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. 

1. Week of <Nov 1>:  Topic/Theme: Samir's Birthday Budget 
2. Week of <Nov 8>:  Topic/Theme: Banking and Budgeting Basics
3. Week of <Nov 15>:  Topic/Theme: Safe and Sensible Spending
4.Week of <Nov 22>:  Topic/Theme: Making the Most of Money
5.Week of <Nov 29>:  Topic/Theme: Money Adventure Map

Introduction
The characters in the activity – Samir, Nia and Alex are all teenagers so may be slightly older than your class, this will encourage them to think about preparing for financial dilemmas in the future. In this section the class will follow Samir throughout his day and what he spends his birthday money on. The second section gets pupils to retrace Samir’s steps to find the possible causes of the missing money

Contents
Activity:    Challenge one: Samir’s birthday budget.    30 mins
Activity:    Challenge two: The mystery of the missing money.  20 mins

Key learning outcomes
By the end of the activity pupils will be able to:
• Understand key financial terminology
• Understand the value of money, how to manage and use money in an increasingly digital or cashless society and how to keep money safe
• Use problem solving skills to work out where the missing money may have gone 

Session overview

This lesson plan belongs to a suite that teaches pupils how to form good money habits for the long term.
We recommend that you allow your child start with this activity, which follows Samir going out for the day with his friends to spend his birthday money. At the end of the activity, pupils are encouraged to retrace Samir’s steps to solve the mystery of the missing money. The reveal points in each scene cover topics such as value for money, creating a budget and making payments.

The other lesson plans in this series look at the topics covered in more depth to embed learning and all relate back to Samir’s birthday budget challenge. We would use flexibly as standalone lessons, or delivered as part of a series alongside the other lesson plans.
All the sessions align to the Financial Education Planning Frameworks.

Samir’s story
- Samir has received £30 for his 14th birthday and it has been put straight into his bank account. He has also saved £15 from doing chores around the house so has £45 to spend in total.
- To celebrate his birthday, he is going into town with his two friends Nia and Alex. Samir has been saving up for a new console game that costs £30, and would like to get some lunch from his favourite pizza restaurant that will cost him £10. 
- Samir also wants to buy ice creams for himself, Nia and Alex after lunch. He has created a budget that includes the game and his pizza to make sure that he has some money left over to do this.

Sample prompts for discussion:
Q: Do you think Samir should spend all his money or try and save some?
A: It is nice that Samir will be able to buy the things he really wants, but by not spending all of it
and saving some he will have money to spend at another time or on something even better. 

Q: Why do you think it is a good idea for Samir to create a budget?
A: It can help him save up for the things he really wants, and helps him know exactly where his money is going. It means he can plan what to spend his money on.

WEEK 2
2. Week of <Sep 27>:  Topic/Theme: Banking and Budgeting Basics

Key learning outcomes
By the end of the activity pupils will be able to:

•	Understand some of the ways to manage money
•	Recognise how using a bank account keeps money safe and can help them save
•	Practise being responsible for managing their own money
•	Know how to keep track of their money, and set and stick to a budget

Session overview
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: Banking vocabulary	20 mins				
04	Challenge two: Basics of budgeting	30 mins

Challenge one: Banking vocabulary	20 mins  

Tutor will show the pupils the banking terms on Slide 1.1 and ask them to see how many they can match up with the correct definition. Tutor will work through this as a class or ask pupils to work in pairs. The answers
Slides	are revealed on Slide 1.2.
1.1-1.2
Pupils should have completed Samir’s birthday budget challenge, Tutor links this activity back to Samir’s story.
Samir has had a bank account since he was 11 years old and has learnt quite a lot about banking. How many of these banking words do you know? Can you match them up with the correct definition?

Banking vocabulary: answers

Term	Definition
	
Account number	A special reference number which identifies your bank account	
Cash machine	Known by a variety of names including an ATM (Automated Teller
	Machine) or a cash point, these are machines where you can withdraw
	cash from your bank account	
Balance	The amount of money you have in your account	
Contactless payments	Paying using your bank card in shops without needing to punch in your
	PIN. Tip: hold your card up to the contactless reader and the money will
	be withdrawn	
Debit card	A plastic bank card that can be used instead of cash when making
	purchases, which withdraws money directly from your account when
	the payment is made	
Online banking	A way of accessing your bank account and carrying out financial
	transactions through the internet on your smartphone, tablet or computer	
PIN	You will need to know this confidential number, called a Personal
	Identification Number, when you want to withdraw cash or buy
	something using a bank card without using contactless payment. It’s
	important never to share this with anyone	
Transaction	Moving money to somewhere else, for example buying or selling
	something, or transferring money in or out of a bank account. This can
	also be called a payment	
Withdrawal	Taking money out of your account, either at a bank or an ATM, or
	making a transfer into another account
	

Challenge two: Basics of budgeting	30 mins  

This activity will be completed by showing the budget and items on the presentation slides or printed as worksheets. Tutor will work through the options as a class or ask them to work in small groups. Tutor  adds on own items, costs and overall budget if a lower budget and lower cost items are more
Slides	suitable for group.
2.1-2.2
Tutor reads out the information and look at the list of items on Slide 2.1.
Nia is Samir’s friend and she has £40 to spend during the summer holidays. She has thought about some different items she would like to spend her money on. Pick five things you think Nia could buy with her birthday money.

Cinema ticket	£7	Trainers	£20
			
T-shirt	£15	Drinks and snacks	£10
			
Book	£5	Toy	£15
			
Gaming app	£5	A football	£5
			
Pupils need to select five items from the list and consider the following questions. We may or may not use all of them. However we pick the ones most relevant for group:

•	Are these items things she wants or things she needs?
•	If she buys all of these items, how much will Nia spend?
•	How much money does she have left over?
•	If Nia has money left over, what could she do with it?
•	Could Nia buy different items and have more money left over?
•	If she has spent too much, how could she make sure this doesn’t happen next time?
•	What are the benefits of using a budget to plan your spending and bank balance?

Pupils use Slide 2.2 to calculate how much Nia spends and how much she has left over, or to create their own budget. This worksheet is available for students prior to starting the sessions and students are advised to download. This will also be shared with pupils digitally.
Tutor asks the class to think about the terms – spend, save and donate. Can they explain what these mean?
Which of these might they do if they had some money.



WEEK 3
3. Week of <Oct 4>:  Topic/Theme: Safe and Sensible Spending

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
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?


WEEK 4
4.Week of <Oct 11>:  Topic/Theme: Making the Most of Money
Key learning outcomes

By the end of the activity pupils will be able to:
•	Feel confident and in control of their financial situation

•	Understand why we should all be critical consumers and think carefully about how we use our money

•	Understand why making informed decisions will help make the most of the money they have

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: Value for money	20 mins					
04	Challenge two: Advertising	30 mins

Challenge one: Value for money	20 mins  
This activity encourages pupils to think about value for money and compare offers.

Tutor talks through the information on Slide 1.1 and in groups or independently ask pupils to calculate the cost per book for each of the offers. Then as a class, discuss the following:
1.1-1.2
•	Which option gives you the lowest price per book?

•	Which of the options is better value for money?

•	What makes a good deal?

•	Is it always better to go for a deal that makes items cheaper? For example, do they want 12 books in one go?

•	Which one would they opt for and why?

Cost per book:

•	New releases for £5 each = £5 per book

•	Buy one book for £6, get another half price = £4.50 per book when you buy two

•	6 book collection for £18 = £3 per book

•	12 book collection for £30 = £2.50 per book


Challenge two: Advertising	30 mins  
Slides. 2.1-2.2
 
This activity asks pupils to think about and discuss the different ways that companies advertise their products or services to persuade people of all ages to purchase them.

Tutor starts by asking the class whether they can think of the last advert they saw. Where do we see adverts? There are lots of different ways to advertise, these include posters, on buses, in magazines, in shops, and on television.

There are different ways that adverts can persuade us to buy things. Tutor asks the class to suggest some of these, if they can.

Tutor discusses the options on Slide 2.1 and asks them to offer suggestions for the ways that each of these techniques can help to persuade us to buy a product.

•	Repeating an advert many times in one week on TV – this could make you remember and recognise the product more
•	Pop up ads in apps – in-app advertisements are displayed in a mobile app and can be anything from where to buy a new product to a video that automatically plays
•	Using a celebrity or a famous person to promote the product, often through social media – a famous person you like might make you think you will like the product. A person is often more appealing than just a company name and these people are often being paid to promote the products

•	Using persuasive language like ‘best ever’, ‘brand new’, ‘5* reviews’ – this makes you think other people like it, or that it is better than other similar products
•	Buy one, get one free – this makes you think you are getting a good deal

•	Catchy songs, jingles or catchphrases – these might make a product more memorable

Tutor asks pupils to think of an advert they have seen recently for a product that can be bought in the supermarket. Tutor discusses whether they would be more likely to buy this version over an own-brand product when they see them both in a shop. The product in the advert is likely to be more expensive. Does this mean it will be better?


Extension activity
If time available, Tutor asks small groups to create their own TV or magazine advert. Ask them to choose:
•	A product

•	Their audience, for example children, parents, pet owners, people who are interested in sport

•	One or a few of the persuasive techniques above

When they have created their advert, they can present or perform it to the rest of the class. How many persuasive techniques can the class spot that encourage people to buy the product? Did it make them want to buy the product?

For more advanced or older pupils, Tutor will asks them to reflect with a partner on what they are persuaded by. Can they add to the list above? For example bright packaging, characters, or celebrities.

If we have time, Tutor shows class the films on Slide 2.2, which show other young people talking about where else money influences can come from, and who can be a great role model to help them learn good money habits.



WEEK 5
5.Week of <Oct 11>:  Topic/Theme: Money Adventure Map

Key learning outcomes
By the end of the activity pupils will be able to:
• Consider the long term implications of making good financial decisions
• Develop good money habits that will benefit them now and in the future
• Reflect on their own money habits
• Use core transferable skills like problem solving and creativity to decide the best solution to a range of
financial scenarios

Session overview
This activity helps pupils consider the impact of financial decisions and alternative ways to approach dilemmas
surrounding money.

The scenarios in this activity have been developed for pupils aged 7-11 and are based around the end of the school
year and moving to secondary school. We may break up the scenarios and discussion prompts into smaller sections to meet the needs
of class.


Scenario one: Creating a budget

Scenario two: Prioritising spending

Scenario three: Spending behaviour

Introduction
In this adventure map activity, pupils will explore how some decisions can have a more positive outcome than others.
They will be asked to choose what they would do when faced with a financial scenario by clicking the next
to their choice. Pupils are also given the opportunity to choose a different, more suitable solution once they have
discussed all the implications.

At the end, pupils will be asked to draw on what they have discussed in the previous scenarios in this activity. Suggestions
may include creating a budget, prioritising items that are ‘needs’ over ‘wants’, putting away pocket
money or birthday money in a piggy bank. Older students may discuss bank accounts and savings accounts as well.


Students need to print budget template and