit cards in structured play within the classroom shop;
• use their number skills within shopping activities e.g. visit the local supermarket to buy the ingredients for a school picnic.

Understanding Number

Pupils should be enabled to:

• count a variety of objects e.g. count out change in one penny pieces;
• carry out simple mental calculations e.g. calculate change from 10p in the classroom shop;
• develop an understanding of one-to-one correspondence e.g. count out a group of one penny pieces from their hand.

Counting and Number Recognition

Pupils should be enabled to:

• count in the context of number rhymes, jingles and stories e.g. learn money related rhymes;
• explore numbers relevant to their everyday lives e.g. discuss the numbers which appear on coins and the price of items in the classroom shop;
• extend activities to include counting in 2s, 5s and 10s e.g. count up in 2p, 5p and 10p.

Patterns and Relationships

Pupils should be enabled to:

• match objects in real contexts e.g sort and match coins, show that 10 pennies are the same as 10p;
• investigate the relationship between addition and subtraction in practical situations e.g. using coins to find the total of two items in the classroom shop and calculate the change that they will receive.

Drama

Pupils should be enabled to:

engage in dramatic play to extend learning, e.g. children should have opportunities to:

• assume roles during dramatic play (pretend to be the shopkeeper/customer during structured play); and
• see the teacher in a role (buy items from the teacher in role-play situations).

Personal health and understanding

Pupils should be enabled to explore:

• themselves and their personal attributes, e.g. understand what they like to spend their money on; and
• their own and others feelings, e.g. discuss the consequences of someone losing money and how that makes them feel.

Mutual understanging in the local and wider community

Pupils should be enabled to explore:

• their responsibility for self and others, e.g. talk about how they can keep their money safe;
• similarities and differences between groups of people, e.g. understand that everyone makes different decisions about how they spend money; and
• learning to live as a member of a community, e.g. take part in a school saving scheme, visit a local supermarket to buy items for the classroom.