NOTE: Please be aware that if you ever want to schedule any of our classes and your available/interested dates and time is not available on my schedule, you can easily leave me a message with your preferred dates and I will try to see what can be done about this request. I am very flexible with my day and times. Please, contact me if you have another day and time in mind. Thank you.

Key learning outcomes

By the end of the activity pupils will be able to:
•	Make simple choices based on value for money when purchasing
•	Recognise the need for planning for the future and saving money
•	Understand how to keep money safe
•	Become aware of scams and fraud and know some ways to protect themselves from it

Session overview
This is one of five lesson plans, each designed to build upon teaching students how to form good money habits for the long term.
The activities in this session will be used flexibly, as a standalone lesson or delivered as part of a series alongside the other four lesson plans. We recommend starting with Samir’s birthday budget challenge, as this sets the scene and helps young people relate back when carrying out the subsequent activities, which can be delivered in any order.

There is a range of topics covered including value for money, creating a budget, making payments and security and risks. All the sessions align to the Financial Education Planning Framework.


Contents
Page	Activities	Time
03	Challenge one: Spot the faker	30 mins					
05	Challenge two: Sensible spending	20 mins
				
Challenge one: Spot the faker	30 mins  
Slides 1.1-1.2
 
This activity needs to be run from a desktop or laptop. The activity isn’t currently supported to be run from a mobile or tablet.

Tutor starts by having a discussion around emails to ensure that the class understands their purpose. Do they know what they are for? Tutor explains that they are likely to use emails for personal use, education and work in the future.

Tutor now introduces some of the key vocabulary that will come up in this activity. Slide 1.1 used to display the terms and ask for suggested answers before clicking to reveal the definitions.

Key vocabulary
Term	Definition	
Fraud	Money or a payment that is taken out of your account by someone
	else, who may have access to your personal information. For example,
	stealing your bank card and PIN and taking money from your account
	
Scam	A payment you have made for something you believe is real, but turns
	out to be fake or to not exist. For example, buying tickets to a football
	match from someone online and receiving fake tickets
	
Financial risk	The possibility of something bad happening to your money. You can
	take action to protect yourself from this happening
	
Trustworthy	A person or company who is reliable, honest and that you can trust
	
Recognising fraud and scams

Tutor displays the email on Slide 1.2. The email shows several signs that suggest it may not be real and may be from a scammer. Working as a class, tutor challenges pupils to find all the features in the email that can provide clues to spotting that it is fake and may suggest a fraud risk. When different parts of the email are hovered over, more information will appear. Tutor introduces the activity using the story below.

Samir’s dad wants to be sure that Samir understands that sometimes fake emails are sent from people and companies who want to cheat you out of your money. He has just received a suspicious email and he shows it to Samir. What can you spot that looks suspicious in this email? Make a list of the signs. Have you heard of other scams?

Tutor allows some time for the class to look at the email and make a list of the things they think are suspicious. Tutor collates their suggestions, and then hover over each of the parts they have highlighted and discusses the tips that appear. There are six in total, and the copy within each hover point is also shown in the table below.

Activity can be extended, as Tutor asks groups to produce a list of the things to look out for and produce a poster to go on display to warn other people in the school or at home.

				
Challenge one: Spot the faker (continued)	30 mins
Look out for	Why					
	Message subject line	Be suspicious of urgent requests or something that sounds too good	
		to be true. Fraudsters often use these tactics to encourage a quick	
		Response		
			
	‘To’ line	Watch out for emails that refer to you in an unusual way, such as the	
		first part of your email address. A trustworthy organisation is more	
		likely to use your full name		
			
	Request for personal	Trustworthy organisations will never request that you provide your PIN,	
	details/completing a	password, or online banking login details, or ask you to transfer money	
	form	to another account		
			
	Hyperlink to follow	Be careful if you are asked to click on a link or download an attachment.	
	or attachment to	You might be directed to a fake website where your login and personal	
	download	details are requested and stolen, or your device could be infected by a	
		virus. Hover over hyperlinks without clicking to display the destination	
		and evaluate whether it looks real		
			
	Sender	Look at the sender to see if the email address is suspicious. For	
		example, it might not match who the sender says they are or it may be	
		from an email address like Google or Yahoo which anyone can create	
		instead of a business one		
			
	Poor grammar/	Poor grammar, unusual style and mistakes in the wording of the	
	mistakes	message can be a sign that it is not from a genuine sender	
				

Challenge two: Sensible spending	20 mins  
This activity asks pupils to look at different cost options and suggest the most sensible decision based on the cost.

Slides	Discuss the scenario below and show Slide 2.1.
2.1-2.3
Samir has arrived home with a new game and is disappointed to find that the console that he needs to play it on is broken. Look at the three options and explain that Samir has some options regarding what he can do.

Please note that this activity uses the example of different purchasing options for a games console. If this item isn’t appropriate for your class, you could pick another item and use the blank template on Slide 2.3 to answer the questions below.

Options

1.	Compare prices at different shops and save up to buy a brand new games console

2.	Save up to buy a second-hand games console

3.	Pay for his console to be repaired

Once they have seen the options, Tutor move on to Slide 2.2 and ask pupils to work through the below questions in regards to each option. Tutor provides pupils with a version of this slide, with a few fields filled in or completely blank by choosing to use a different item, to print or complete digitally.

•	What are the benefits?

•	What are the disadvantages?

•	How could Samir save for this?

Once the pupils have reflected on these, Tutor clicks to reveal the suggestions on the slide and discuss as a class.

Tutor now asks pupils to calculate the price difference between the three options. For each option, Tutor ask them to think how long it would take before Samir could play his new game and how long the console might last.

Which option would they choose for Samir? Does everyone agree? Ask some volunteers to share their reasons. Tutor asks whether any of them can suggest another option, for example asking one of his friends if he can borrow a console for a while. Can they think of more advantages and disadvantages of each of the options?