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:
•	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.