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Module 8: Managing money across the curriculum. Managing money across the curriculum.
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Managing money across the curriculum • This module suggests opportunities to deliver activities relating to the ‘Manage money’ element of the numeracy component of the National Literacy and Numeracy Framework (LNF) across the Areas of Learning, curriculum subjects and other school initiatives. • Expectations for the response to each task should depend on the age, ability and experience of the learner, e.g. a discussion on what to do if you find money could be held at any age from reception onwards. The demands of the task, level of detail, age of the learner, range of vocabulary, etc. will all play a part in the planning/assessing of the specific skills involved. • The demand of the task in terms of literacy and numeracy skills needs to be matched carefully to the learners’ individual next steps. • The activities need to be part of long-term planning in order to ensure progression of skills as stated in the ‘Manage money’ element of the numeracy component of the LNF.
Manage money planner Ongoing task: Think about the opportunities in yourteaching to develop the following skills and add them to column 3 of the ‘Manage money planner’.
Manage money learning pack The learning pack consists of 10 modules. • Module 1: An introduction to financial education and where ‘Manage money’ exists in the national curriculum for Wales • Module 2: The teaching of money • Module 3: Are you a smart consumer? • Module 4: Using a bank account • Module 5: Managing your money – budgeting • Module 6: Managing your money – borrowing • Module 7: Managing your money – saving • Module 8: Managing money across the curriculum • Module 9: Foreign money • Module 10: World of work and enterprise
Across the curriculum This module looks at opportunities to develop financial education in the following Areas of Learning and subjects: • Language, Literacy and Communication Skills • Welsh • personal and social education (PSE) • mathematics • Knowledge and Understanding of the World/geography/modern foreign languages (MFL) • Knowledge and Understanding of the World/history • Creative Development/design and technology/art and design • religious education • information and communication technology (ICT) • careers and the world of work • additional areas – school banks, Healthy Schools Award, Eco schools Green Flag Award, Duke of Edinburgh, Welsh Baccalaureate, enterprise/fundraising.
Literacy component of the LNF When planning money-related activities in any subject area, consider the elements, aspects and expectation statements of the literacy components of the LNF for oracy across the curriculum, reading across the curriculum and writing across the curriculum.
Oracy across the curriculum Ideas for developing oracy skills: • Explore knowledge/understanding of financial vocabulary. • Discuss questions/dilemmas on matters involving money (seeManage money activity sheets: Scenario 1–19) • Suggest/decide/plan/explain possible fundraising projects/prices/profits etc. using relevant vocabulary. • Make a presentation for a business plan. • Discuss the meaning of sayings or phrases, e.g. a fool and his money are soon parted, break even, the best things in life are free. • Learners take it in turns to suggest something that’s cheap (or expensive) to buy. Or, alternate cheap/expensive/cheap/ expensive. Or, start cheap, and each person says something more expensive. (Ideas for questions – Which was the cheapest item? Can you think of something which costs less than that? Which was the most expensive item? Can you think of something which costs more?)
Play ‘Agree, Disagree, Don’t know’ Make a statement about money. For example: • Premiership footballers deserve their wages. • Learners should be supplied with free uniforms. • Everyone should work to receive money. • Everyone should donate to charity. • I always know how much money I’ve got. Learners can agree, disagree or be unsure. If unsure, can someone in the ‘agree’ or ‘disagree’ group help them decide? (Adapted from pfeg’s ‘Agree, Disagree, Don’t Know’ game, Learning About Money in the Primary Classroom, p.46)
Role play – Oracy skills Role-play areas are ideal for providing activities spanning many curriculum areas. Oracy and personal and social development are the obvious skills to develop. Literacy component LNF statements for oracy across the curriculum • Contribute to role-play activities using relevant language. • Adopt a role using appropriate language. • Adopt a specific role, using appropriate language in structured situations. • Keep in role and support others in role play. • Explore different situations through role play. • Explore issues and themes through role play. • Explore challenging or contentious issues through sustained role play. • Argue a convincing case using subject knowledge effectively, e.g. in role or debate. • Defend a point of view with information and reasons, e.g. in role or debate. • Sustain a convincing point of view, anticipating and responding to other perspectives, e.g. in role or debate.
Role play • A role-play area involving money gives learners opportunities to develop an awareness of the use of money and its value. Use real money where possible. • Ideas: • Consider having two role-play areas – one home related and one money related. • The learners ‘at home’ can discuss their needs, plan purchases, write a list, decide how to pay, count money, check bank balances, etc. before shopping. • In the commercial setting, learners can count, order, categorise, arrange displays, decide and write prices, carry out transactions, write receipts, etc.
Role play ideas involving money • Pirate island. • Post office. • Café/restaurant. • Garden centre. • Vet. • Santa’s grotto. • Bank. • Theatre. • Shop – there are many types to choose!
A selection of role-play shops recommended by teachers in Wales • DIY/builders’ yard. • Pet shop. • Local shop. • Toy shop. • Shoe shop. • Fruit and vegetable shop. • Pound shop. • Castle shop. • Prince and princesses shop. • Museum shop. • Hat shop. • Fancy dress shop. • Bookshop. • Seaside shop.
Role play talk • How do you know what things cost? • How does the shopkeeper know what prices to put on things? • What do you need to take when you go shopping? • How do you know what you will have to pay altogether? • What money will you give the shopkeeper? • Will you get any change? How much? • Where will you get money from? • What will you do if you don’t have enough money? • What does a credit card do? • Does anyone in your family write a shopping list before they go out? • Do they buy anything that is not on the list? • Does it matter if there are spelling mistakes on the list? • Why don’t you put things straight in your bag when you are shopping? • (Adapted from Money Counts, Financial Services Authority)
Role-play skills • Train a group of learners to use the role-play equipment properly. These ‘managers’ can then train the other learners. They may need to: • use the till correctly • decide prices • write labels clearly • record orders • write a receipt • keep a log of items sold • give change. • Idea: Have ‘cashiers’/ ‘accountants’ who count the money at the end of each day. (Have a laminated checklist ready, e.g. How many of each coin? How much money for each type of coin? How much money altogether?)
Prices • Negotiate prices with the learners. • They will usually choose from a range they are comfortable with. You can alter as they make progress, looking at the appropriate learner outcomes in the numeracy component of the LNF. • Ask learners to research prices (homework/internet). • This should naturally raise the issue of price differences across different shops.
Role play or debate ideas relating to money Consider the roles/viewpoints of people in a money-related environment. Ideas: • Sellers/buyers (e.g. small shops, supermarkets, wholesalers, local farmers, Fairtrade workers, markets, car boot sales, shoplifters, internet sellers, etc.). • Service providers (e.g. plumbers, childminders). • Managing a budget (e.g. family, young adult setting up home, school, school council, company, council). • Money lenders/borrowers (e.g. credit unions, banks, credit card companies, payday loan companies, doorstep lenders, friends or relatives).
Role play or debate ideas relating to money The roles/viewpoints of people in a money-related environment could lead to role play/debates on aspects of the following topics: • negotiating best price • wages • finding/making/losing money • budgeting • borrowing • saving • spending • profit and loss • investing • insurance • income tax.
Reading across the curriculum There are many books with a financial theme (see Resource 1: Booklist) These can be very useful when discussing emotional aspects related to financial responsibility (i.e. being aware that money and financial decisions are closely linked to value judgements and that they can impact, not only on the decision-maker, but also on their family and community).
Reading across the curriculum Ideas for reading materials: • Fiction – books, poems and nursery rhymes with a financial theme (see Resource 1: Booklist for suggestions). • Non-fiction – financial vocabulary, bank account/loan information, interest rates, glossary of financial terms, price lists, price labels, special offers, advertising, menus, etc.
Responding to what has been read Ideas: • Retell familiar money-related stories. • Relate information and ideas from a text to personal experience. • Predict what happens next in a money-related story. • Explain why characters in a money-related story may have acted in a particular way, e.g. spent money they found, gave money to charity, etc. • Understand financial terms (glossary). • Identify information from a text, e.g. fundraising event details, instructions on how to open a bank account, rates for borrowing money. • Use price comparison websites to decide where to buy items. • Research learners’ own enterprise ideas to decide which could be the most profitable.
Manage money activity sheet: Lost! Stimulus story – teacher copy
Manage money activity sheet: Lost! Stimulus story – learner copy
Writing across the curriculum Ideas: • Develop knowledge of specific money-related vocabulary. • Rewrite a money-themed story. • Make up a money-themed story, poem, drama, etc. • Create lists, e.g. shopping lists, price lists, wants and needs, items which are cheap/expensive, ways to get credit/make money. • Price labels. • Receipts. • Invitations, e.g. to fundraising events. • Letters, e.g. relating to fundraising events, requests for donations, thank you letters, etc.
Writing across the curriculum Ideas: • Make posters advertising money-related events/fundraising/special offers. • Record money spent/saved, e.g. fruit tuck shop, fundraising event. • Record profit/loss, e.g. fruit tuck shop, enterprise event. • Write money advice to others, e.g. money saving tips, obtaining credit. • Questionnaire to find out what learners would want to see/how much they’d like to pay at a fundraising event. • Instructions, e.g. how to open a bank account, how to find ‘best value’ prices. • Business plan for an enterprise event. • Savings plan for fundraising. • Report on a ‘money’ event held at school. • Writing to assess learners’ knowledge about money, e.g. What do you know about money? Where do people get money from? How could you get more money?
Welsh second language Consider setting up a shop/café (for real or in the role-play area) where items are labelled/priced in Welsh and learners are encouraged to speak in Welsh. Read a Welsh book with a financial theme (see Resource 1: Booklist). Where appropriate, topics related to jobs, shopping or money could include areas from the ‘Manage money’ element of the numeracy component of the LNF, e.g. a budget for a meal/shopping trip/stocking a café, special offers. Running a Welsh café or shop could provide opportunities to record profit and loss.
Personal and social education (PSE) Sustainable development and global citizenship activity ideas: • Global issues, e.g. inequality of wealth, Fairtrade. • Reduce, reuse and recycle. Active citizenship activity ideas: • Needs and wants relating to the rights of the child, e.g. needs and wants of a child in this country/other countries. • Involvement in decision-making, e.g. class/school council voting on how to use money raised, selecting items for school equipment from a budget.
Personal and social education (PSE) Health and emotional well-being activity ideas: • Personal feelings and sensitivity to others relating to money, e.g. losing/finding money, expecting money for birthdays. (This could be done through stories with a financial theme (seeResource 1: Booklist).) • Finances – know how to get support and advice on financial matters. Moral and spiritual development activity ideas: • Link with the social and emotional aspects of learning (SEAL)curriculum resource (http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/pseseal/primaryresources/?lang=en). • Discuss moral dilemmas involved in life situations related to money (see Manage money activity sheets: Scenario 1–19). • See role play/debate ideas (slides 19 and 20).
Personal and social education (PSE) Preparing for lifelong learning – discussion ideas: Learners to explore and understand: • the range of jobs carried out by people in their community (see Module 10) • that money is earned through work and can buy goods and services (see Module 10) • the importance of looking after their money and becoming competent at managing personal finances (see Modules 4, 5, 6 and 7) • the economic and ethical consequences of personal financial decision making as a consumer, e.g. Fairtrade (see Module 3) • that saving provides financial independence (see Module 7) • their rights as consumers (see Module 3) • their responsibilities in terms of managing a budget (see Module 5) • the importance of planning for their financial futures and how to access financial advice (see Modules 4, 5, 6 and 7) • enterprise projects (see Module 10).
Manage money activity sheets: Scenario 1–19 • The Manage money activity sheets: Scenario 1–19can be used to prompt a discussion – in pairs, small groups or as a whole class. • Consider using them for drama activities, including role play or debates based on the situations described in the cards. Learners can perform these scenarios to the class. This will prompt more talk, questions and ideas, and can lead to learners writing their own dialogue and simple play scripts. • Use them to stimulate ideas for stories, poetry and art. • Get learners to discuss and then vote for a particular standpoint, verbally justifying their decision. This can generate data which can be graphed and used in displays.
Manage money activity sheet: How do I choose what to spend my money on?
Mathematical Development/ mathematics Set mathematical problems in a real-life money-related context. For further resources and activities see: • Module 2: The teaching of money • Module 3: Are you a smart consumer? (percentages/fractions and special offers) • Module 4: Using a bank account (keeping a total) • Module 5: Managing your money – budgeting • Module 6: Managing your money – borrowing • Module 7: Managing your money – saving • Module 9: Foreign money (calculating foreign exchange) • Module 10: World of work and enterprise (calculating income tax).
Knowledge and Understanding of the World/geography/modern foreign languages Ideas: • School visits to a locality in another part of Wales or another country – Where age appropriate, involve the learners with calculating costs for the visit, e.g. transport, entry, setting a budget. – Before/after a school visit, consider a money-based role-play area that is related to the visit, e.g. a seaside shop, a castle shop, a museum shop, currency exchange. • Links with a school or child in another country,e.g. a twin school, a child ‘adopted’ via a charity – Compare needs and wants for themselves/a child in another country. – Fundraising for another school. Set a target amount to be raised in order to buy an item for the other school, e.g. water pump, school equipment, etc. Learners can be involved with counting, tracking and recording money raised, saved and the amount needed to reach the target. • Other countries – Look at price comparison for travel and accommodation to another country. – Be aware of foreign currency/exchange rates. – Set up a travel agent in role play area. – Set up a café/foreign currency exchange bureau and sell items using currency from other countries.
Knowledge and Understanding of the World/history Where appropriate, introduce aspects of money when looking at daily life at different times and places in the past, e.g. what was life like for rich and for poor people, for men, women and children under the following topics. • Houses. • Food and farming. • Transport. • Education. Ideas: • Research jobs and wages, lifestyles, prices, rationing, bartering. • The history of money – see ‘The history of money financial timeline’https://hwb.wales.gov.uk/cms/hwbcontent/_layouts/NGFLSolution/MaterialDescription.aspx?LearningMaterialId=39431&lang=en • See Manage money activity sheet: Money timeline and Manage money activity sheet: The story of money. • Clothes. • Celebrations. • Pastimes.
The history of money –financial timeline game www.hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/2009-10/maths/financial-literacy//financial-timeline/index.html
Creative Development/design and technology/art and design Ideas: • Design posters to encourage saving money or to advertise money-raising events. • Design a money box. • Design a new coin/note/money of the future. • When cooking, get the learners involved with buying the ingredients, looking at price comparison/value for money (see Spending Sense, Activity 4: Green peppers or Red Tomatoes, Resource 3).
Design an advert www.hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/2009-10/maths/financial-literacy//design-an-advert/index.html
Religious education Bible stories with a money theme: • The parable of the ten silver coins. • Jesus drives the moneylenders from the temple. • Zacchaeus the tax collector.
Religious education Lifestyle/rules for living • Sustainability. • Moral issues, right/wrong (see PSE ideas). • Zakat is a Muslim lifestyle choice where an individual donates a certain proportion of wealth each year to charitable causes. It is considered to be a personal responsibility for Muslims to ease economic hardship for others and eliminate inequality. • Riba (Arabic for ‘interest’) is forbidden in some religions. Specialist banks operate in accordance with religious beliefs.
Information and communication technology (ICT) Ideas: Find and analyse information • Find information using safe and suitable sources, e.g. price comparisons, financial advice. • Use spreadsheets to keep track of savings, spending, budget, profit and loss and display information using tables, graphs, etc. Create and communicate information • Use ICT for writing activities, e.g. posters/invitations for fundraising events, price lists, reports on fundraising events, presentations for a fundraising idea, etc. Link the ideas above with: • enterprise projects • raising a specific amount of money for a project/equipment • school fruit shop • budgets, e.g. class stationery budget, school trip, school council budget for playground equipment/garden/school library/etc. • discussing internet safety – the importance of using security when shopping online.
School banks Some credit unions run successful school banks with the help of learners. To find your local credit union go to s - Find www.findyourcreditunion.co.uk/home
Careers and the world of work See Module 10: World of work and enterprise
Healthy Schools Award Many schools are involved in the Welsh Network of Healthy School Schemes National Quality Award. Opportunities for money-related activities include: • reduce, reuse and recycle • Fairtrade initiatives, e.g. Fairtrade snacks, footballs, rugby balls, uniform made from Fairtrade cotton (seeModule 3: Are you a smart consumer? for more Fairtrade ideas) • cooking on a budget (See Spending Sense , Activity 4: Green peppers or red tomatoes) • school fruit shop, e.g. keep track of spending, saving, profit and loss.
