Financial Capability across the Curriculum

Talking and listening

Pupils should be enabled to:

• tell, re-tell and interpret stories based on memories, personal experiences, literature, imagination and the content of the curriculum e.g. tell a story about a time when they had fun without money and compare this to when a lot of money was spent ;
• participate in group and class discussions for a variety of curricular purposes  e.g. discuss the advantages and disadvantages of getting pocket money;
• know, understand and use the conventions of group discussion e.g. take part in a class discussion about how the class can raise money for charity.

Reading

Pupils should be enabled to:

• read, explore, understand and make use of a wide range of traditional and digital text e.g. use newspaper articles, internet sources to access information about the different standards of living in the world;
• use traditional and digital sources to locate, select, evaluate and communicate information relevant for a particular task e.g. use the Internet to compare the prices of goods in different supermarkets;
• begin to be aware of how different media present information, ideas and events in different ways e.g. understand the advertising used in shops to target children;
• represent their understanding of texts  in a range of ways, including visual, oral, dramatic and digital e.g. make a travel brochure including information on a range of  school trips;
• use a variety of reading skills for different reading purposes e.g. read budget sheets, shopping receipts and financial records.

Writing

• write for a variety of purposes and audiences, selecting, planning and using appropriate style and form e.g. write an advertisement which provides hints for other children on how to save money.

Money

Pupils should be enabled to:

• use the four operations to solve problems involving money e.g. compare the price of goods from different retailers, calculate percentage increase and decrease;
• discuss the value of money, how to keep money safe, ways in which goods can be paid for and the need for budgeting e.g. understand that there is a range of ways to save money;
• be able to plan ahead in terms of saving and spending money, prioritise spending with a limited supply of money, understand how to access best buys e.g. order the classroom requisition which will involve working in groups to discuss the needs of the class, prioritise spending, calculate best buys, fill in order forms and keep financial records;
• discuss foreign currency including the Euro e.g. talk about the currency used on a Summer holiday and how it is different to sterling.

Understanding Number and Number Notation

Pupils should be enabled to:

• count, read, write and order whole numbers e.g. Count quantities of money collected in school charity event;
• develop an understanding of place value up to two decimal places e.g. record quantities of money in decimal form.

Patterns, Relationships and Sequences in Number

Pupils should be enabled to:

• interpret, generalize and use simple relationships expressed in numerical, spatial and practical situations; understand and use simple function machines e.g. investigate the relationship between coins and notes, sort coins into money bags;

Operations and Their Applications

Pupils should be enabled to:

• engage in a range of activities to develop understanding of the four operations of number; appreciate the use of brackets; add and subtract with up to two decimal places; multiply and divide decimals by whole numbers; use these operations to solve problems e.g. use the four operations when calculating prices, budgeting and calculating profit when taking part in an enterprise programme.

Handling Data

Collecting, Representing and Interpreting Data

Pupils should be enabled to:

• collect,classify, record and present data drawn from a range of meaningful situations, using graphs, tables, diagrams and ICT software e.g. record their choice of healthy lunches for a week on a data collection sheet and compare the cost to an unhealthy lunch;
• design and use a data collection sheet; interpret the results; enter information in a database or spreadsheet and interrogate and interpret the results e.g. use a spreadsheet to collect data and calculate the profit made when selling a product;
• interpret a wide range of tables, lists, graphs and diagrams; create and interpret frequency tables, including those for grouped data e.g. interpret a shopping receipt identifying best buys and value for money.

Processes in Mathematics

Making and Monitoring Decisions,

Pupils should be enabled to:

• take increasing responsibility for selecting and using the materials and the mathematics required for their work e.g. using an imaginary budget , use the appropriate resources to plan for an improvement in the school grounds;
•  identify and obtain the information required for a task, suggesting appropriate sources to find the information e.g. use newspaper articles and the Internet to find out up to date exchange rates in order to convert sterling into euros;
• plan and organise their work e.g. plan and organise a school trip for the class using a limited budget;
• learning to work systematically e.g. use tables, spreadsheets and budget sheets to record the money collected in school;
• develop a range of strategies for problem solving, looking for ways to overcome difficulties e.g. decide how to spend funds within the classroom requisition.

Communicating Mathematically

Pupils should be enabled to:

• understand mathematical language and use it to discuss their work and explain their thinking e.g. use the terms credit cards, debit cards and store cards to talk about the concept of paperless money;
• compare their ideas and methods of working with others e.g. compare how they spend their money with others;
• interpret situations mathematically using appropriate symbols or diagrams e.g. use the symbols £, p,$, € when recording prices;
• present information and results clearly e.g. present the amount raised at a charity event in a clear and concise way using tables, spreadsheets etc.

Mathematical Reasoning

 Pupils should be enabled to:

• recognise general patterns and relationships and make predictions about them e.g. know how different currencies can fluctuate and the effect it can have on the price of sterling;
• ask and respond to open-ended questions and explain their thinking e.g. respond to the question ‘What do you think would be a fair price to charge for the school magazine considering all the costs involved?’;
• understand and make general statements e.g. know that if they saved money it will ‘grow’ i.e. understand the concept of interest;
• check results and consider whether they are reasonable e.g. check a calculation that they have used  to convert a currency.

Drama

Pupils should be enabled to:

• improvise a scene based on experience, imagination, literature, media and/or curricular topics e.g. ask the children to assume the role of the parents in a group activity where they negotiate the appropriate amount of pocket money a child should receive;
• describe and talk about real experiences and imaginary situations and about people, places, events and artifacts e.g. talk about how  people have to balance their needs and wants and prioritise their spending according to a budget;

Personal health and understanding

Personal understanding and health

Pupils should be enabled to explore:

• their self esteem, self confidence and how they develop as individuals eg use school based activities where a budget is given to gain experience of using money in a safe environment;
• how to sustain their health, growth and well being and coping safely and efficiently with their environment e.g. know how to look after money and be responsible with it.

Mutual understanging in the local and wider community

Pupils should be enabled to explore:

• human rights and social responsibility e.g. discuss where money comes from in school and how they can help to save money by not wasting school resources;
• causes of conflict and appropriate responses e.g. discuss various money scenarios which can cause conflict such as the child losing money or someone not giving money back;
• playing an active and meaningful part in the life of the community and being concerned about the wider environment e.g. developing an understanding of their roles and responsibility as consumers in society, examine the role of advertising at a local or global level.