Teacher Guide

Teacher Guide Helping you teach children about money

A financial education programme for primary children

About Money Heroes and Young Enterprise

Contents

Money Heroes is an award-winning FREE financial

02

Why Financial Education?

04

Financial Education Planning Framework

05

Overview of Resources

08

Activities for Teachers

09

Primary Financial Education CPD

11

Adapting Money Heroes Resources

13

Using Money Heroes in your school & curriculum

15

Money Heroes and Themed Learning

17

What next?

education programme from Young Enterprise, supported

by HSBC UK, for anyone supporting young people working at a learning age of 3-11 at school and at home through a range of high-quality, fun and engaging resources.

Sharon Davies Chief Executive, Young Enterprise

“During its first three years, we are delighted that Money Heroes has reached an impressive 465,136 young people, by working with over 2,500 schools & organisations, and supporting over 3,100 educators and 9,000 parents.

It is now Young Enterprise’s largest primary financial education programme, and we are delighted with everything it has achieved so far”

About Young Money, part of Young Enterprise Young Enterprise is a national charity.

Our vision is that every young person is provided with the opportunity to learn the vital skills needed to earn and look after their money, to develop an enterprising mindset and make a valuable contribution to their communities and wider society.

Young Enterprise supports over 5,000 educators every year to develop the financial capability of children and young people.

We believe all children should be given the opportunity to develop money management skills for the future.

Money Heroes Programme Young Enterprise Email: moneyheroes@y-m.org.uk @YoungMoneyEdu #MoneyHeroes Money Heroes (padlet.com) www.moneyheroes.org.uk

Young Money is part of Young Enterprise, Registered Charity No: 313697

Why Financial Education?

Children start to form their habits and attitudes around finance by the age of seven.1 That’s why it’s important to provide them with financial education as young as possible through applied learning practices, so they develop positive behaviours around money, allowing them to independently make carefully considered financial decisions as they grow older.

Why Money Heroes?

Our fun and engaging Money Heroes materials and resources, coupled with our CPD-certified teacher training, support schools to deliver and embed financial education with ease.

89%

of educators say that using the resources has inspired them to provide more opportunities to learn about money. 2

The programme makes learning about money practical and memorable through a wide range of enjoyable, high-quality resources including interactive activities, engaging storybooks and games.

The resources are easy to use, adaptable and accessible to help you get started today.

2 1. Source: Money Advice Service (2013) Habit Formation and Learning in Young Children. 2. Money Heroes Impact Report 2023, download the report here

We recently surveyed 186 educators, here’s what they say about Money Heroes…

“I think the training pointed out how important it is that financial education is kept in all of our curriculums as much as we can.

It helped reinforce the importance of making sure it’s delivered in the right way and that teachers should use the resources” Primary school class teacher and financial education lead Money Heroes Impact Report 2023

90%

of educators feel more confident about delivering financial education, and 97% think the resources are of high quality!

“The children enjoyed it, they had a lot of fun...

It didn’t take me long to sort out and the lesson plan itself was very easy to follow. I didn’t have to work very hard and the outcome was very good” Year 1 teacher, Money Heroes Impact Report 2023

What do parents and children say about Money Heroes..?

“It was really fun and taught us a lot about managing money; if I have £10 and want to get 10 things, I have to try and fit them in my budget and not ask my mum for more money” Year 6 pupil

93%

of parents of a total of 764 surveyed say the resources encouraged discussions about money.

of children now understand that it is good to plan for the future and save up for things.

96%

96%

of children according to educators, now understand how money works and how it is used.

92%

“I have learnt how to use money.

You don’t buy it if you want it, you buy it if you need it!”

Year 2 pupil

of parents agreed the resources were useful and relevant

Financial Education Planning Framework A cross-curricular, planned programme of financial education can help give children and young people the confidence, skills and knowledge they need to manage their money, now and in the future.

We have two Planning Frameworks (age 3 - 11 and age 11 - 19) which highlight the financial skills, knowledge and attitudes needed in different ages of young people from 3 to 19.

3-11 years

Financial Educat io Planning Fram n ework 3 -11 ye

ars

Spend it, save

it, give it, ge

t it?

Whatever we do with programme of finan money, we need to manage it well. A cross-cu confidence, skills cial education can help give rricular, planned child and knowledge they need to man ren and young people the the future. age their money, now and in We have

found that on averag e children begin purchase items to receive pocke online at 10, with t money aged seven, one in five having own used their paren They can open ts’ or older sibling their first mobile phone at eight, a bank account and have a debit s’ credit or debit and school they have card to purchase card at 11. At 18 to make crucial these items. they decisions about jobs, student loans, can apply for a credit card or The need for young loan, and before and living indepe people to develo they leave ndently. p the skills to earn and look after their money has never been stronger.

The 3-11 Pla

nning Frame work

There are four key themes for all age groups to learn about: 1. How to manage money.

This framework aims to support the planning, teachi and progression ng, of financial educa tion by setting out key areas of financ the ial knowledge, skills and attitud across four core es, themes: • how to mana ge money; • becoming a critical consumer; • managing risks and emotions associ ated with mone • understanding y; the important role money plays in our lives.

The framework is designed to help you education flexibl y across your curricu deliver financial to be used rigidly lum. It is not intend . Placing the age ed ranges side by progression from side 3-11 years. Howe shows ver, you may need draw on ideas from to other ages depen of your pupils. ding on the needs

There is also an 11-19 Planning Framework which been designed has in exactly the same way framework, and is used in very simila as this 3-11 people age 11 r ways with young upwards.

Our vision is to support schools with financial educa tion into their teachi embedding high-quality ng making a positiv e change to childre and learning, thereby n and young people a sustainable way. in More information about how this framework can and some of the be used, services available to help you plan deliver financial and education in an effective and engag way, can be found ing overleaf.

You can download the Financial Educa Frameworks at tion Planning www.young-mo ney.org.uk/ frameworks

2. Becoming a critical consumer.

3. Managing risks and emotions associated with money.

4. Understanding the important role money plays in our lives.

Our Money Heroes materials and resources all fall under these categories within the frameworks.

How to use the frameworks…

Gauge pupils’ starting points for financial education Using framework topics to hear pupil voice is an effective way of gauging their starting points for financial education.

Identify learning outcomes for lessons and schemes of work Age-related learning objectives, which can be transferred directly or amended to suit your needs.

TOP TIPS: The frameworks are…

Outcomes of pupil voice can be used alongside your input to develop a coherent programme of financial education which best meets the needs of pupils across all year groups.

Measuring whether pupils have met the learning outcomes by the end of a lesson can also form part of your assessment strategy.

Designed to be flexible not prescriptive – to help you plan To give ideas and aid teaching and learning Schools are not expected to cover everything!

ation Planning

Financial Educ

Framework 3 -11

years

5-7 years 5-7 years

Map existing provision and identify gaps Used as an auditing tool. Identifying where existing financial education is being delivered, which could be collated onto one framework, giving a useful ‘snap-shot’ of your school’s current provision.

It might surprise you to see just how much financial education you are already delivering throughout your school provision!

money How to manage

Plan for progression between ages and key stages A consolidated overview of financial education within the primary phase, helping ensure progression in delivery from one year group to the next.

correct value of and choose the I can recognise . calculate change notes to use and

I use and can put

KEEPING TRAC

g track of my money ways of keepin ng diary.

I know there are keeping a spendi what I spend e.g.

about saving and

T SAVING AND

CHOICES ABOU

plan for my saving I can make a simple to it. choices and stick

spending

Some teachers might begin introducing their older primary pupils to topics in the 11-19 framework as part of the transition process.

may be different

the importance I can understand . checking change

K OF MONEY

NEEDS AND

wants own needs and I know that my . those of other people

coins and

the s e.g. recording financial record been used.

I can keep simple and how it has in a money box amount saved

and

al consumer Becoming a critic s I know I have choice my money.

S

S AND NOTE

VALUE OF COIN

notes of the coins and I know the value order of value. them in the correct

to

money might run out of to understand I I am beginning of it.

I don’t keep track unexpectedly if

SPENDING

and spending

WANTS

n something that difference betwee I can explain the I might want. and something

people may make to understand that money.

I am beginning save and spend s about how to different choice

I need

ey ciated with mon R MY MONEY and emotions asso LOOKING AFTE Managing risks and my money safe, that nt places, and money in differe box I know I can keep e.g. in a money safer than others some places are or a bank.

suitable place to I can choose a . explain my choice

keep

EY

SAVING MON

my money to use I know I can save now. spending it all

later instead of

e.g. save my money I might want to t for someone I can describe why or to buy a presen a for something special save it e.g. cash at home, in I might else, and where t. savings accoun

money the important role Understanding different ways e.g. comes to me in , being given.

I know my money g, borrowing, finding earning, winnin

plays in our lives

we might not to understand that I am beginning things we want. able to have the

my money comes

saving money can to understand why I am beginning me feel. how that makes important and

from.

t forms in many differen has developed I know that money ins, notes, etc.

DEVELOPED

today, money comes in many forms that to pay I can describe the it can be used of ways in which and the variety ings.

be

ways to me in other money will come I understand that working. being paid for the future e.g.

Financial Education Planning Framework HOW MONEY

always be

losing consequences of feel. to understand the it might make me I am beginning it stolen, and how money or having

EY COMES FROM

WHERE MY MON

I can describe where

of waiting for and

4 p in a

e to develo money will continu I understand that in the future. variety of forms

in

Overview of Resources Money Heroes at a glance Money Heroes offers a full package of accessible, flexible support for you to effectively deliver, embed and sustain financial education within your school.

Our activities and resources are ready to teach and contain a range of financial education topics for different ages and ability levels, which suit various learning styles.

Here’s what’s on offer…

Website When you sign up to our website at www.moneyheroes.org.uk you will be able to access our full package of support for free!

It’s our one-stop-shop for everything Money Heroes!

Money Heroes Storybooks Money Heroes storybooks aim to bring learning to life. These books allow children to follow the memorable characters on their journey as they learn important lessons about money.

EYFS & KS1

Ed and Bunny Earn Some Money

ories fo

Super Stories for Money Heroes

r

Money Heroes 3 stories in 1

Have fun learning about

Title 2: Swap Shop Key themes: Influences on saving and spending and protecting my money.

Matt Carr

rry E.L. noIris Amaya

Illustrated by EDBUNNYSPENDcover.pdf

1

25/02/2021

Title 3: Saving Christmas Eve Key themes: Saving and spending priorities, keeping records and helping others.

12:22

Title 2:

Ed and Bunny Spend Some Money C

M

Y

CM

CMY

K

Super Stories for

Key themes: Using money, keeping track of money and needs and wants.

MY

CY

climate Heroes

and Bunny’s

kind of

Ed and Bunny Raise Some Money

FUNnY...

must Ed and Bunny hool fair! raise money ver way to ndly. more eco-frie go to plan!

become quite ngs don’t

Key themes: Raising money, understanding the role money plays in our lives.

Matt Carr

ook designed n learn about friendship!

ISBN 978-0-702-31490-2

9 780702 314902

5

Overview of Resources

Super Stories for

CLIMATE Heroes 2 stories

You'r e too never sm to ma all differ ke a ence!

E.L. norry

Title 3:

y with

Title 1: Not a Fairy Good Idea Key themes: Needs and wants.

MOnEY!

E.L. Norry

Key themes: Earning money, saving and spending.

Super St

for Money Heroes

Title 1:

Short stories by author E.L. Norry and illustrated by Iris Amaya.

KS2

Super Stories

E�RN SOME MONEYI

Ed and Bunny series picture books by author and illustrator Matt Car.

E.L. norry

Illustrated by Iris

Amaya

in 1

Climate Heroes for Money Heroes Title 1: Food Glorious Food Key themes: Understanding the role money plays in our lives.

Title 2: The Gift of Thrift Key themes: Understanding the role money plays in our lives.

Games Our games have been designed to achieve outcomes in financial education in an entertaining & interactive way!

Ed & Bunny Go Shopping Board Game (ages 4 – 7) This board game complements the Ed and Bunny storybook series and encourages further learning.

Children will learn about recognising and counting money as they pay Mrs Mole for items on their shopping list.

Super Stories Digital Game (ages 7 – 11) Children will have a virtual experience of planning an end-of-school-year disco. They will have to carefully consider what will make their event a success, practise making decisions about cost effective choices, keep records, and get value for money - all of which are packed into this game!

PRACTITION RESOURCE ER

IONER PRACTITRCE RESOU

Downloadable school-based activities

DIFFICU

LTY

INT LEVEL:

ERMEDI

What’s it about?

rtant it is impo ey. today, g mon society exchangin s

The theme of ‘toys’ is a great way to teach the cost of buying financial education toys and how . Children can long it would them to understan consider take to save d, in the wider up for a toy. sense, that they to spending It will help and saving and can make choices that others when it comes may make different choices.

thing ent meth out physically pay for less paym it about? people for with are paid the ways that What’s le are using cash d things peop how role play. understan As more children through ren to teach to pay orts child that we us ways ity supp ring vario This activ by explo digitally,

save and to y safe have. keep mone might nts to fits this accou y: Using what bene nt and with mone accou mes e bank associated Key The and emotions ard and/or onlin stand payments. ging risks y in a online Mana es. mone cards, servic to pay credit s and keep my cards, y: How • I can for good to pay e.g., debit ge mone way cash mana e one involv How to is only that don’t that cash paying • I know ways of ibe or er descr • I can st of transf lay ing the

Y ACTIVIT : LENGTH 20 MIN per role

works…

Find out

to pay

more

for

Role-p

oes.org.uk .moneyher

at www

UTES

Key Themes Being a critical consumer: Choices about saving • I know I have and spending choices about saving and spending • I am beginning my money. to understan d I might run if I don’t keep out of money track of it. unexpectedly Being a critical consumer: Wants and needs • I am beginning to understan d that people choices about may make different how to save and spend money.

ty focus

play activi

L YOU WIL NEED...

s to their

pupil may want show to • You labels cter’ make lay ‘chara role-p arkers • Pen/m r • Pape

reque nt, count ing the y t amou receiv mone correc Role play that the ring the mers s ways nt place. y, gathe releva the consu mone lay variou ss. in the telling nt proce will role-p y and stored mer’. ate the mone Pupils of payme ed and of a ‘consu receiv of and illustr the forms the role has been things you all . on a piece to play to tell them of a ‘bank’ a child have Write children the role • Assign r with.

1. Ask ing if they the to play familia to play the follow a child they are any of children • Assign of the and add paper the rest give t card listed: • Assign could y’.

• Credi y’, you not been ‘mone g ‘mone role of e.g., ) Cash be • playin to ctless d cards (conta children • Gift fer nt to preten • Phone • For the trans an amou • Bank been each child card nt have and advise least £20’.

• Debit s of at of payme each role’ ‘you are in group to play nt (i.e., the forms . children see ‘how 2. Once of payme ctions place role play, a type instru 4. Please ished, of the establ red their each group nt to the prepa children assign s have . want to of payme 3 and cards) the group nt their type , you might 1 – gift 5. Once group group to prese small er. nt have a and why ask them y togeth how payme If you . of group this activit ions about n and their type whole ncept complete happe this s how misco nt might using s to discus out any lay payme ctions cons of group 6. Iron to role-p of transa how each pros and 3. Ask kinds stand will have and the these en under works d, as they the class. e childr nt metho nt it to ensur . payme prese d works ss and in metho proce ty the activi ty. ring this activi delive to Pay mend Ways We recom with the rise familia ds nction conju children nt metho be helps nt payme to Pay d would differe Ways nt metho elves with payme mas. thems y ing dilem out which l activit s spend and work Digita for variou the Going to Pay the best pause Ways of of the wish to standing Part 1 You may complete en’s under here and support childr y, to ds. activit nt metho payme

How it

EDIATE

Toy Time

l Digita Going ods in

Money Heroes has created downloadable activities to be used in your classroom, either as stand-alone lessons, or delivered as part of the wider curriculum.

DIFFICULTY LEVEL: INTERM

VANCED ATE/AD

ACTIVITY LENGTH: 40 MINUTES

How it works…

YOU WILL NEED...

1. Show children

the Toy Collection template, but hide the price tags. Ask 3. Ask children the following: to share their - Do they know choices: - How many how much it costs? toys did they choose?

- Do they think Do they need it is expensive all of these toys? or affordable?

Ask children - If they spent to work together all the money to order the on one toy, pictures according why did they toy to which they make this decision? think would be the least to the most expensive.

Ask each pair to tell you their the cost of each Reveal choices and their reasons toy and ask children behind these the prices were if any of choices. surprising.

Y Explain that people make ABULAR different choices 2. Using the about saving pictures from and spending e KEY VOC the Toy Collection Onlin ent and how these choices affect template, place people differently paym children in pairs Wallet depending and give on their circumstanc them a sum transfer of money e.g., es.

Bank £10 (you can Purse real or plastic use money or use y Owe the coins and notes Mone template).

Lend Cash Ask each pair y box Toy Collection to add up the money Mone Pay been given and nt they have accou then discuss card Bank which items would choose Debit they to buy with that ctless card money. Once Conta they’ve decided £15 Credit £20 £30 what they would Show children buy, ask the children to count Gift card out the money the Toy Collection they would need to pay for their chosen template, toy. but hide £10 - Would they £50 £5 buy one big toy the price tags. or several small toys? at a - for ry online .uk How much change glossa would they get es.org £25 £40 s. £35 See our yhero from the phrase money? mone

• Toy collection template Template available

ACTIVITY RESOURCE

CAR

TIP!

and www. words ion of definit

TEDDY BEAR

DRUM

BUCKET & SPADE

GAME CONSOLE

SKIPPING ROPE

TRAIN SET

ROLLER SKATES

PLANE

KEY VOCABU LARY

Pay Currency Spend Money Savings

Coins Notes Barter Debit card Credit card

Find out more at www.moneyheroes.org.uk

- If the toys costs more than they have been given, where could they get the money to buy the toy?

Find out more

at www.mone

yheroes.org.uk

Overview of Resources TIP!

See our glossary online at www.money heroes.org.u k for a definition of words and phrases.

6

Overview of Resources

(continued)

SEND resources & activities

Adapted & accessible books

Money Heroes has a range of downloadable SEND resources and activities to support adapted delivery.

They can be used by pupils who have additional needs or disabilities, as well as anyone who requires further support in understanding financial education concepts.

Thanks to a partnership with BBC Children In Need, our books now come in a range of adapted versions to ensure they are accessible as possible for all young people. These include:

Downloadable activities: Ability -focused rather than age-categorised.

Ideas for differentiation, and ways to talk to different pupils about money.

• Braille • Large print & big books

Check out our SEND Educator Guide for more information on these activities and resources, including top tips for use!

Support Resources We also offer a range of support resources, to give you all the tools you need to deliver successful financial education. These include help guides, a glossary, FAQs, audit tools and an action plan.

Afford Amount Bank

Bank account Bank transfer Barter Borrow Budget Building society Buy Cash

Cash register Cashier Change

Find out more

Advertising is a way by putting adverts of letting people know about the products in places like or services that newspapers, magazines, the you are offering internet, television or radio.

Being able to afford something from someone means having enough money else. If someone to buy it without because the has money, money they but says they borrowing have needs to ‘can’t afford’ something, it be saved or spent on something may be else.

The amount of something describes how much there is of it, e.g. number, value, size.

A bank is a business Banks lend money that looks after your money for you by keeping to people to to pay interest help them buy it safe in a bank things like houses on money they account. borrow from and cars. People a bank, which usually have helps the bank to make a profit.

A bank account is a service provided Your bank will by a bank or building send society to keep your bank account, you a record of how much your money money you which is known safe. account to save as a bank statement. have given them to look it, take money after in You can pay When you leave out when you money into need it, and money in your your bank pay bills through account, some your account. banks pay you interest.

A bank transfer is to another bank when money in your bank account is sent account in someone directly via electronic else’s name or to a business. payment Before coins and notes were invented, people This was known used to swap as bartering. items such as animals and food.

Borrowing money means that you pay back. You are receiving money might from somewhere a written agreement borrow informally from that you intend friends and from a bank to or building society. family or take out a formal loan, with A budget is a plan that helps you to keep track afford to spend. of your money If and know how you have available you have a set budget for buying something much to spend. this is the amount you can of money A building society saving or borrowingis an organisation that is owned by its from the society. members, who similar to banks.

They often offer may be customers a range of financial services and are To buy something means to pay money for it.

Cash is money

Cash machine

in the form of

notes and coins.

A cash machine is a machine that lets you debit card. It get cash out is also known of your bank as an ATM, or account using automatic teller your machine.

A cash register is a machine in a shop or and record how restaurant where much money cash is kept people need known as a ‘till’. and is used to to pay for what add up they are buying.

This is sometimes A cashier is the person you pay money You will usually to when you find cashiers buy something, behind a cash for example register. in a shop.

Change is the money returned so you pay a when you pay little more and for something receive the rest with more cash cost £2, but you of the money than it costs, give the cashier back. For example, £5, you will receive if your apples £3 change.

at www.money

heroes.org.uk

“When we played the game and read the books it was a good way to learn, in a fun way” Year 5 pupil, Money Heroes Impact Report 2023

• BSL signed stories • Audiobooks • eBooks

Parent engagement

Glossary Advertising

• Early readers

Money Heroes can help you engage and collaborate with parents to ensure children are learning about Financial Education at home too.

Our website is a great place to start, as we provide a collaboration tool.

Activities for Teachers Our downloadable activities all fit within one or more financial education themes from the Financial Education 3 – 11 Planning Framework.

Here’s an overview of all our mainstream downloadable activities…

KEY THEME:

Let’s Play Shops 3 - 5

How to manage money Covers topics including: Recognising money in different forms Cost of items/Value for money Keeping track of money/budgeting

KEY THEME:

Becoming a critical consumer Covers topics including:

Going Digital 7 - 11 Budget Bonanza 7- 9 A Sporting Chance 9 – 11 You might want to deliver A Sporting Chance downloadable activity along with our A Sporting Fan activity.

To buy or not to buy? 3 - 9 Help Bunny buy a gift 3 - 7 This activity follows on from Ed and Bunny Spend Some Money and could be completed after reading the storybook.

Shopping Sense 7 - 9

Managing money / making choices and decisions

KEY THEME:

Managing risks and emotions associated with money Covers topics including:

Saving money

A Day out with Ed & Bunny 3 - 7 This activity follows on from Ed and Bunny Earn Some Money and could be completed after reading the storybook.

Toy Time 5 - 7

Needs and wants

Keeping money safe

Our downloadable activities contain… key vocabulary, differentiation, challenge extensions, curriculum links, money talk and assessment.

Pick and choose activities to suit your needs.

KEY THEME:

Understanding the important role money plays in our lives Covers topics including: Where money comes from

A Sporting Fan 9 - 11 This activity follows on well from our A Sporting Chance activity.

Save & Share with Ed & Bunny 3 - 7 This activity follows on from Ed and Bunny Raise Some Money and could be completed after reading the storybook Keeping a record 5 - 9 Become a Money Hero! 7 - 11 This activity follows on from Super Stories for Money Heroes and could be completed after reading the three short stories.

Money Through the Ages 5 - 7 Become an Eco-Hero! 7 - 11 This activity follows on from Super Stories for Climate Heroes and could be completed after reading the two short stories.

World of Work 9 - 11

TOP TIP You might want to deliver activities and take ideas from our SEND resources too, as they are suitable for all!

Earning money/tax

Activities for Teachers

8

Primary Financial Education CPD Money Heroes offers FREE Primary Financial Education CPD training which aims to provide teachers with the knowledge, skills and confidence to deliver high-quality, relevant and engaging financial education to your pupils.

BOOK CPD TRAINING HERE! Teacher Training

Bespoke Mentoring

Schools can choose between our primary training,

Our 1-1 mentoring can help you achieve your

training specifically tailored for SEND teachers and

financial education plans, whether that’s going

support staff working with pupils following the primary

through the Money Heroes resources in more detail,

curriculum, or training designed to support the

helping you set up a money week, or working out

Curriculum for Wales.

where it can fit within your curriculum.

The time is yours to use as you wish; for example, you

Our training covers: • What we mean by financial capability and

could run your financial education plans by us before you get started on them.

financial education.

• Where and how financial education can be implemented into your school.

• Introductory guidance on how teachers can use Money Heroes resources as well as make adaptations (where appropriate).

• Ideas on parental engagement.

How does it work?

• A school can have up to 4-hours of bespoke mentoring, which can be accessed remotely or in person.

• Flexible dates, times and training structures to suit you - staff can take part individually, as a small group or a combination.

• Personalised to support your school’s needs.

Our training has been accredited by The CPD Certification Service and can be put towards your ‘Continuing Professional Development’ plan.

Our primary training is tailored to suit teachers in England or Wales.

Got a question?

The Money Heroes team are on hand to answer questions from teachers about the programme.

You can contact them at moneyheroes@y-m.org.uk

92%

of educators feel more confident and said they felt either very or fairly inspired to develop financial education in their setting after the training

Adapting Money Heroes Resources We want financial education to be as accessible as possible, so we have created a range of inclusive SEND materials to complement our standard resources. However, we know that financial education is most effective when schools deliver in a way that works for them.

Our Money Heroes resources are flexible and can always be further adapted to suit your needs and requirements. Take a look at our suggestions for how you might choose to do this with both our standard and accessible materials…

Many more ideas on how to use SEND resources can be found in our SEND Educator guide.

PRACTITIONER RESOURCE

it safe.

• Talk about the pitfalls of not keeping track of money or keeping it in a safe place.

For example: - If it is not kept safe you could lose it, or someone may take your money.

- If you don’t keep track of money then you may run out of it unexpectedly.

Add a challenge Show children how to keep track of their spending by reading receipts for items purchased for your setting, then taking this amount away from various money totals (provided by you) and recording new totals on a spending/saving record.

Helping hand Give differing amounts of money to count and calculations to solve, according to their ability level.

the Money Heroes

of tomorrow!

PRACTITIONER RESOURCE SHORT ON TIME?

Keeping Safe (5 minutes)

bag, money box.

Suggestions on how to deliver to Money Heores Money Talk • Talk to children about why they think it is activites... important to keep track of money and keep

Empowering children to become

A financial educatio n programme for primary aged children

Money Heroes Activities 1. Ask children to talk about the best places to keep money safe.

Examples may include: bank, wallet, purse,

SEND Educator Guide

Deliver one activity, over a series of lessons, or just pick one section from an activity to deliver.

Complete the Counting section in one session

2. Ask children to say why certain places PRACTITIONER would be safer than others. For example, OURCE RES keeping money safe in a bank would be MEDI safer than a ATE bag because a bag could be : INTERin DIFFICULTY LEVEL

lost or stolen.

rd Keeping a Reco Adaptations to this activity

t?

What’s it abou

they money now, so keep track of n about how to . In a simple, yet to teach childre amounts of money It is important s to life with larger and use record to do this in later they can create will know how children how this activity shows place. sensible way, keep it in a safe and money track their

Virtual Delivery

works…

If itchildren have support to prepare the How Keeping

Safe (5 minutes your ) ng cards, or create

• Talk about the pitfalls of not keeping track

creating a • Pens/paper for can use the record or you g Record Saving and Spendin le Template availab

n (record a special • Talkoccasio to children about why they think it column) savedimportan for £6.50 is t to keep a book track buy of money and keep le of a spend: Examp it safe. ) t spent column (record in amoun

Further adaptations etc. £3.50 or £1.75, if Child A g questions, e.g., 4. Create spendin have ‘spent’ with and they has £5 to start have left? money do they £3.50, how much

• Talk about the pitfalls filling out a

‘have a go’ at of not keeping track 3. Let pupils of money further or keeping it inwith a safe place. spending record saving For and example ‘Group A’

: such as: os you create, You might choose certain scenari aspects of the - If it is not kept £2.50 from a a further safe you could lose it, or has been given minutes) someone may on sweets. Show Recording (30 take £1 has spent your money. a record relative andon they can keep activity to on, depending the howfocus - If you don’t of 1. Ask children record. keep track of money this on your they have in front then of how much money may run out records and mark you swap to of it ions. unexpec children tedly.

4. Ask down suggestof the specific children in yourgosetting.

Keeping Safe (5 minutes) through the them. Writeneeds other’s work, or es of how each

to show exampl 2. Play a game on a written record, they might show, or spent received money when they have ng Saving and Spendi money using the out the te. Print and cut templa Record

PRACTITIONER RESOURCE

Find out more

at

as a group.

Add aschalle answer nge

safer than in a bag becau lost or stolen.

it safe.

YOU WILL NEED...

of money or keeping it in a safe place.

For example:

Adaptations to this

VOCABULARY KEY1:1

SHORT ON TIME?

Complete the Counting

section in one session and Recording in the next session.

- If you don’t keep track of money then you may run out of it unexpectedly.

activity

Wallet SaveThis activity can easily be adapted Purse to work Spend 1:1 with a child by following box the instructio Money ns as above.

Money Amount Coins

Add a challenge

Virtual Delivery Notes If children have support to prepare the resources at home, the ‘Recording’ and ‘Keeping Safe’ aspects of this activity could be delivered at with virtually, online adult See our glossary supervis ion.oneyheroes.org.uk for a

Show 1. Ask children spending to children talkhowabout best TIP! 2. Ask children to say why certain places to keep trackthe of their by reading receipts for items purchased for your Further adaptations would be safer than others. For example, setting, then taking this places to keep money safe. amount away from various money totals You might choose certain aspects of (provided by you) the and recording new activity to focus on, roes.org.uk oneyhe totals dependin on www.m a spending Examples may include: purse,the children g on thekeeping money safe in a bank would be /saving record. bank, wallet, specific needs of in your setting. bag, money Helpin box.g hand safer than in a bag because a bag could be www.m and phrases. definition of words

Money

Give differing amounts of money to count and calculations to solve, accordin g to their ability level.

s Heroes | Resource

19

Show children how to keep track of their SHORT ON TIME? spending by reading receipts for items Complete thesetting, Counting purchased for your then taking this section in onevarious session amount away from money totals

andby Recording the (provided you) andin recording new totals on a next session. spending/saving record.

lost or stolen.

Helping hand

Keeping Safe (5 minutes)

SHORT ON TIME?

1. Ask children to talk about the best 2. Ask children to say why certain places • Talk to children about why they think it would is places to keep money safe. be safer than others. For example, Examples may include: bank, wallet, purse, and keep keeping money safe in a bank would be important to keep track of money bag, money safer than in a bag because a bag could be it safe.box. lost or stolen.

Complete the Counting and calculations to solve, according to their section in one session ability level. and Recording in the next session.

Money Talk

Adaptations to this activity

Give differing amounts of money to count

Deliver activities, using the SEND 1:1 resource ‘add a challenge’ and ‘helping This activity can easily be adapted to work • Talk about the pitfalls of not keeping track 1:1 with a child by following the instructions hand’ sections, or the ‘suggestions for of money or keeping it in a safe place. as above.

Money Talk For example: differentiation’ and ‘challenge activities’ Adaptations to this activity • Talk to children about why they think it is - If it is not kept safe you could lose it, or Virtual Delivery Adapt an existing activity to suit keep track of money and keep on the downloadable activities toimportant catertosomeone may take your money.

1:1 it safe.

If children have support to prepare the needs.

For example, instead of - If you don’t keep track of money thenThis youactivity canresources easily be adapted to work at home, the ‘Recording’ and for various ability levels.

• Talk about the pitfalls of not track may run out of keeping it unexpectedly.

1:1 with a child by following the aspects instructions ‘Keeping Safe’ of this activity using paper resources provided, of money or keeping it in a safe place. as above. could be delivered virtually, with adult For example: supervision. use practical resources.

Add challenge - If it is not kept a safe you could lose it, or Find out more at

20

www.moneyheroe s.org.uk

Money Heroes | Resources

Virtual Delivery

someone maychildren take your money.

Show how to keep track of their If children have support to prepare the spending by reading receipts for items resources at home, the ‘Recording’ and - If you don’t keep track of money then you may run out of it unexpectedly. purchased for your setting, then taking this ‘Keeping Safe’ aspects of this activity

Further adaptations

Find out more at www.moneyheroes.org.uk

Example in practice 20

Money Heroes | Resources

You might choose certain aspects of the amount away from various money totalscould be delivered virtually, with adult activity to focus on, depending on the by you) and recording new totals on a supervision.

Add a (provided challenge specific needs of the children in your setting. spending/saving record.

Show children how to keep track of their spending by reading receipts for items

Further adaptations

purchased for your setting, then taking this You might choose certain aspects of the Helping hand You might choose to combine our SEND and downloadable activities to create a lesson which suits you. amount away from various money totals activity to focus on, depending on the

differing amounts oftotals money (provided Give by you) and recording new on ato count

specific needs of the children in your setting.

For example, when teaching pupils about and wants you could… and calculations to solve, according to their spending/saving record. needs

ability level.

Helping hand 1. Utilise the ‘Money Talk’ section on our SEND activity Give differing amounts of money to count and calculations to solve, according to their ability level.

Money Heroes | Resources

3. Extend the learning to explore the cost of the things we need and want; by delivering section 2 and 3 of our

understanding of needs vs wants.

downloadable activity To Buy Or Not To Buy.

on the Packing for Antarctica resource to suit a scenario relevant to your class e.g. ‘What do we need/want to pack for a beach holiday?’

11

Find out more at www.moneyheroes.org.uk 20

resource Packing for Antarctica to support your pupils’ 2. Adapt the ‘packing’ and ‘comparing’ rucksack activities

Adapting Money Heroes Resources

Adaptations to t 1:1

This activity can easily be 1:1 with a child by followin as above.

Spend than thelose suggested - If itlonger is not kept safe you could it, or Virtual Delivery someone may take your money. timeframe on an activity.

If children have support t

notes

PRACTITIONER RESOURCE

to by asking them amounts of money e, if a child ts. For exampl specific amoun out ask them to count has £5 in total,

keeping money safe in a

bag, money box.

important to keep track of money and keep

50 MINUTES

• Coins and and1.Spendi Ask childrenand to talk down and resources at home, the Saving ‘Recording’ te available the cards face about the best Templa 2. Ask children to places to keep money own cards. Turn to choose say why certain places safe. to take it in turns Spending cards children Example would • Saving and be safer than others. or a s may include: a savebank, ‘Keeping Safe’ aspects ofask this activity For example, wallet, purse, it as either available Template bag, money box. cards have keeping a card and record money safe in a bank would be until all of the safer than in a bag spend. Carry on g because a bag could continue by shufflin could be delivered virtually, withoradult be lost or stolen. been turned over . activity repeating the money. the cards and total amount of £10 for t given be differen g save: supervision.

Mone le of ay Examp to practise countin Talk in amount 3. Ask children find

minutes) Counting (15 or amounts of printed 1. Give children individually to count, either plastic money or in groups. many 1 and to add up how 2. Support them and then the etc they have, 2 pence coins

2. Ask children to say why c would be safer than othe

Examples may include: bank, wallet, purse,

• Talk to children about why they think it is

ACTIVITY LENGTH:

PRACTITIONER RESOURCE

• I can keep of my money of keeping track different ways • I know some and spending s about saving to it l consumer: Choice choices and stick Becoming a critica and spending plan for my saving simple a make • I can

1. Ask children to talk about the best places to keep money safe.

Money Talk

1:1

This activity can easily be adapted sto work record and keeping Key Themes g track of money 1:1 with a: Keepin child by following the instructions e money and what I spend How to manag g track of my money are ways of keepin • I know asthere above. al records simple financi

Keeping Safe (5 minutes)

and Recording in the next session.

TOP TIP Create opportunities to extend the learning of an activity. For example, by setting up a fruit stand, after delivering the Let’s Play Shops activity.

resources at home, the ‘R

‘Keeping Safe’ aspects of t could be delivered virtual supervision.

Further adaptatio

You might choose certain activity to focus on, depen

specific needs of the child

certain places

ers. For example, a bank would be

use a bag could be

this activity

adapted to work ng the instructions

Money Heroes Stories Suggestions:

Example in practice:

• Read and discuss the stories in smaller, more manageable

You might choose to read our Ed and

chunks, by splitting them into separate sessions – read as a whole class, in smaller groups, or as part of a guided reading session.

• Extend financial education discussions through questioning before, during and after reading a story.

• Encourage children to role-play characters and the story, to embed their learning.

SHORT ON TIME?

• ReadComplete one the ofCounting our stories and complete the corresponding

Bunny Earn Some Money story and then…

1. Create a real-life experience for your pupils to earn money (these could be coin tokens) by doing helpful jobs around the classroom or school, or setting up an event.

2. Have items/activities costing different amounts which your pupils could aim to purchase by saving their money from completing jobs. Perhaps pupils

section in one session and Recording in the

could decide as a class which activity they want to aim

next session.

for e.g. 5 minutes of extra playtime.

downloadable activity.

• Mirror the story themes in school e.g. by creating ‘real-life’ school fair items/experiences.

• Extend the learning by setting up an activity based on one or more of the financial education themes.

to prepare the Recording’ and

this activity lly, with adult

Money Heroes Games

Super Stories Disco game

ons

Ed and Bunny Go Shopping

Our digital game has adaptations you can use, such as:

The game has been created to be inclusive of all learning

• Narration, sound and background music on or off.

aspects of the nding on the

dren in your setting.

abilities. Coin cards are two-sided and children can turn the cards over to display the total sum of the coins or choose

• Skipping through the game using the yellow arrow key.

not to, which will make the game harder.

Here are some practical tips for how you might adapt Here are some practical tips for how you might adapt

or extend this game…

or extend this game…

• Split the games into smaller, more manageable

• Before playing the game, your pupils could create, or be provided with, something to keep their money safe as they play.

• Provide real coins and items on the shopping list for your pupils to ‘buy’ during the game.

• Reinforce the learning through a matching game; your pupils could match the images on the cards, to real coins.

chunks. For example, by spending one session solely focusing on choosing the venue.

• Give pupils the opportunity to give reasons for their decisions. For example, ‘We chose the more expensive DJ and spent less on the food, because the music was the most important aspect of the disco.’

• Encourage your pupils to track their spending as they go along. It might help them to visually see their decision-making journey to inform their next choice.

• Set specific challenges for your pupils when playing the game. For example, ‘The school disco should come under budget and there must be a red carpet at the event.’

• Encourage your pupils to work together and listen to others’ points of view.

Adapting Money Heroes Resources 12

Using Money Heroes in your school & curriculum Where is financial education currently being delivered in your school?

Primary Curriculum areas Geography

Did you know, financial education can work

Money Heroes’ Shopping Sense activity can be

well as stand-alone timetabled lessons.

delivered through Geography when exploring land

However, it is even more effective when taught

use, for example through farming/trade links.

through a huge range of curriculum areas, as well as

Early Years Foundation Stage

wider school priorities, and Money Heroes can help

Our resources support pupils from age 3 upwards.

with this! This is a win-win, as financial education

Here are some examples of how Money Heroes

is not about doing ‘more’ but about developing

resources can form the basis for financial education

links with what you are already providing.

delivery throughout your EYFS provision.

Mathematics / Numeracy (Wales) Lots of our resources can be used to support pupils to

Moneyfesto

develop knowledge and skills through Mathematics such as,

Why not find out which money

through measurement, e.g. when finding different

topics pupils feel secure about

combinations of coins that equal the same amount of

and which they want to learn

money. Our downloadable activity Toy Time, is a great

more about. You can then

example of developing skills in place value and calculation.

reflect on your pupils’ views and

Through this activity, your pupils will create and solve

take them into account when

number calculations using £ and p as well as recognising the

planning financial education.

value of coins and notes.

A pupil ‘moneyfes to’

Finding out which money topics pupils feel secure about and which they want to learn more about.

Listening to pupils is crucial if we’re going to provide financial education that is relevant and meets their needs. We need to find out what they’re interested in and concerned about, and act on this so that we can create learning opportuniti es relevant to pupils’ lives.

It’s good to take a step back occasionall y and gather children’s views in a structured way, as well as taking day-to-day feedback into account.

You can use this moneyfest o to support future planning of financial education as well as helping to assess progress.

Objectives: • For pupils to give their views on which money topics they would like to learn more about.

• For teachers to reflect on pupils’ views and take them into when planning financial account education.

Get Moneyfesting !

1

2

Plan a class session for the pupil moneyfesto.

Identify a group of pupils to involve in the consultation. Ideally they will be drawn from all age groups, so that you can gather information to develop a spiral curriculum; but you could focus on just one class or year group. Alternativel y, you could work with the members of your school council. Whatever your approach, it’s important to include pupils with a range of abilities.

3

Start with some warm-up

topics.

Get the pupils thinking about money issues like spending, saving and budgeting. This will help them to give informed views of the money topics you have prepared.

Run through the topics to ensure the pupils understand what they mean – you can also use the Money Heroes Glossary for definitions of financial education key words and phrases.

Draw up a set of financial for the pupils to consider topics .

You can use topics from your own programme of study or select some from the Primary Planning Framework. Make sure the pupils understand the topics and what they entail.

Find out more at

TIP!

See our glossary online at www.moneyheroes.org.uk for a definition of words and phrases.

www.moneyheroes. org.uk

PSHE / Health and Wellbeing (Wales)

Understanding the World

PSHE / Health and Wellbeing are great subjects to deliver

Our Ed and Bunny Spend Some Money book can enrich

financial education through as they support a number of

and widen your pupils’ vocabulary in relation to financial

outcomes in these areas of learning, including those relating

education terms e.g. ‘pay’, ‘money’, ‘shop’, ‘till’ etc. You could

to: feelings, needs and wants, decision making, risks, as well

use this book to set the scene for a trip to the shops.

as work and careers. Our downloadable resource To Buy Or Not To Buy? develops an understanding of needs and wants, whilst exploring feelings, as well as decision making.

History DIFFICULTY LEVEL: INTERM

or further their understanding of past and present e.g. when exploring how money was used during Ancient Rome.

how many pennies are in a 10 pence piece, or by

EDIATE

Money throu gh the ages

support outcomes in History.

understanding of timelines,

you can give your pupils practical opportunities to and recognise the value of numbers (by working out

PRACTITIONER RESOURCE

downloadable activity can

your pupils develop an

With our Coins, Coins, Coins and Let’s Play Shops activities confidently count to 10 (by using pennies or pounds)

Our Money Through The Ages

It might be used to help

Mathematics

using coins of different values to pay for things).

What’s it about ?

This activity teaches children how money well as how has develop money looks ed over time, today and how as In today’s society we see money children will being used now. see things being Have coins and bought without notes always cash. been used as payment method s?

Personal, Social and Emotional Development

Key Themes

Understanding the importa nt role money plays in our • I know that lives: How money money has develope developed d in many different • I can describe forms througho the many forms ut history. that money comes which it can be used to pay in today, and for things. the variety of ways in

ACTIVITY LENGTH:

• Download, print and cut out the Money Through the Ages Cards (keep the date cards to one side for now).

Keep the picture cards and place the descriptio n cards around the room.

Explain to children they will be making that a timeline of the history of money, which includes the different forms money comes in today.

• Split children into pairs or small groups and give each group a picture card. Ask them to search the room for the matching description.

Remind children to read the descriptions carefully to see if it is the correct match.

When children think they have found the correct card, ask them to return and share their picture and description with the wider group.

You could keep an uncut copy of the resource for yourself to use as the answers.

What is a timeline?

A timeline is a way of ordering events from earliest to latest (most recent).

Timelines usually follow the history of something; in this case, money.

Find out more

at www.mo

neyheroes.org.uk

• Create a timeline

on the floor, table or on large pieces of paper e.g., using masking tape/chalk/rope or long strips of paper.

Make sure children can see all the pictures and descriptio ns.

YOU WILL NEED...

• Money Through the Ages Cards Template available

• Ask children

• Resources to make a timeline on the floor e.g., chalk, rope, masking tape or strips of paper • Pens/paper

to talk about and decide where each of the cards should be placed on a timeline (which order). Talk about their answers and correct any mistakes.

You could use the original set of Money Through the Ages cards to help you with this.

Using items as money, such as shells, salt and metal.

1100 BC Bronze

KEY VOCABULARY

Cut the sections out to make cards

Swapping livestock and food, such as cattle and vegetables.

Swapping items made from bronze.

1000 BC

Small round pieces of metal.

600 BC

Stamped coins, made of metals such as gold and silver.

First coins

First minted (stamped) coins

2

9000 BC

1200 BC

Bartering

Pay Currency Spend Money Savings

Coins Notes Barter Debit card Credit card

See our glossary online www.moneyheroes.o at rg.uk for a definition of words and phrases.

Money Heroes

13 Using Money Heroes in your School & Curriculum

| Resources

others through turn-taking. You may also use it to How do we feel when we don’t win the game? What

Find out more at www.moneyheroes.org.uk

TIP!

can support your pupils to build relationships with develop work on feelings and self-regulation e.g.

ACTIVITY RESOURCE

Money Through the Ages Cards 1of

Tokens and shells

Download, print and cut out the Money Through the Ages Cards

Playing our Ed and Bunny Go Shopping board game

30 MINUTES

How it works …

21

is OK/not OK to do or say when we don’t win?

Action Plan Why not use this resource to create a plan on how to embed financial education across your school, whether

Where will your

What will be

that’s in a specific curriculum area, a theme of learning or wider school initiatives. Click here to access our Money Heroes Action Plan.

Who will help

What barriers

How will you

Email advisory

Financial Educa

curriculum focus be?

tion Action Plan

your first steps?

you to achieve

will you need

it?

to overcome?

assess it?

@y-m.org.uk for

free planning

supp

Cross-curricular learning Our KS1 & KS2 storybooks are a great way to support

Whole school priorities Money Heroes can be delivered through,

cross-curricular learning, as they can be used through

and used to support, wider school priorities:

a number of subject areas. Here are some examples…

• Assemblies:

English / Language, Literacy and Communication (Wales) All of our storybooks can support outcomes in this area: • You could use any of the stories as a vehicle for Guided Reading sessions.

During an assembly, your pupils could be introduced to a section of one of our Super Stories for Money Heroes storybooks and then be tasked with helping the character to solve their money-related dilemma.

• Registration time:

• To achieve outcomes in spoken language you might use

Play one of our audiobooks for your pupils while they

our Super Stories for Money Heroes book to discuss and

enter school and self-register. Give them a question

debate financial education topics such as influences on

about the story to answer using their whiteboards.

saving and spending e.g. do friends influence how we spend our money?

• Enterprise fair/Eco commitments: Use our Ed and Bunny Raise Some Money book

• Our books can support the development of writing for

to introduce the concept of creating something

example by planning and writing an alternative ending

for a school fair, or to develop an understanding

to one of our stories.

of being ‘Eco friendly/sustainable’. Recreate Ed and Bunny’s idea.

Humanities (Wales), Citizenship & Religious Education Your pupils could read Super Stories for Climate Heroes to achieve outcomes in these areas of learning: • The stories support the understanding of; charitable giving, the role of community and voluntary groups in society, their responsibilities to others and contributing to the community.

• You might use the topics and concepts covered in the

TOP TIP As well as using Money Heroes resources to achieve outcomes in specific subject areas, you can also include financial education themes throughout your curriculum, in places you might not traditionally think to deliver.

story Food Glorious Food to explore the role of

For example, your pupils might read Ed and

foodbanks in the UK.

Bunny Spend Some Money and then, during Design & Technology lesson, design, create and evaluate a product to help Ed & Bunny

“The financial education lead was positive about the benefits of the pupils being introduced to the Super Stories books as it helped support schools’ focus on global citizens and sustainability.”

Liscard Primary School, Wirral

keep their money safe e.g. a money box or wallet. Or in Art, pupils might design a new character for the books.

Money Heroes and Themed Learning

Use the add a challenge section in the SEND activity resources to extend the learning for upper KS2.

We have suggestions on this page about how you might combine our resources to weave into existing topics, achieve outcomes or develop a suite of financial education lessons. Money Heroes resources can be used to complement a class, or whole school, existing theme or topic. Some KS2 classes might cover ‘Work & Careers’ as a topic.

Here’s an example of how you might combine resources to create a series of lessons which link to, and could extend, the learning of that topic:

Work & Careers

1

Read Super Stories for Money Heroes:

2

Complete the differentiation

Explore some of

3

the key themes

4

Finish by delivering an assembly to the

task contained within

within the story by

rest of school about what

Christmas.

the Become a Money

delivering related

they learned from the

r

Hero! activity and discuss

downloadable activities.

visitor during the World

3 stories in 1

where money comes from

Super Stories

Suki and Susannah Save

Super St

ories fo

for Money Heroes

Money Heroes Have fun learning about

E.L. Norry

MOnEY!

of Work activity.

ACTIVITY RESOURCE

and the link between

Super Stories Prompt Cards 1of 2 Theme: Talk and teamwork

The importan ce of regular open conversa tions Suki and Susannah talked about money with their understand practicali Gran and parents ties around money. to Jess’s conversa tion with her mum allowed may differ between her to understa families and nd why situations was able to make children, and she also by applying her financial knowledg learnt the impact she Kwame learnt e. from his Grandad that you do not things to have fun or get what always have to buy new you want.

work and money.

Theme: Under stand

e.g., earnings,

rry E.L. noIris Amaya

Illustrated by

gifts, swaps,

where money

benefits

Cut the sections out to make cards

comes from

Suki and Susannah talked about how their family’s had changed and how this financial circumsta changed the nces choices they Jess’s conversa made. tion with her mum about foodbank available for those who may s shows that need some extra support is Kwame learnt help. about entrepren eurs in school with a team of and set up a friends. mini-enterprise

Theme: Under stand

how

money is spent e.g., bills, activities, in a family things you need, things you want, giving to charity Suki and Susannah talked with their their househol d as well as consideri parents about all the outgoing preparing for s for ng the extra Christmas. financial pressure s around Jess’s conversa tion with her mum showed income to support how people can others, such use some of as by buying their Kwame learnt food to give to foodbanks. that his mistaken online purchase expense to his Dad’s account. added an additiona l, real Find out more

at www.moneyh

eroes.org.uk

Money Heroes

| Templates

77

You might choose to deliver themes based on financial education. Here’s an example of how you can combine Money Heroes resources to create a series of lessons to achieve outcomes in a financial education topic: Budgeting • Explore the concept of budgeting through our Super Stories Disco game. Practice in different contexts e.g. reducing the budget/prioritising needs over wants.

• Elicit discussion about needs vs wants and the necessity of budgeting through the Super Stories for Money Heroes book: Suki and Suzannah Save Christmas.

• Have a go at budgeting, by completing our Budget Bonanza downloadable activity.

• Extend the learning by exploring budgeting as an adult, through delivery of our Household Budgeting SEN resource.

Early Year Foundation Stage / Foundation Learning Early years teachers are adept at delivering their curriculum in a holistic way. You might set up a practical activity to enhance financial education learning through play, using Money Heroes resources to support this.

How teachers have used Money Heroes…

At Liscard Primary School (Wirral) resources were used to support learning in

Vet Practice

a wide range of subjects including Maths,

• Turn your provision into a vet practice.

History, PSHE and Geography. Their success

• Deliver our downloadable activity Coins, Coins, Coins to support your pupils understanding and handling of money.

• Use our downloadable activity Let’s Play Shops as the basis for role-play at the vets. Focus on paying for services.

• Adapt the ‘Keeping Money Safe’ section of our Keeping A Record downloadable activity to become a practical opportunity to look at different places that may or may not keep our money safe. Use this learning during vet roleplay e.g. by carrying their money in a wallet.

• Extend the learning by delivering the ‘helping hand’ section on our SEN resource How Do We Pay for Things?

This helps pupils to understand that we get money from working and that we can then buy things we need/want.

with the programme lies in embedding financial education across their curriculum in many subjects across both key stage 1 and 2.

At Crowland Primary School (London) Money Heroes books were used for story time at the end of the school day, where the teacher would read the story followed by a discussion of the topics with the pupils.

Books were also placed in the school library for pupils to check out and read at home. In addition, a year one teacher at the school used the resources to deliver a day focussed on money and finances providing a supportive, real-world understanding about money.

What Next?

For financial education to have a long-term impact it needs to be sustained. Consider these ideas to ensure a successful financial education journey...

Review your financial education provision Next

If you’re looking for ideas and support to recognise good practice, reflect on arising issues or areas of need, and identify next steps for development, Young Enterprise’s practical guide to reviewing financial education in your school is a great place to start.

The guide can be accessed here... https://www.young-enterprise.org.uk/resources/a-practical-guide-to-reviewing-

ide to A practical gu cial reviewing finan school ur yo education in For primary scho

ol leaders and

teachers

to and resources practical ideas key information, n in your school.

This tool will provide financial educatio the provision for on arising help you review practice, reflect ent. to recognise good It will support you next steps for developm of need, and identify issues or areas

financial-education-for-primary-school-leaders-teachers/

Whole school development

Parental involvement

• Get the whole school involved as much as possible.

Parents and carers are an integral part of financial education

You might start with a themed Money Week and then embed from there.

delivery; Money Heroes was designed to enable young children to take part in activities both at school and at home.

• Leadership ‘buy-in’. Financial education is always most effective when leadership are actively involved.

• Appoint a financial champion. Is there someone in school who could coordinate a whole school approach to financial education delivery?

• Action Planning & Moneyfesto. Complete pupil voice through our Moneyfesto and use our Money Heroes Action Plan template to help shape your next steps and

Don’t forget, parents can access the Money Heroes website with their children and engage with our resources at home at: https://moneyheroes.org.uk/parent-hub This includes our specially designed Home Activities.

Why not set a financial education home learning challenge using one or more of these resources!

plan for longevity.

• Develop teachers through CPD. Our fully-funded teacher training is available to teachers.

one of your financial education lessons and use some of

Interested in being supported through mentoring?

the resources with their child in class.

mentoring session.

Our eBooks and audiobooks are a great way to engage pupils in financial education in a quick and fun way that can be accessed on-the-go! r

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• Set Money Heroes homework and track pupils’ progress on our dashboard.

Money Heroes Audio & eBooks

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• Set up a Money Heroes parent session, where they join

Sign up here https://moneyheroes.org.uk/cpd Contact moneyheroes@y-m.org.uk to request a

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Top tips for engaging parents:

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• Make use of social media to promote the importance of delivering financial education at home. You might choose to share links to our parent podcasts.

• Ask your mentor for further advice on engaging parents/carers.

Remember, sign-up to our Money Heroes website to access all of our materials and resources at:

moneyheroes.org.uk/signup

“Young Enterprise are incredibly proud to offer Money Heroes; an accessible, adaptable financial education programme.

We are excited to see it continue to grow.”

Sharon Davies, Chief Executive, Young Enterprise

Sign up to Money Heroes today!

If you would like to know more about Money Heroes scan the QR code with your smartphone.

Get Involved Helping you teach children about money.

Money Heroes is a free financial education programme for teachers, parents and anyone working with primary aged children.

Sign up for free now at www.moneyheroes.org.uk to find out more and immediately access our extensive range of resources and support designed to help you improve children’s financial capability.

Keep the conversation going...

Email us at: moneyheroes@y-m.org.uk

Follow us: twitter.com/YoungMoneyEdu and twitter.com/youngenterprise Use the hashtag #MoneyHeroes

Like us: www.linkedin.com/school/young-enterprise-uk

Watch us: www.youtube.com/c/youngenterpriseuk

Bulletin board: https://padlet.com/moneyheroes

Ed and Bunny Earn Some Money, Ed and Bunny Spend Some Money, Ed and Bunny Raise Some Money and Super Stories for Money Heroes is published by Scholastic (2021) – text and illustration © Matt Carr.

Young Money is part of Young Enterprise, Registered Charity No: 313697

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Remember to sign-up to our Money Heroes website