learning about money primary assessment ideas
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44 page brochureTRANSCRIPT
Learning About MoneyPrimary Assessment Ideas
About pfegpfeg (Personal Finance Education Group) is anindependent charity helping schools to plan andteach financial education that is relevant to students’lives and needs. Our mission is to make sure that allyoung people receive financial education that givesthem the skills, knowledge and confidence in moneymatters to enable them to thrive in society. pfegprovides free support and resources to schools andcampaigns for consistent, high quality financialeducation for children and young people across theUK. We are not affiliated to any one organisationand do not market or sell any financial products orservices. For more information visit www.pfeg.org
About HSBC Bank plcHSBC is one of the world’s largest banking andfinancial services organisations. It serves 16.1 millioncustomers in the UK and employs approximately52,000 people. HSBC Holdings plc servescustomers worldwide from around 7,500 offices in87 countries. HSBC considers investment ineducation and conservation of the environmentessential to the planet’s long-term health andprosperity, and these key areas form 75% of thegroup’s charitable donations. In 2010, HSBCdonated in excess of £80 million to communityprojects worldwide, with half of all donationsdedicated to educational projects. For moreinformation visit www.hsbc.com/sustainability.
About What Money MeansWhat Money Means – a groundbreaking five-yearproject established in 2007 – was designed todevelop the financial capability of primary children,from Reception to Year 6, by providing high-qualitytraining and resources for teachers. This has beenachieved through:
• working in partnership with 648 teachers and 34local authority teams across England to integratepersonal finance education across the curriculum,benefiting an estimated 23,200 pupils
• supporting 695 trainee teachers in two largeteacher training institutions – Edge Hill Universityin Lancashire and Shropshire, and RoehamptonUniversity in London
• developing around 50 lead teachers who can trainother teachers in their own and neighbouringschools, and across local authority boundaries
• helping children connect what they learn in theclassroom with life outside school by training1110 HSBC volunteers and facilitating theireffective partnerships with teachers
• spreading good practice throughout the teachingcommunity with a series of publications andresources requested by 4665 schools across the country.
pfeg
Fifth Floor14 Bonhill StreetLondon EC2A 4BX
T 020 7330 9470 / 0845 241 0925F 020 7374 6147 / 0845 241 0926E [email protected] www.pfeg.org
www.twitter.com/pfeg_org
1
ContentsHow to use this resource 3
Introduction 4
Assessing personal finance education 5
Teacher ObservationRole play in shops and cafés Reception and Year 1 6Table top shop Year 2 8Enterprise challenge Year 6 10
Giving AdvicePercy the Penguin’s money box Reception 12Katie Morag in conscience alley Year 2 14Can you help Alan? Years 3, 4, 5 and 6 16
Sorting and OrderingSize versus value Year 1 18Matching money shadows Year 1 20Keeping money safe Years 2 and 3 22
Draw and WriteWhere does money come from? Years 1 and 2 24What would you do with £20? Year 3 26Paying without cash Years 3, 4, 5 and 6 28
Records and DiariesSimple bank records Year 2 30My money diary Year 3 32
Words and QuestionsGrowing a money tree Year 2 34I wonder why…? Year 5 36
Mind Maps Double your money Year 5 38
Learning About Money PrimaryPlanning FrameworkThis framework is divided by age range – Early Years Foundation Stage, Key Stage 1, Lower KeyStage 2 and Upper Key Stage 2 – and by four coreareas of learning:
• How to manage money
• Becoming a critical consumer
• Managing risk and emotions
• How finance plays an important part in people’s lives
Each core area maps out the key personal financeknowledge, skills and attitudes relevant to thespecific age range.This is not designed to a be arigid plan, and teachers may choose to use ideasfrom other age ranges depending on the needs ofthe children in their class or school.
What Money Means in Action DVD
This short film shows some of the lively and creativeclassroom practice developed through the WhatMoney Means project, and can be used as anintroduction to the topic to inspire teachers. It is splitinto sections which can be used on their own ortogether for CPD by schools or other bodies.
Online resourcesIn this book you will find references to resourceswhich are online. To find these, follow the link onthe page under the online icon.
3
How to use this resource This publication is part of a resourcethat comprises four elements:1. Learning About Money Primary Assessment Ideas
– this book
2. The Learning About Money Primary Planning Framework
3. A DVD, What Money Means in Action
4. Learning About Money in the Primary Classroom
Learning About Money Primary Assessment IdeasThis book is intended to help teachers assesspersonal finance education. It contains a range of teacher-led assessment tasks and examples of pupils’ work generated in primary schools across England. The materials include work withpupils throughout the primary age range, and across a range of curriculum subjects and cross-curricular topics.
Learning About Money in the Primary Classroom
The book is divided into five sections:
• Getting started – a quick guide to how toimplement personal finance education
• Classroom activities – practical activities andteaching strategies for pupils of different ages
• Curriculum subjects and dimensions – howpersonal finance can enhance different subjects
• Whole-school and other approaches – personalfinance initiatives across the whole school,involving pupils, parents and volunteers
• Continuing professional development (CPD) –ideas for staff development
The recent economic crisis has proved that a solidgrasp of money matters is essential to the well-beingof individuals, families and communities. Budgeting,bank accounts, credit cards, income tax – we are allfaced with complex financial decisions and need toknow how to make the right choices. Young peopleface particular challenges, from spending and savingtheir pocket money, using the credit on their mobilephone, buying items on the internet to taking outstudent loans.
Schools have to provide a curriculum that preparesall pupils for the opportunities, responsibilities andexperiences of life. Developing the financialcapability of children as they move towardsadulthood is an important part of this. A school’scurriculum needs to include a planned programmeof personal finance education. In primary schools itcan be delivered through a range of subjects,including personal, social, health and economiceducation (PSHEe), mathematics and English. TheWhat Money Means publication Learning aboutMoney in the Primary Classroom contains a wealthof classroom activities and whole-school approachesthat teachers can draw on as they plan and developtheir programmes.
Financial education can be summarisedwithin four related themes:
How to manage money
Including:• Uses and functions of coins, notes, credit and
debit cards, and foreign currency• Budgeting, borrowing and debt• Using and interpreting financial information
and records
Becoming a critical consumer
Including:• Influences on the choices we make about how we
spend our money • Weighing up needs and wants• Using information to get best value for money
Managing risk and emotions
Including:• Feelings about having, spending and
losing money• Saving and borrowing• Insurance and avoiding financial scams
How finance plays an important part in people’s lives
Including:• Where money comes from and how money
is earned• The role of charities • Pensions and saving for retirement
The Learning About Money Primary PlanningFramework which is part of this resource containsmore detail to help you plan for personal financeeducation in the classroom.
Introduction
4 For more information go to www.pfeg.orgDavid Parry/RedEye
5
Assessing personalfinance educationThis book is intended to help teachers to assesspersonal finance education. It contains a range of teacher-led assessment tasks and examples of pupils’ work generated in primary schools across England. The materials include work withpupils throughout the primary age range, and across a range of curriculum subjects and cross-curricular topics.
They show that:
• learning about money can be very motivating forpupils, and that some know a surprising amountabout money, whereas others of the same agehave a much less well developed understanding
• children understandably have manymisconceptions about money and gaps in theirknowledge, so it is important to establish abaseline of what children already know, in orderto set future learning goals that enable themmove on and achieve more
• assessment methods that are used elsewhere inthe curriculum, such as teacher observation andkeeping a diary, can be successfully applied topersonal finance education
• practical, formative assessment tasks can beintegrated into day-to-day teaching and learningin order to check that children have learned whatwas intended, establish how they haveprogressed and identify any unexpected learning.
We hope the materials provide both practical andinspiring assessment ideas for your classroom,illuminate and inform your own practice andstimulate discussion between you and yourcolleagues. However you use these materials, it isimportant that the assessment of personal financeeducation follows the same processes and goodpractice for assessment generally, which include:
• being clear about the focus of the assessment,regardless of where the learning may take placewithin the curriculum; the Learning About MoneyPrimary Planning Framework can be used toidentify specific learning objectives for personalfinance education
• selecting just one or two learning objectives toassess through one assessment task, creatingclear assessment criteria, and making sure theassessment task gives pupils the opportunity toprovide appropriate evidence
• asking pupils to give reasons ‘why’ or use theword ‘because’ as part of the assessment task inorder to collect information about attitudes, aswell as knowledge and skills
• differentiating the learning activity to suit theabilities of all pupils, and making appropriatechanges to the assessment criteria, and theassessment task itself if necessary, so that pupilsat all levels have the opportunity to demonstratetheir learning.
Teacher’s observation
of Pupil A (Reception)
At café read out prices on the
menu. Typed prices into the till,
pressed the add button and total.
Told customer they owed 7p. (Can
you give me 7p?) Gave me 1p, 1p, 1p,
1p, 2p and 1p. (What is a receipt
for?) So they know they have paid.
6 For more information go to www.pfeg.org
Role play in shops and cafésThe Reception and Year 1 classroom at Willow LaneCommunity Primary School in Lancaster always has arole play area with a supermarket, café, launderette,and telephone booth for ordering a taxi.
All the pupils have the chance to spend money, andto be in charge of the shop or café. They create themenus and give each item a price, take orders fromtheir customers, make shopping lists and write outreceipts, and even leave tips in the café.
This gives the teacher plenty of opportunity toassess the pupils’ learning through observation and questioning, recording their achievements onpost-it notes. Learning through play allows thepupils to explore different coins, to try totting uphow much things cost, and experience receiving and giving change.
Learning objectives to be assessed
•I know we can use money indifferent places and fordifferent things
•I can choose coins to use
Assessment criteria
Children who areshopkeepers will:
•Tell the customer the priceof items/services for sale
•Use the cash register tostore customers’ money
•Write out a receipt andexplain what it is for
•Know the value of 1p and 2p coins
Children who are customers will:
•Know they have to pay foritems they want to buy
•Choose the correct coins (1p and 2p) when paying foran item and give them to the shopkeeper
Teacher’s assessment This pupil has above-average ability andhas learnt in the role play area thatthere are lots of different places theycan use money. She understands prices,receipts and the value of 1p and 2pcoins. Her next challenge is to look atcoins with bigger values and differentforms of money and ways to pay, e.g.bank cards.
For activity ideas see Let’s Play Shops onpage 20 of Learning About Money in thePrimary Classroom.
You can see the pupils playing in WillowLane’s shop and café on the DVD.
7
Teacher's observation
of Pupil B (Year 1)
Took items from the shop to the
till. Got money ready to pay. Looked
carefully at the coins and offered
some to the shopkeeper but they
didn’t match with the price. How much
do you need to pay? Gave me all the
coins in his hand.
Teacher’s assessment This pupil really enjoyed the role play area.He clearly understands he needs to pay foritems he wants to buy but has not graspedthe value of the coins. He has lower thanaverage ability and English as an AdditionalLanguage. The language barrier is making it a slow process. I need to help this child tocontinue interacting with other pupils,handling 1p and 2p coins and recognising their value.
Classroom DVD
Reception and Year 1
Teach
er Observation
8 For more information go to www.pfeg.org
Table top shop The Year 2 teacher at Wilbarston C of E PrimarySchool in Market Harborough wanted to assess theability of the pupils to choose sensible calculationmethods to solve whole number problems. She alsowanted to create a practical, real-life scenario usingmoney, so she set up a table top shop to set thescene for a short role play.
The pupils paired up. One became the shopkeeperand the other the customer, and each pair was givensome coins and a price list. The customer had tochoose an item to buy and hand over enoughmoney to the shopkeeper, who would give thecustomer change if they had overpaid. The teacherobserved the role plays and asked open-endedquestions to inform her judgement of what thepupils knew and understood.
Learning objectives to be assessed
•I can recognise and choose the correct value of coins and notes to use and calculate change
Assessment criteria
Children will:
•Choose the correct coins to buy the item, i.e.exact amount
•Choose coins to overpay for the item
•Work out change (higher-ability)
Pupil A (customer)
Pupil A Please can I have a box of cornflakes?
Shopkeeper That’s £2.34 please.
Pupil A Here is £2.50.
Shopkeeper Here’s your change. (hands 16p to pupil A)
Teacher Is that right? (to pupil A)
Pupil A Yes, 16p.
Teacher Why did you pay for thecereal with £2.50?
Pupil A Because it was quicker tofind £2.50 than £2.34because that has more coins.
Teacher Can you show me how you might pay for thecereal using the exactnumber of coins?
Pupil A £2, 20p, 10p, 2p and 2p
Teacher’s assessment This pupil met all the success criteria. She is higher than average ability within the class. She identified the right coins to overpay for her cornflakes, and checked her change correctly, and when prompted she could make the exact amount with other coins.Pupil A can move onto larger sums ofmoney by choosing items that cost over £5and giving the shopkeeper the exact amountin notes and coins, and then paying with a £10note instead and working out the change.
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Pupil B (customer)
Pupil B Please can I have a box ofchocolate biscuits?
Shopkeeper They are £6.00
Pupil B Gives the shopkeeper £2, £2 and £2.
Teacher What other way could you pay?
Pupil B A £10 note.
Teacher Anything smaller?
Pupil B With a £5 note.
Teacher What else would you need to make £6?
Pupil B A £1
Teacher’s assessment This pupil has met most of the successcriteria. She is lower than average abilitywithin the class. She knew two ways ofmaking £6 using coins, and coins and anote. She also knew how she could overpaywith a £10 note.
I also observed her in another role playthat involved working out change. She couldonly work with round amounts like 50pwhen giving change, and when the amountspent was close to the amount paid. Ialso heard her converting pence to poundsand pounds to pence, and explaining when touse the £ and p symbols.Pupil B needs to continue calculatingchange, possibly using a number line towork with amounts in tens and units, e.g.62p. She could count on to find thedifference and therefore the change.However, whilst this pupil is considered to be lower-ability in maths she has a very good knowledge of money.
Year 2Teach
er Observation
10 For more information go to www.pfeg.org
Enterprise challenge At Gravel Hill Primary School in Bexleyheath Year 6pupils raise money throughout the year for theirannual day trip, which is too expensive for manyfamilies to totally fund themselves. Recently theyhave also begun fundraising for other special eventsacross the school, including the school choir’s visitto the 02 Stadium in London.
One group of girls had conducted some marketresearch with parents and designed a small range ofbags to sell at the Christmas Fair. The group was sosuccessful that they decided to keep the businessgoing for the rest of the year.
Their teacher sat down with the group and askedthem about what they had done and what they hadlearnt from the experience. It was a greatassessment opportunity, but the only difficulty waskeeping them on track – most of them were so keento talk about the success of the scheme that theychatted for much longer than planned. However,one pupil was reluctant to speak, and on reflectionthe teacher also decided to set a written assessmentto provide a record of evidence for all the pupils.
Learning objectives to be assessed
•I am beginning to understand how and whysome of the money we earn supports thewider community
•I know how to keep and interpret basic financial information
Assessment criteria
Children will:
•Know how the money they have raisedbenefits other people in the school
•Know how the money they raised wascollected and recorded
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"We persuaded customers to buy our items that we
made. (How?) We had a stall and we said, ‘Come over
here, come and look.’
We took orders and people paid when they got a bag.Then we started making bags to order that peoplewanted. Different designs.
We were raising money for special occasions across the school.
We’re going to raise money for other things. We thought weshould raise money for other classes not just Year 6.
We wanted £50 but we got loads more. (How much?) Was it £80?(asks others). Yes £87.
We all had a go at counting the money. I wrote down the ordersand then crossed them off in my book when we got the money."
Understands that her actions have supportedthe school choir’s visit to the O2.
Aware of helping others through fundraising,making it fair to the school community.
Kept records of orders, amounts taken,counted the cash.
For more information abouthow personal finance educationfits in to enterprise see page 48of Learning About Money in thePrimary Classroom.
Teacher’s assessment
This pupil has lower than average ability
for her age but she is a confident speaker
which her literacy levels don’t reflect.
She expressed herself very well in the
assessment. Her next challenge is to look
at the costings in more detail, work out
the profit and compare the budget for
the business with family budgeting.
Transcript of conversation with pupil Year 6Teach
er Observation
Classroom
Love from Aunt ArcticKeep this money safe. Don t lose it before you spend it
.
Love from
Aunt ArcticKeep this money safe.
Don t lose it before
you spend it.
12
Percy the Penguin’s money box
Learning objectives to be assessed
•I can choose a safe place to keep my money
•I understand money has value and needs tobe taken care of
•I can describe the way money makes me feel
Assessment criteria
Children will:
•Know the consequences of losing money,e.g. Percy won’t have any to spend, he willfeel upset
•Name a money box as a safe place forkeeping money and say why
The Reception teacher at Gravel Hill Primary Schoolin Bexleyheath introduced an activity about keepingmoney safe by using Percy the Penguin, a puppetwho makes regular appearances in the classroom.
Percy told the children it was his birthday. So farhe’d been ice-skating with his friends, blown out all the candles on his birthday ‘fish’ cake, and hisauntie, Aunt Arctic, had given him some money as a present (the teacher showed the children somecoins). Inside his birthday card, Aunt Arctic hadwritten ‘Keep this money safe. Don’t lose it beforeyou spend it’.
The teacher then led a class discussion around the following questions:
• What does ‘spending money’ mean?
• Where do you keep your money when you go shopping?
• Where do you keep your money at home?
• What does ‘keeping money safe’ mean?
• Why should you keep money safe?
• Where can you keep your money safe? e.g. moneybox
• What might happen if you don’t keep your money in a safe place?
• What will happen if you lose your money?
• How will you feel if you lose your money?
Afterwards the pupils drew pictures of a money box for Percy the Penguin and the teacher invitedindividual children to give Percy advice aboutkeeping his money safe. This assessment methodallowed the children to talk about money in relationto a fictional character rather than from personalexperience. The children responded well to beingthe ‘experts’ whose advice was being takenseriously by Percy.
The teacher operated the puppet. Percy whisperedeach question into the teacher’s ear, which theteacher then repeated to the pupil. A teachingassistant noted down their comments.
Love from Aunt ArcticKeep this money safe. Don t lose it before you spend it
.13
The following evidence comes from two pupils with higher than average ability within the class. Both sets ofresponses are valid even though they have given Percy different advice.
Why does Percyneed to keep hismoney safe?
What willhappen if Percyloses his money?
Could Percykeep his moneyin a cup?(teacher holdsup a plastic cupon her desk)
Is there a saferplace wherePercy can keephis money?
Pupil A Pupil B
If you lose your money and you tryand find it and you don’t find it you’llhave nothing to buy.
You’ll be sad Percy. Don’t do it.
Yes. If you have a cup and it’s openedup and you can put money in and itwon’t come out.
In a money box.
So it doesn’t fall out.
It will come out and he won’t have itanywhere.
It has no lid. If you put lots of moneyin it might fall over and the moneywill fall out.
In a box with a lid. If you put it on, itwill be safe and no money will fallout. It has to be a metal piggy bankso the mice won’t get holes in it.
Teacher’s assessmentVery secure about how to keep money safe,detailed advice about the plastic cup and amoney box. Advice to Percy about why heshould keep his money safe doesn’t extendbeyond the money being lost. Hasn’t advisedPercy about the consequences.
I need to question this pupil further aboutthe consequences if money is not keptsafe. What do we use money for? Whathappens if we lose our money?
For activity ideas see Using Puppets onpage 62 of Learning About Money in thePrimary Classroom.
Teacher’s assessment
Knows money is valuable and is used to buy
things. Also knows some of the
consequences of losing money, including how
it will make Percy feel. Less advice about
how to keep money safe and didn’
t offer any
reasons why a cup may not be a s
afe place.
I need to question this pupil furthe
r about
the range of ways money can be
kept safe,
and which are the safest in differe
nt
circumstances, e.g. at home, shopping. Set
up a bank in a role play ar
ea.
Reception
Givin
g Advice
Classroom
14 For more information go to www.pfeg.org
Katie Morag in conscience alley The Year 2 class at Long Ditton Infant and Nursery School in Surbiton were involved in a cross-curricular unit of work (geography andliteracy) that used the Katie Morag series of books as a focal point.
Katie lives on the fictional Isle of Struay in the Highlands of Scotland. She lives at the island’s shop and post office, where her parents work, and often helps out her grandmother, Grannie Island, who has a small farm. Kate also has another grandmother, Gramma Mainland, who lives on the Scottish mainland.
One day Grannie Island asks Katie to go to the shopfor her because she is so busy on the farm. On theway Katie stops to play on the beach, leavingGrannie’s £10 note under a stone. When shereturns, the money has gone.
• Has Katie been responsible with the money?
• How should Katie have looked after the money?
• What are the consequences of losing Grannie’s £10?
• What could Katie do to solve the problem?
Learning objectives to be assessed
•I can choose different places to keep mymoney safe and explain why
•I am beginning to understand theconsequences of losing money or having itstolen and how it might make me feel
Assessment criteria
Children will:
•Suggest ways for Katie Morag to keep hermoney safe in the future, e.g. in a purse or bag
•Describe how Katie feels about losing money, e.g. upset, sad
For activity ideas using stories and poetry see the section about English on page 44 of Learning AboutMoney in the Primary Classroom.
Classroom
After a series of activities and discussion to explorethese questions the teacher asked the children togive Katie some advice which they wrote down on apiece of paper. The children then stood in two linesfacing each other, forming an ‘alley’. The teacherpretended to be Katie, walking through the alley,while the pupils read out their advice as she walkedpast each one.
Pupil A - She will feel bad becauseGrannie Island gave it to her andit’s her thing and she’s lost it.
Pupil B - Bad... she won’t be ableto buy anything.
Pupil C - Grannie Island could get angry.
Pupil D - Sad... you can’t spend it.
Pupil E - You can’t buy somethingyou really want.
Teacher’s assessment
Only pupils A, B and D named a feeling.
Pupil C has suggested how Granny
Island, not Katie, would feel but she
may be thinking about Katie in that
she may be the subject of Granny
Island’s anger. Pupil E has suggested
a consequence of losing money, but
not a feeling. The next steps for all
pupils to explore their feelings
further using wider vocabulary.
Teacher’s assessment All the pupils have met theassessment criteria. I will follow upwith Pupil A to check her reasoningfor suggesting a bucket. This maycome from personal experience,probably relating to seeing charitycollections at school, but it isn’t avery practical solution for keepingpersonal money safe. Pupil’s D’sresponse also needs investigating. ‘Inher hand’ is a safer place than under astone (where Katie left the £10) butdoes she know any safer places?
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Pupil A - Take a big bucket with you and put a lid on it.
Pupil B - Put it in a wallet and put thewallet in her pocket.
Pupil C - Put it in a handbag and if you have a purse in there put it in there.
Pupil D - Keep it in your hand really tight.
Pupil E - You could get a wallet or apurse and then you could put themoney inside there and then makesure you put it in a safe place likeyour pocket, then you can get it outwhen you have got to the shops.
How should Katie keep the money safe next time?
How will Katie feel if she loses the money again?
Year 2Givin
g Advice
Teacher’s assessmentYear 4 Pupils know the link between work andmoney but need to learn about differentways of making money so they can giveAlan more ideas. Find out if pupils thinkbreaking into a bank is sensible/realistic.Wasn’t expecting advice on how money isactually made but to be fair, it didanswer the question!
16 For more information go to www.pfeg.org
Can you help Alan? Hayes Park Primary School in Hayes has created afictional school character called Alan who often askspupils for help when he gets into trouble or facesproblems he can’t solve. Alan interacts with thepupils through ‘Fronter’, the school’s ManagedLearning Environment.
Pupils can log on at school or at home and write asmuch or as little as they like. They really enjoy usingthe online learning platform, and are generally verymotivated to help Alan because they are the‘teacher’ rather than the learner. Last year Alan wasbeing bullied and the pupils gave him advice aboutwhat to do and who to go to for help.
Teachers at the school wanted to find a starting pointfor personal finance education, focusing on thelearning outcome: ‘I know we get money in differentways, e.g. earn, win, borrow, find, pocket money’.
So Alan came to the children with a new problem –he needed some money but didn’t know where toget any. In a five-day period, 80 children from acrossKey Stage 2 replied to Alan, giving him a range ofadvice. This gave the school a good indication ofknowledge and understanding within the yeargroups, in a format that teachers could easily access and sort through.
Collectively the responses helped teachers to planfuture learning. Any misconceptions or commentsthat were a cause for concern were followed up withindividual pupils. Some of the responses highlightedhow important it is to get the wording of thequestion right. A range of questions could be usedin the future, created for specific year groups.
Teacher’s assessment
Year 3 Some know about earning money
through having a job. Build on this by
making links between earning money
for themselves (personal) and school
enterprise (business) activities, e.g.
Christmas Fair, selling produce from
vegetable garden.?
Don’t wasteyour money onstuff you don’tneed!!!!!!
You can geta job andwork hard.
You can find a job like a
postman, binnman, engineer,
salesman, piolet, policeman,
docter, nurse or a fireman.
You ca
n brea
k
into a
bank
or
mint o
r you
could
get a
good j
ob.
You could put up a
lemonade stand on a
very hot day a when
people come by they
might by it e.g 50p
per cup
The money is made by
special machines in the
bank which calve them
into coin shapes and the
paper money gets printed
and to earn money you
can get a job.
Money is given in
jobs where your mum
or dad works.
How do I make money?
Teacher’s assessmentYear 5 Pupils understand money comes fromwork. Look at the lottery/gamblingand different types of jobs. Explorethe difference between regularsources (job, pocket money, chores)and irregular sources (birthday money,winning something) of money.
Teacher’s assessment
Year 6Most pupils have given a range of
suggestions
to Alan and clearly know earning money is
related to work and effort. Some ideas are
better than others. Explore voluntary work
and lottery/gambling. Work with the class to
prioritise the ideas and look at realistic earnings.
Link this to the World of Work activities that are
planned for the end of the year as preparation for
transition to secondary school.
17
Get a job
or
talk to yo
ur mum
and dad ab
out
pocket mon
ey.
You could always
do some jobs for
your neighbours,
friends or family
or you could have
a garage sale.Simple isn’t it!
The be
st way
to ma
ke mon
ey
is to
work e
xtreme
ly har
d
and if
you a
re loo
king f
or
a job
then y
ou sho
uld ge
t
the on
e that
is su
itable
for yo
u and
has th
e most
salary
.
The ot
her ty
pes of
jobs
are:
- A boo
t sale
- Sales
man
- Lotte
ry
- Chore
s (hel
ping y
our mu
m,
dad, b
rother
, sist
er, fr
iend)
But be
caref
ul bec
ause s
ome
jobs a
re ill
egal a
nd a f
raud.
You can get a job, get pocket
money and do chours to make
money and who knows you could be
a billionare in a week or two if
you are really lucky alan.
Selling some of your belongings for
more than its normal price to get a
profit. You could even help at home
and earn pocket money for chores you
do. To try and find a suitable job
that pays well and you are
comfortable with. Creating your own
company and manage it well. You
could join a well known company and
representing them to serve their
customers. You can even be on Sky
News and earn loads of money
everytime you’re on TV.
I think you
can make mon
ey
- At a market/
boot sale
- Get a job
- Go on a game
show (for e
xample:
Britain’s Go
t
Talent or Wh
o Wants To B
e
A Millionair
e)
- Do voluntary
work
- Sell gold, j
ewelry or ev
en mobile
phone (cell
phones!)
- Lottery
- Make your ow
n FREE websi
te
on the inter
net. Spread
the news on
search engin
es (such as
Google)
about your w
ebsite
Years 3, 4, 5 and 6Givin
g Advice
How do I
make money?
Size versus value
18 For more information go to www.pfeg.org
Learning objectives to be assessed
• I know the value of the coins (and notes) I use
Assessment criteria
• Sort 1p, 2p, 5p, 10p, 20p and 50p on a washingline in order of increasing physical size
• Sort 1p, 2p, 5p, 10p, 20p and 50p on a washingline in order of increasing value (including £1and £2 coins for higher-ability pupils)
The Year 1 teacher at Willow Lane CommunityPrimary School in Lancaster wanted to find out if herpupils understood the difference between 'big' and'value' when it comes to coins.
The children were given a set of large paper coinsfrom 1p - £2, a washing line and some pegs.
First they were asked to hang the coins on thewashing line in order of size. Then they were askedto rearrange the coins in order of value.
19
Pupil A
I gave this pupil (higher-ability
within the class) all the coins from
1p to £2 which she correctly pegged
onto the washing line according to
size. She then reordered them
according to value without any help.
She held up the £2 coin and said
'this one's the most'.
Teacher's Assessment This pupil met all the assessmentcriteria. To extend the task evenfurther I asked her how many penceare in £1. She knew it is worth 100pand that £2 is worth 200p. Her nextchallenge is to explore the conceptof 'value' in relation to itemsrather than coins. Do the things wevalue the most cost money? e.g. acar, food, family and friends.
Teacher's Assessment I need to continue to help thispupil to order the coinsindependently in terms of theirvalue. I will design some morecoin recognition activities forhim that involve our classroomshop and café or other 'real-life' situations.
Pupil B
This pupil met one of the assessment
criteria independently and the other with
support. I gave him (lower-ability within
the class) all the coins from 1p to 50p.
He correctly ordered them according to
size without any difficulty. I asked him
to reorder them by value but he hesitated
so I asked him which coin was worth the
most. He said 'me'.
I directed him back to the coins and he
correctly pointed at the 50p. To check
his understanding we looked at the coins
together and talked about how much each
one was worth. He then put them in the
right order.
Year 1Sortin
g an
d Orderin
g
20 For more information go to www.pfeg.org
Matching money shadows
Learning objectives to be assessed
•I know the value of the coins (and notes) I use
Assessment criteria
Children will:
•Correctly match coins with their shadows
•Explain the differences between coins, i.e.colour, size and value
•Add coins to achieve a total
The Year 1 teacher at Milstead and Frinsted C of EPrimary School in Sittingbourne used moneyshadow cards to assess the ability of the pupils torecognise coins up to the value of £1 and add coins together.
A range of money shadow cards were spread out ona mat along with lots of coins. The cards containeddifferent combinations of coins. The children weretasked with finding the right coins to match with the‘shadows’ and adding up the coins on the card toachieve a total. The cards were divided into sets thatoffered progressively more challenge: 1p – 5p, 1p –10p, and 1p – 50p.
The teacher watched the pupils working andintervened when necessary to accelerate learningfor those working well, or to support those whowere struggling.
21
Pupil B
The pupil was given one of the more challengingmoney shadow cards (higher-ability within the class)containing a 5p, 10p, 20p, and 50p. She completedit quickly and independently without error. It wasclear she needed more challenge. I asked her to findthree money shadow cards that all added up to thesame amount, but using different coins. She chosethree that added up to 70p and then correctly foundthe coins for each card.
Teacher’s assessment
I congratulated this pupil on her
achievement and attention to the
task, and used her work in the
plenary to show success. I intend
to introduce notes and giving chan
ge
into the next activity for th
is pupil,
and set some written problems for
her to solve using coins.
Teacher’s assessment I congratulated this pupil for trying hardand encouraged her to take more time infuture to look closely at the features ofthe coins. I used the mismatched 1p and2p coins in the plenary to highlight thedifferences. I will plan more activitiesfor this pupil that reinforce coins up tothe value of £1, using different coins tofind different totals.
Pupil A
The pupil was given one of the more simple cards (lower-ability within the class). Initially she mismatched the 1p and 2p coins, perhapsbecause she was rushing to complete the task. I asked her to check again, but she didn’t spother mistake so I asked her to make a line of every coin from 1p – 20p and describe them to me. What’s the same, what’s different? With help, she talked about the colours, shapes and numbers. We went back to the cardand she changed the 1p and 2p coins over. I gave her three cards of 1p – 10p, which she completed correctly.
Year 1Sortin
g an
d Orderin
g
22 For more information go to www.pfeg.org
Keeping money safe‘If you were saving to buy someone a present,where would you keep the money safe before youspent it?’ That was the question for a mixed class ofYears 2 and 3 pupils at Overton St Helen’s C of EPrimary School in Morecombe.
The children were given a large diamond-shapedpiece of paper, nine images of places where moneycan be kept, and a glue stick. Their task was to sortthe images into a diamond format, ranging from thesafest place at the top to the least safe at the bottom.Some lower-ability children were only given fourimages: a purse, book bag, bank and a hand.
The teacher chose this assessment method because it:
• allowed children to think carefully beforecommitting themselves to a particular answer; theycould arrange and rearrange the images as manytimes as they wanted before sticking them on
• allowed opportunities for discussion with teachersand peers during and after the assessment
• removed barriers, particularly for children whofound writing difficult; they explained theirchoices to the teacher, who wrote them down,giving their ideas and explanations value andimportance; higher-ability children wrote simplesentences independently
• helped children show they understood a range ofpossibilities, rather than just right or wrong
• demonstrated the children’s understanding andreasoning skills.
Learning objectives to be assessed
•I know I can keep money in different placesand that some places are safer than others
•I can choose different places to keep moneysafe and explain why
Assessment criteria
Children will:
•Place the images in order of most to least safe– safest places are likely to be in the bank orsafe; least safe are likely to be in a hand, orunder the bed
•Explain their reasons, verbally or in writing,about why a particular place is the safest/leastsafe, using the word ‘because’
Pupil A
Teacher’s assessmentof pupil A This Diamond 9 was completed by ahigher-ability Year 2 pupil within theclass. He has met the successcriteria for the assessment task.He was able to explain his reasoningfor most of the images. The nextsteps for his learning are to findout what banks do to look aftermoney and how they keep it safe.
23
Pupil B(Scribed by the teacher)
•I did not choose your hands, you might drop it •Under the bed, no-one will look there
Teacher’s assessment of pupil B
This Diamond 9 was completed by a Year 3
pupil who is higher-ability in maths and
lower-ability in literacy within the class.
The pupil has shown he knows that there
are different ways that money can be
looked after but not safe ways to look
after money. However, he has demonstrated
his ability to explain why ‘your hand’ is an
unsafe place and why ‘under the bed’ is
safer. The next steps for his learning are
to look under his bed (involving his parents
if possible) to see if it is a safe place to
keep money, and to find out more about
how banks keep money safe.
For activity ideas see Looking afteryour Money on page 26 of Learningand Money in the Primary Classroom.
Years 2 and 3Sortin
g an
d Orderin
g
Classroom
24 For more information go to www.pfeg.org
Where does money come from?The following responses are from Year 1 and 2 pupils from four different schools. The teachers used Draw andWrite for a baseline assessment activity to find out what the pupils knew about the different ways and placespeople get money. They show a range of ideas, and some misconceptions and responses that need following up.
Teacher’s commentsAre scratch cards (gambling) a realistic sourceof money? Do credit cards provide an incomestream or are they a way of paying for thingsinstead of using cash? (Year 1)
Teacher’s commentsDoesn’t understand the concept of change?Should we keep money that we find? (Year 1)
Teacher’s commentsChildren receive money at all sorts ofcelebrations and festivals. (Year 2)
Teacher’s commentsIn some families children are paidfor household chores. (Year 2)
25
Teacher’s commentsAre contests (winning money) a realistic sourceof money? Should we steal money? (Year 2)
Teacher’s commentsMoney (cash) machine – does she knowwhere the money comes from or does thebank just give it to you? (Year 2)
Teacher’s commentsCash back can be very confusing. This pupil said,‘Grandma gets money at the supermarket. She buysthings with her card and the checker gives hermoney.’ (Year 2)
Years 1 and 2Draw
and Write
‘Draw and Write’ is a very well-known assessmenttechnique, mainly used with primary aged childrento establish a baseline, or for day-to-day or periodicassessment. The teacher asks the pupils a question –an ‘invitation to participate’ – and the pupils Drawand Write their responses.
It can provide quick and accessible informationabout pupils’ general level of understanding when itis used at the start of a lesson, for example. It is alsopossible to analyse the feedback more formally todetermine the most and least popular responses,and to identify specific teaching points that need tobe addressed in future learning activities.
A formal Draw and Write for financial capability canbe found at www.pfeg.org/learningaboutmoney. Ituses two fictional characters – Sam and Jo – to findout from pupils what they know about wheremoney comes from, what money can be spent on,what to do if you haven’t got enough money andhow to pay without using cash. The materialsinclude guidance on how to administer theassessment and resources to record and analysepupils’ responses.
Online
26
What would you do with £20? The Year 3 teacher at St Mary’s C of E PrimarySchool in Slough used the same Draw and Writeactivity for both baseline and formative assessment.
The aim was to establish the pupils’ attitudestowards spending and saving and to use the resultsduring a themed Money Week to broaden theirunderstanding of the different choices they andothers could make.
The Money Week included learning activities about:
•the difference between needs and wants
•family budgeting
•saving money (in a money box or bank)
•charities
Teacher’s assessment
Before Money Week this pupil
had lots of ideas about how to
spend £20 on herself, although
she did also want to buy me
some flowers.
Before Money Week
For more information go to www.pfeg.org
27
BeforeFinance knowledge
Realistic spending
Unrealistic spending (costing more than £20)
Spend all the £20
Save for future
Save for a specific item
Give to family or friends
Give to charity
Buy a gift for someone else
Split the £20 (save, spend, give, etc)
After +/-
20
1
11
5
2
1
2
3
9
15
2
2
14
5
3
9
4
22
-5
+1
-9
+9
+3
+2
+7
+1
+13
Controlling the Classroom Budget on page 30 of Learning about Money in the Primary Classroom containsideas about how to give pupils real-life opportunities to make spending decisions at school.
Teacher’s assessment
After Money Week the same
pupil decided to spilt her £20
between spending on herself (and
this time ‘needs’ not ‘wants’),
saving and giving to others.
After the Money Week the teacher looked at the responses from the whole class and found that although themajority of pupils still wanted to spend some of the £20, they were less inclined to spend it all. They alsowanted to save some of it, often for something they would need in the future, like a car or house, and givesome away to charity.
After Money Week
Year 3Draw
and Write
Classroom
28 For more information go to www.pfeg.org
Paying without cash Teachers in a number of primary schools in Essexused a Draw and Write activity to illuminate whattheir pupils knew about paying for things withoutcash, and the advantages and disadvantages ofthese methods.
The following responses from Years 3–6 pupilsillustrate how children’s understanding develops asthey grow older, and that they often use quitesophisticated vocabulary, but understanding may lagbehind. Knowing there is a range of ways to pay foryour shopping is one thing, but it’s another tounderstand that some of these methods involveborrowing money (credit) and going into debt.
Teacher’s commentsUnderstands money can be borrowed andneeds to be paid back, but does that includethe credit card? (Year 3)
Teacher’s commentsAll the different cards can be confusing. (Year 4)
Teacher’s commentsQuite sophisticated vocabulary, but does sheknow the difference between credit and debitcards or just their names? (Year 6)
How do adults pay for their shopping if they don’t have cash or change?
29
Teacher’s commentsThinks that spending with a credit card is‘free’ money? (Year 3)
Teacher’s commentsCards take away the need to count outcoins and check change. (Year 5)
Teacher’s commentsThis pupil previously suggested a credit card as away of paying without using cash but doesn’tunderstand the consequences. (Year 3)
Teacher’s commentsPractical problems with cards. (Year 6)
Teacher’s commentsIncreasingly sophisticated vocabulary – interest –but does she really know how it works? (Year 6)
Teacher’s commentsVery clear understanding of how a creditcard works. (Year 4)
What’s good about paying without cash?
What’s not so good about paying without cash?
Years 3, 4, 5 and 6Draw
and Write
30 For more information go to www.pfeg.org
Simple bank recordsThe Year 2 teacher at Overton St Helen’s C of EPrimary School in Morecombe created a Bank ofOverton and account books for each pupil to helpthem learn how banks record money going into andout of bank accounts.
The task was part of a series of lessons about savingup money to buy someone a present. The pupils hadalready considered different places to keep theirmoney safe (see Keeping Money Safe page 22) andwere now looking at banks or building societies inmore detail.
The teacher paid the pupils small amounts of moneyfor doing jobs in the classroom. The amounts weredifferentiated according to the value of the coinsthat each pupil was able to recognise and count. Thepupils paid the money into the Bank of Overton,using their account books to keep a daily record.When they had enough money to buy the presentthey withdrew it from the bank, again recording thetransaction in their account book.
Learning objectives to be assessed
•I can keep simple financial records
Assessment criteria
Using their account book children will:
•Record money paid in to their account in the‘deposit’ column
•Record money paid out in the ‘withdraw’ column
•Keep a running total in the ‘total’ column
•Use the £ and p symbols correctly
Teacher’s assessment This pupil met all the assessmentcriteria without needing any support,although the teaching assistant hasscribed some of her answers. Thepupil is higher than average ability inmathematics within the class. Perhapsshe has done something similar athome with coins in her money box. Hernext challenge is to deposit andwithdraw larger amounts of money.
Pupil A
Teacher’s assessment
This pupil is also higher than average ab
ility in
mathematics within the class, but needed
a lot
of support to complete the ta
sk, which I was
not expecting. He was confused about th
e
different columns and made errors in
recording and addition, a
nd didn’t understand he
had to make a new total each ti
me he deposited
money. He also used the p symbol incorrec
tly,
e.g. 100p, and didn’t alwa
ys use £ and a decimal
point, e.g. 150 (£1.50). This pupil would
benefit
from recapping on the purpo
se of each column,
and how to record the
amounts, and continuing
with the activity for an
other week.
31
Pupil B
Ideas for how to set up a wholeschool or class savings schemecan be found on page 56 ofLearning About Money in thePrimary Classroom.
You can see how CornholmePrimary School in Calderdale setup a Year 6 savings scheme onthe DVD.
DVD
Year 2Record
s and Diaries
Classroom
My money diary Year 3 pupils at Wavendon Gate Primary School inMilton Keynes kept a record of their spendingduring the Easter holidays as a homework task.
In the week leading up to Easter the teacher used afictional character called Pat Cash to model how thepupils should keep the diary, recording money hespent on bus tickets, food and tennis balls, and acinema ticket that his dad bought for him.
Their diary recorded how they spent their ownmoney (if they had any) and money that was spenton them by parents, carers or family members. This led to lots of discussion about household bills,and other expenses of which the pupils weren’tnecessarily aware. At the end of the holiday thepupils also used the diary to reflect on theirspending and saving behaviour with their parents or carers.
Learning objectives to be assessed
•I can plan and track my spending and savingby keeping accurate records
•I am beginning to understand my attitudes to and feelings about spending and saving money
Assessment criteria
Children will:
•Keep a spending log
•Reflect on what they have learnt throughkeeping the diary
•Reflect on their attitudes to spending andsaving independently and with a parent or carer
32 For more information go to www.pfeg.org
Pupil A
33
Pupil B
Teacher’s assessment
Both pupils have met the success
criteria. They successfully completed
a spending log (not shown ) and have
thought about their spending and saving
behaviour, independently and with their
parents/carers. The pupils have
different attitudes towards money,
and use it in different ways, probably
because they have had different
experiences of money at home. The
next step for them both is to think
about how they would make different
choices if their circumstances were
different, for example through a
simple budgeting activity using a
fictional family.
Year 3Record
s and Diaries
Growing a money tree Year 2 pupils at St John Fisher RC Primary School inLondon created a money tree to show their teacherwhat they knew about money. The teacher wantedto build a very general picture of pupils’ awarenessof the role that money plays in people’s lives and thedifferent things that can be done with money, e.g.spend, save, give.
The teacher introduced them to the idea of a moneytree by building on their knowledge of how plantsgrow. She asked the children what they thoughtwould grow if she planted a £1 coin instead of a
seed. A money tree! She explained that the class wasgoing to feed the tree with their thoughts and ideasabout money, and ‘grow’ the branches and leaves.
The children worked collaboratively in mixed-abilitygroups. The teacher spent time with each group toget a more qualitative feel for the pupils’ knowledgeand understanding. She was able to identify whichchildren found the task difficult and those with moreextensive knowledge.
The words the children generated include:
34 For more information go to www.pfeg.org
Shopping
Loyalty card
Penny
Euros
DollarsLottery
Spend
Safe
Bank
Presents
Job
Credit card
Pocket money
PayCost
Save
Yen
Rupees
Charity
Pound
‘My Mummy has a
card like the one for
Tesco and she gives it
to the checker and it
isn’t real money.’
35
Teacher’s assessment
I was surprised at how much some of the
pupils knew, particularly the number of
currencies from around the world that they
were able to name. I built on the b
aseline
assessment by growing a class money tree.
The pupils looked at the ideas from each group
and linked words such as loyalty card an
d credit
card, and grouped terms along ‘branche
s’ of the
tree, such as a savings branch and a spending
branch. This helped the children understand
specific aspects of personal finance, and
how some concepts and activities are
interconnected. It has also given me a
range of topic areas that the child
ren can
investigate further during the te
rm.
‘Our money tree was big andwe had to think of lots of money
words and I know aboutBarclays and Santander.’
‘When we did the money tree Iadded lots of leaves and I knewabout keeping money in a safebecause we went to the bank last
year and we went in the safe.’
Year 2Word
s and Question
s
36 For more information go to www.pfeg.org
I wonder why…? At Highworth Combined School and Nursery inHigh Wycombe teachers use stimuli such as animage, a story, music or a piece of poetry as astarting point for future learning. The children areencouraged to use their imagination to ask aquestion based on ‘wonderment’: ‘I wonder why…?’
The school uses this technique in its Philosophy forChildren sessions. As well as improving thechildren’s critical thinking and communication skills,the staff use the questions that are generated toassess children’s prior knowledge, attitudes andbeliefs. For personal finance education with year 5pupils the teacher chose an image of a jar of coins.She wanted to find out how much the children knewabout the different attitudes and feelings peoplehave about money. Why are people poor?Why are people greedy?
Why do people want to be rich?
Why do people think money is moreimportant than other things?
Why do people spend before thinking?
Why is money so important?
Has the money beensaved by a family?
Why are some people richer than others?
Does money matter, or just love?
37
Will love be easier with money?
Is it money that has been raised for a charity?
Can the lottery make you addicted tomoney and forget about your family?
Do people want to be rich becausethey are afraid of dying of hunger?
Do people like people just because of their money?
Can you get love and respect without money?
Millions on page 36 ofLearning About Money inthe Primary Classroomcontains activities basedaround a book that followstwo brothers who find ahuge amount of money andhave very different ideasabout what to do with it.
Teacher’s assessment
The pupils generated some thought-provoking
questions that address the role of money in our
lives and the different motivations people have
around money. There are two avenues I will help
them explore in future lessons:
• The practicalities of how much money you need to
survive (the ‘minimum’), and why some people want
more, or have less. A needs and wants activity that
looks at the financial costs of the items would be
a good place to start.
• Feelings and emotions associated with money –
our own feelings and the feelings we have about
other people and their money. We need to explore
how money is connected to feelings of self-worth
and self-esteem.
Year 5Word
s and Question
s
Classroom
38 For more information go to www.pfeg.org
Double your money The Year 5 teacher at St Mary’s C of E PrimarySchool in Slough wanted to get some personalfinance education under way with her class,particularly around ways of making money throughworking, saving or investing. She didn’t know whatto include in the learning activities, or their level, soshe started with a baseline assessment.
She set her class a challenge: If I gave you £5 today,how could you double that money in two weeks?Without any further input she organised the pupilsinto mixed-ability groups and asked each one todraw a mind map of their ideas.
Teacher’s assessment I need to discuss ‘looking formoney’ with the pupil thatcontributed that as an idea, to findout if the pupil has considered themoral and ethical issues aroundfinding/taking money.
Teacher’s assessment
When questioned, t
his pupil didn’t seem to
think it mattered
that borrowed m
oney
has to be paid back.
It is a legitimate way
of growing £5 over a t
wo-week period, as
long as she appreciates she can’t
keep it
and if the lender
charges interest then
she will have to pa
y back more than
she’s
borrowed. When I collecte
d the mind maps
she had added ‘give
it back after a
while’,
perhaps as a result of my question, or
prompted by other pu
pils.
Teacher’s assessment When I asked this pupil what shemeant by ‘exchange’ she said shewould exchange her £5 withsomeone who had a £10. When Iasked her if she would give up a£10 for a £5 she realised her ideawasn’t very feasible.
39
Teacher’s assessment
I asked this pupil what he meant
by ‘interest’ and why
he had linked
it to both saving and
lending
money. He said ‘if you
lend money
to someone who needs it, then
you could get some extra ca
sh
back when they pay
it back, and
when you save money the
bank
gives you more’.
See over for the teacher’s
analysis of the whole class
Year 5Mind Maps
40 For more information go to www.pfeg.org
Most pupils suggested: Some pupils suggested:
•selling something, but noneof them indicated that theremay be a cost associated withbuying materials, or used theword ‘profit’
•being sponsored
All pupils suggested:
•doing ‘chores’ or ‘work’
Building on these responses the teacher plannedfuture lessons around:
• how interest can grow savings
• different ways of investing money, looking at riskand reward
• lending and borrowing money.
She also planned to include a financial dimension tothe cake sale that the pupils would be running laterthat month. As well as making and selling cakes,they would also look at the real cost of theingredients, shop around for the best prices, work out the profit per cake and compare this to family budgeting.
Once the class had completed their mind maps the teacher analysed the pupils’ responses and found that:
•pocket money
•borrowing money fromfamily or friends
•saving money
•lending money
•looking for money in your house
•benefits
•begging or busking
•asking for money
Acknowledgementspfeg would like to thank all the schools, teachers, teaching assistants andchildren who contributed materials to this publication including:
Arundel C of E Primary School, Arundel, West SussexBrampton Primary School, Bexleyheath, KentBroughton Primary School, Kettering, NorthamptonshireEastfield Primary School, Northampton, NorthamptonshireFarnham Common Infant School, Farnham Common, BuckinghamshireFullwood St Peters C of E Primary School, Preston, LancashireGravel Hill Primary School, Bexleyheath, KentGreen Park Primary School, Newport Pagnell, BuckinghamshireHayes Park Primary School, Hayes, MiddlesexHighworth Combined School and Nursery, High Wycombe, BuckinghamshireLong Ditton Infant and Nursery School, Surbiton, SurreyLong Meadow Primary School, Milton Keynes, BuckinghamshireMilstead and Frinsted C of E Primary School, Sittingbourne, KentOverton St Helen’s C of E Primary School, Morecombe, LancashirePrimary Schools in EssexSt John Fisher RC Primary School, West Wimbledon, LondonSt Mary’s C of E Primary School, Slough, BerkshireThe Premier Academy, Milton Keynes, BuckinghamshireWavendon Gate Primary School, Milton Keynes, BuckinghamshireWaverley Abbey Junior School, Farnham, SurreyWilbarston C of E Primary School, Market Harborough, LeicestershireWillow Lane Community Primary School, Lancaster, Lancashire
We would also like to give special mention to the following people withoutwhose support this project would not have been possible:
Celia Allaby, What Money Means Project DirectorMargaret Atherton, What Money Means Project FacilitatorPeter Bull, HSBCFiona Ellis, EditorJuliet Wells, What Money Means Project Facilitator
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