Money Matters

Unit Title: Responding Responsibly
Sub Theme: Money Matters
Thinking Skill and Personal Capabilities: Thinking, Problem-Solving and Decision-Making
Curriculum Objective: To develop the young person as a contributor to the economy and environment
Key Elements: personal understanding, mutual understanding, moral character, spiritual awareness, citizenship, ethical awareness, economic
awareness, education for sustainable development
Attitudes and Dispositions: personal responsibility, concern for others, commitment–determination–resourcefulness, self-belief–optimism–
pragmatism, curiosity, community spirit, flexibility
Learning Experiences: investigating & problem solving, linked to other curriculum areas, relevant and enjoyable, skills integrated, active
and hands on, offers choice, challenging & engaging, supportive environment, positive reinforcement, varied to suit learning style, ongoing
reflection, enquiry-based
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address the key elements and
statements of the revised Northern Ireland curriculum.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
Responding Responsibly Thematic Unit Money Matters

Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:
Education for Employability Local and Global Citizenship

Home Economics
Work in the Local and Democracy and
Independent Living
Global Economy Active Participation
Investigate a range of
Investigate how work Investigate how and why some
factors that influence
organisations contribute people may experience inequality/
consumer choices
to the community social exclusion on the basis of
and decisions
their material circumstances in
local and global contexts
Home Economics Local and Global Citizenship Local and Global Citizenship
Independent Living Democracy and Democracy and
Develop a range of skills Active Participation Active Participation
to promote independence Investigate why it is important to Investigate an issue from a range
through planning, managing uphold human rights standards of viewpoints and suggest action
and using resources in modern democratic societies, that might be taken to improve or
including meeting basic needs, resolve the situation
protecting individuals and groups
of people

Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Sequence, order,
What is money? ... identify and learn how to Give your learners opportunities to handle money and to examine coins and notes.
use money. Allow them to explore and investigate value, similarities and differences (colour and classify and make
size) of coins and notes. Use Resource 1, asking them to tick the appropriate boxes, comparisons
and the interactive game about recognising different notes and coins.
Using Mathematics -
Resource 1: Coin Sort Use mathematical
knowledge and
Activity: Money, Money, Money concepts accurately
Learners will probably have some understanding and experience of money in

relation to shopping (at home or school), so you could set up a simulated shop in
the classroom. Stock the shop with a selection of items familiar to the learners
such as crisps, fruit or suitable magazines. Ensure all items are clearly priced.
The learners could then ‘shop’ there, as a baseline for understanding and
as reinforcement.
• Plastic coins and notes
• Items for a class shop
Take the learners to the school tuck shop, vending machines, or shopping for other
items (for example cookery ingredients) to see real money being handled and spent.
Resource Sheet in this booklet
LAB or PowerPoint activity available from www.nicurriculum.org.uk
Skills tabs printed in yellow are Cross Curricular Skills
Skills tabs printed in orange are Thinking Skills and Personal Capabilities

Why do we …identify a number of options. Discuss with the learners why we need money, and what difficulties would arise if we Explore ideas,
didn’t have any. Provide copies of Resource 2, and ask them to write and/or draw make and test
need money? pictures of things we need to buy. predictions and
think creatively
Resource 2: Money Is Needed For...

How do we … learn about making Where appropriate, discuss with learners where they get money: from family
Making predictions
informed choices. members, part-time employment, special events, EMA allowance etc. Without
get money? getting too personal, discuss where adults or family members get money to pay
bills. The discussion could revolve around the need for adults to work or get Sequence, order,
benefits to support their families and pay bills. Use Resource 3 and/or 4 to classify and make
aid discussion. comparisons
Resource 3: How Do We Get Money? (three main ways)

Communication -
Communicate
Resource 4: How Do We Get Money? (five ways)
information, ideas,
opinions, feelings
Explore and develop the learners’ understanding of how we get money in order to
and imaginings,
live: we might earn it by working, receive Income Support or other benefits, etc.
using an
Ask the learners to match up a variety of people in Resource 5 with ways they
expanding language
might be able to get money to live (from employment, a pension, a part-time job
or benefits).
Resource 5: How Do These People Get Money?
Develop the discussion to include other ways of getting money which are not as
reliable, such as gambling and the lottery. List on the board all the methods of
getting money that your learners know. As a class activity, rank the methods in
different ways, for example:
– from reliable to unreliable;
– from moral to immoral; and
– from easy to hard.

How do we … learn about making Use Resource 6 to give your learners pictorial options about ways of making money.
informed choices. To show their understanding, ask them to circle the good ways and cross out the bad
get money? ways. Discuss how people might be able to get extra money. For example, your
learners might have brothers or sisters with part-time/summer jobs.
Resource 6: How Could I Get Money?
Investigate the possible consequences of some improper ways that some people
might use to get money, such as stealing or gambling. If appropriate, refer to
particular examples from television, for example soap opera characters with money
making schemes. Include the topic of gambling, if possible, and help your learners to
gain an awareness of the dangers of gambling.
Further suggestions
For an extension activity which may be appropriate for your learners, see Resource
7. In this worksheet, learners are asked to make a distinction between right and
wrong ways of acquiring money and provide a reason. Ask them to consider David’s
options and write some advice for him.
Resource 7: Getting Money: Good Ways And Bad Ways

Examine options,
Where do I keep …think about consequences. Have your learners focus on different places where money can be kept. Use
weigh up pros
Resource 8 to prompt discussion.
my money? and cons
Resource 8: Where Do We Keep Our Money?
Go on to contrast safe places and unsafe places to keep money. You could ask an Using ICT -
introductory question: ‘If you won £100, where would you keep it?’ Encourage them Manage and present
to make suggestions. Resources 9 and 10 are differentiated worksheets to help your their stored work
learners explore the topic; use whichever is more appropriate.
Resource 9: Safe Or Not? (circling options) Using Mathematics -

Explore ideas and
Resource 10: Safe Or Not? (writing reasons) make predictions
You could use the activity ‘Diamond Ranking’, from Active Learning and Teaching
Methods for Key Stage 3, to encourage the learners to justify their decisions. (See
www.nicurriculum.org.uk, or the CPD disc in the Curriculum Support and
Implementation box.)
Discuss together what they know about banks. Ask focused questions:
– Why do people go there?
– What can you do in a bank?
– Have you ever been to one?
Use the Yes/No activity in Resource 11 to highlight when we need to go to a bank.
Resource 11: Going To The Bank

Where do I keep …think about consequences. Resources 12 and 13 introduce key words related to banking, including cash card,
mortgage, interest and loan. Use whichever is more appropriate for your learners:
my money? Resource 12 involves matching, whereas Resource 13 is much more detailed. It
provides a longer reading text and questions for learners to answer.
Resource 12: Match The Word To The Description
Resource 13: The Bank
Have your learners relate the key words loan, foreign exchange, save and mortgage
to the appropriate pictures on Resource 14.
Resource 14: Why Are These People Going To The Bank?
Explore with the learners the topic of different banks and/or building societies in
their local area. Show logos and branding from the main banks and building
societies, so that they will become familiar with them.
You could take your learners out on a school trip to look for a range of banks and building
societies that they can identify. They could take photos of the logos for a class display.
You could also incorporate a visit to a bank into this trip. Most banks will welcome
your group and have a selection of information leaflets, posters, money boxes etc.
which you can bring back to school.
Decide together what questions your learners could ask in the bank, such as:
– Do you have special accounts for children?
– Where do you keep all the money?
– Who counts all the money?
– How do you keep the money safe?

Generates
Why do we need to …make informed choices. Where appropriate, discuss and explore the meaning of different services that banks
possible solutions
offer, including mortgages, loans and currency exchange.
manage money?
Give the learners the opportunity to manage their own money. With cooperation Using Mathematics -
from their parents, you could set up a savings scheme for each class. The learners Develop financial
could bring their pocket money, birthday money, money earned from helping at capability
home etc. to school. A local bank, a building society or the school office could assist
in setting up a savings account for each learner. Using Mathematics -
• Bank/Building society resources Use Mathematics to
• Savings books solve problems and
• A school savings scheme make decisions
Ask the learners what could happen if we didn’t manage our money. For example,
we might end up with no money and/or no home, and some people might be
tempted to turn to crime.
You could use an adaptation of the ‘Hot Air Balloon’ activity, from Active Learning
and Teaching Methods for Key Stage 3, here: lots of positive suggestions and the
balloon could fly, or, conversely, negative suggestions could sink a boat. (See
www.nicurriculum.org.uk or the CPD disc in the Curriculum Support and
Implementation box.)
• Pictures of a hot air balloon and/or a boat

10
Why do we need to …make informed choices. Use Resource 15 to focus on ways in which we can make money last longer, such as
saving, sales, offers, and buying cheaper products. The learners match the ways to
manage money? save with the pictures.
Resource 15: How Can I Spend My Money Wisely?
Discuss together each of the four situations in Resource 16, asking your learners
which of the people manage their money wisely.
Resource 16: Who’s A Money Manager?

Make links
How do we … investigate the different ways Explore what things the learners need to spend money on and the things they would
between cause
in which money is spent. like to spend more on. Allow them to complete Resource 17 using words and/or
spend money? pictures, either writing and drawing their own ideas, or cutting and pasting from the
and effect
list of options provided.

Using Mathematics -
Resource 17: Spending Money Organise and present
information
Carry out a class survey to find out how the learners spend their pocket money. Use in mathematical
Resource 18 or 19 to record the names and/or numbers of learners who spend formats
money in each category.
Using ICT -
Resource 18: How Do We Spend Our Money? (words and pictures) Access and manage
data and information
Resource 19: How Do We Spend Our Money? (words only)
Using Mathematics -
Identify and collect
You can link to Mathematics by: information
Using Resource 18 or 19 as a tally chart. You could then use this record of results to
create a simple bar chart showing the spending habits of the class. Sequence, order,
classify and make
Where appropriate, focus on the types of things people have to spend money on comparisons
when they have a house. You could ask appropriate focused questions, for example:
– What is a bill?
– What sort of things might people get a bill for? (food, electricity, telephone,
repairs etc.)
– What do your parents/carers have to pay for?
11 Responding Responsibly Thematic Unit Money Matters

12
How do we … investigate the different ways This may be quite a difficult concept for some learners. There are two levels of
in which money is spent. worksheet available in the Resources. If using Resource 20, ask your learners to
spend money? circle the things that have to be paid for in their homes. Alternatively, use the picture
prompts on Resource 21 to elicit different types of expense from the learners. Some
may be able to complete some extension work here and mention some additional
costs people often face, such as mortgages, car tax, insurance, household repairs
and education fees.
Resource 20: It All Costs Money!
Resource 21: When You Have A House...
Discuss together shopping for groceries. Ask focused questions, such as:
– Have you taken part in grocery shopping for your home?
– Do you know how much certain items cost?
– Approximately how much does your family spend on groceries each week?
Give your learners an opportunity to complete the ICT PowerPoint activity to

investigate the pricing of some items in a supermarket.
Money PPoint 1: Let’s Go Shopping
Provide copies of Resource 22, which requires learners to find the cost of items in
a supermarket. You could allow them to find the price of each item by using supermarket
flyers, a supermarket website, or taking them on a visit to a supermarket.
Resource 22: Supermarket Sweep!
• Supermarket flyers

How do we … investigate the different ways Again using supermarket flyers, you could ask your learners to make a visual record
in which money is spent. of the prices of particular foods by cutting out pictures, sticking them onto a white
spend money? page and drawing on price labels.
• Supermarket flyers
Take your learners to a supermarket to compare prices further. For each item in
Resource 23, have them note the price of the shop’s own brand and another well
known label. Discuss which foods cost more and why.
Resource 23: Comparing Prices
For further suggestions on food labelling, refer to Resource 24.
Resource 24: Shopping Basket
As an extension activity, you could organise a visit to the school canteen to prompt a
discussion on whether it is more expensive to eat a healthy diet. The canteen staff
could explain how they have a set amount of money to spend on each person’s
lunch, and how the foods they choose within the budget must promote healthy eating.
Provide an opportunity for your learners to participate as much as possible in a

practical cookery activity to make a snack for the class. They could:
– decide on a healthy snack;
– create a shopping list;
– estimate the amount of money they will require;
– shop for the ingredients;
– prepare their snack; and/or
– compare the actual cost of their snack against their estimate.

14
How do we … investigate the different ways The worksheet in Resource 25 provides a template if you wish to ask your learners
in which money is spent. to record the ingredients and their cost: they fill in the details and work out how
spend money? much the snack costs per person.
Resource 25: Budgeting And Buying
There are many, many resources available on the topic of healthy snacks. Listed
below are a few of the very user-friendly ones (for both learners and teacher).
Books:
– Healthy Eating for Kids by Anita Bean
– I Can Cook by Marietta W Hopman & Nirbhay N Singh
(includes photocopiable step-by-step recipes in pictures and words)
– Helping to Keep Young People Healthy
(a resource for special needs schools available from Ulster Cancer Foundation,
telephone 028 9066 3281)
Websites:
www.ability.org.uk/kids_recipes
www.bbc.co.uk/food/recipes/mostof_cookingwithchildren
www.himonkey.net/cooking
www.teaching-resource.co.uk/teachers/cookery.htm

Make predictions,
Does money affect … to combine and build Begin with a brainstorm. Ask the learners to share their idea of a ‘poor’ country.
examine evidence,
on information from Record the results on the board. Ask focused questions as a guide, for example:
my world? different sources. – Do we live in a poor country? distinguish fact
– Are there poor people in our country? from opinion
– What do children in poor countries look like?
Using ICT -
– Why are these people poor?
Manipulate
Go to Resource 26 for more possible questions you could ask about the causes of
information
poverty, if these concepts are appropriate for your learners.
and multimedia
products using a
Resource 26: Why Is There Hunger?
range of assets
Investigate together sources of information about rich and poor countries. Use Using Mathematics -
magazines, newspapers and the Internet (for example www.concern.org, Identify and
www.savethechildren.org, and www.oxfam.org.uk), or other ideas suggested by collect information
learners, to find material that will illustrate a rich and a poor country.
Oxfam’s Cool Planet section has excellent resources. For this particular theme
check out Your World, My World, Making a Meal of It and Go Bananas.
• Newspapers and magazines
Create a classroom display to highlight the features of rich and poor countries. Split
the pupils into two groups, one focusing on wealth and the other on poverty. Either:
– a) Have each learner create one square depicting a feature of wealth or poverty.
Then join all the squares together to make an overall picture; or
– b) Give each learner a specific task in making a display, e.g. cutting out, pasting,
editing etc.
Have each of the two groups show their display and explain their method of working
Ask them to evaluate the strong and weak points of each method using the
Assessment for Learning model.

16
… to combine and build Encourage the learners to appreciate that people in the world may go hungry
Does money affect
on information from because they do not have money to buy food or land to grow it.
my world? different sources.
Following class discussion, have the learners complete the worksheet in Resource
27. Look at the pictures together and think about what they can lead to, for example
bad government can lead to war. The learners cut out the pictures provided and
stick them in the correct squares.
Resource 27: Why Is There Hunger In Our World?

Make links between

What can we do … generate possible solutions. Discuss the types of things people in developing countries need that could be bought
cause and effect
with money (food, clean water, medical care, education, etc). Use charity websites
to help? such as www.oxfam.org or www.concern.net to gain information on how they use
donations to make a difference. Choose together the four pictures in Resource 28 Using Mathematics -
that best reflect what the boy’s country needs most. Use mathematics to
solve problems and
Resource 28: Money Could Buy Me... make decisions
If appropriate, have the learners match the questions and answers in Resource 29
and then discuss hunger and related issues.
Resource 29: ‘Getting Hunger Sorted Out’
Use the matching activity in Resource 30 to provide clues for the learners to think of
a way they could help people in the Third World.
Resource 30: How Can I Help?
Many learners will already understand the concept of collecting or raising money
for charity.
Use a current school fundraising campaign to discuss how we raise money, and how
it can help other people who are not as fortunate as ourselves.
Involve your learners in selecting a charity which helps children in developing

countries (or ‘poor countries’ as identified in class), planning and managing a
fundraising activity.

18
… generate possible solutions. For information on a few of the charities that help children in developing countries,
What can we do
see the following links:
to help? www.unicef.org.uk/youthvoice/raisemoney.asp
Helps children around the world.
www.orissa.org.uk
Helps children in India.
www.landmines.org.uk/233
Raises money to clear landmines.
www.roomtoread.org
Helps educate children in Cambodia, India, Laos, Nepal, Vietnam
and Sri Lanka. Schools can adopt a project of their own.
www.savethechildren.org.uk
Helps to fight chronic poverty in Africa.
Introduce your learners to the idea of Fair Trade. Discuss the concept of ‘fairness’,
and use the true/false activity in Resource 31 to explore the idea.
Resource 31: What I Buy Matters
For more information on Fair Trade, see:

www.oxfam.org.uk
The link for teachers, and the Cool Planet section for children, have excellent
resources see Bonkers About Bananas, Your World, My World, Making a Meal of It
and Go Bananas.
www.fairtrade.org.uk
This site includes lots of information and resources about Fairtrade in the UK.

What can we do … generate possible solutions. Take your learners to the supermarket to see the prices of the items in Resource
32, or bring the foods to class. Have them complete the cost comparison sheet
to help? Discuss together why Fair Trade products are often more expensive.
Ask focused questions:
– Why do people buy Fair Trade products if they are dearer?
– Is cheapest always best?
– How does buying Fair Trade make you feel?
– What Fair Trade product would you like to be able to buy?
Resource 32: Brand Challenge
Your learners could consider running a Fair Trade tuck-shop, introducing Fair Trade
products to an existing tuck-shop and/or having a Fair Trade stall at a school event.
For a recipe including Fair Trade ingredients, see Resource 33.
Resource 33: Orange And Chocolate Biscuits
• Ingredients
• Cooking utensils
• Fair Trade recipes

20

Resources
22
Coin Sort Resource 1
Look at each coin and tick the boxes that best describe it.
Coin Size Colour Shape
small large bronze silver circle polygon
1p
2p
5p
10p
20p
50p
£1
£2

Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
23
Money Is Needed For...
Resource 2

24
How Do We Get Money? (Three Main Ways) Resource 3
we work
we win money
we get benefits

How Do We Get Money? (Five Ways) Resource 4
we work/get a job winning (Lottery)
family inheritance investment

benefits

26
How Do These People Get Money? Resource 5
Decide how you think these people get money to help them live. Draw a line from the person to a way they could get money.
retired man Income Support
disabled part-time job

adult pension
student employment

How Could I Get Money? Resource 6
Put a GREEN circle around the good ways to get money and RED X through the wrong ways.
steal presents (birthday/Christmas) gamble

get part-time job bully someone
How could I withdraw money

ask mum/dad get money? from bank account

28
Getting Money: Good Ways and Bad Ways (1 of 2) Resource 7
David is thinking about ways to make some money. Help him decide on the good ways to make money by putting an X through the wrong ways.
gambling ask mum or dad steal

bully someone part-time job ‘Odd Jobs’

Getting Money: Good Ways and Bad Ways (2 of 2) Resource 7
What should I do?
My advice is...
I think the best way for David to get extra money would be
because
I think the worst way David could try to get extra money would be
because

30
Where Do We Keep Our Money? Resource 8
Circle the place or places where you keep your money.
at home
at the bank
at the post office
in a school savings scheme

Safe or Not? (Circling Options) Resource 9
Circle the places that you think are SAFE to keep money in.
under the bed in the Post Office in a drawer

in the bank in a wallet in a shoe
in a piggy bank in a Building Society in a bag

32
Safe or Not? (Writing Reasons) (1 of 2) Resource 10
It is very important to keep mney safe. Decide if these places are very safe, safe or not safe.
Place Not Safe Safe Very Safe Reason
under the bed
Post Office
wallet
drawer
bank
piggy bank
Building Society
shoe
bag

Safe or Not? (Writing Reasons) (2 of 2) Resource 10
Some Reasons...
It’s easy for someone to steal
It’s locked away in a safe
There is no lock
You need a PIN code to get money out

It could get lost
It will earn interest
It has a security system

34
Going To The Bank Resource 11
When should you go to a bank?
When you want to save money Yes No
When you are sick Yes No

When you are going on holiday Yes No
When you want to ask for a loan Yes No
When you want something to read Yes No

Match The Word To The Description Resource 12
Money earns this in a bank cash card
You need this to get your mortgage

money from the bank
You might need this to buy a car interest

A loan for a house is called this going on holiday
You can change money at the loan

foreign exchange before you do this

36
The Bank (1 of 2) Resource 13
A bank is a very good place to save money. When you save money in the bank, your money
will earn interest. This means money will be added to the amount you have saved. To get
money out of the bank you have to use your cash card at the machine or show ID to the
cashier.
People can ask for a loan from a bank. This means that the bank gives them money, and
they pay it back to the bank over a period of time. The bank charges interest for a loan,
which means people pay back more than they borrow. People might need a loan when they
spend large amounts of money. Some people might get a loan for a car or a holiday. When
people buy houses, they can get a special loan called a mortgage.
When you go on holiday, you can get your money changed at the Foreign Exchange desk in
the bank so that you can use it in the country you are going to.

The Bank (2 of 2) Resource 13
Answer these questions:
1. What can your money earn in the bank?
2. What do you need to get money from your account?
3. If you want to buy a car, what might you need from the bank?
4. What do you call a loan for a house?
5. When would you need to use the Foreign Exchange?

38
Why Are These People Going to the Bank? Resource 14
Choose the correct word from the box below.
Word Bank:
loan Foreign Exchange save mortgage

How Can I Spend My Money Wisely? Resource 15
buy cheaper items offers
check price in several shops bigger packs
wait for the sales charity shops

look for offers sales
50p
buy larger packs check prices £1
shop in charity shops buy cheaper

40
Who’s A Money Manager? Resource 16
Look at the pictures. Some of the people are money managers and some are money wasters. Can you sort them out?
Circle the tick for the managers; circle the ‘X’ for the wasters.
I want to buy a new computer game next week
‘This CD system was a bit more expensive than I thought, but it will be worth it.’
‘Do you like my new car? I’ve spent all my money on it - I don’t know what I’ll do next week!’
‘ I knew if I waited for the sale I’d get the top cheaper!’

Spending Money (1 of 2) Resource 17
I need to spend I would like to spend

money on ... money on ...

42
Spending Money (2 of 2) Resource 17
What do I need to spend money on? What would I like to spend money on?
shelter
computer games
trendy trainers
food
clothes
a mobile phone
water
holidays

How Do We Spend Our Money? (Words and Pictures) Resource 18
Items Number of people
sweets
CDs
magazines
games
body products P
food
leisure A
clothes
savings

44
How Do We Spend Our Money? (Words Only) Resource 19
sweets
savings
CDs
games
magazines
clothes/shoes
presents/gifts
holidays
jewellery/make up
other...

It All Costs Money! Resource 20
Having a home can be very expensive. Circle the things you have in your home that have to be paid for. Can you think of any more?
heat electricity council rates groceries telephone

satellite TV petrol children TV licence house insurance

46
When You Have A House... Resource 21
When you have a house,

money is spent on ...

Supermarket Sweep! Resource 22
Can you find the price of the items in this basket?

MILK
How much did the items cost?

48
Comparing Prices Resource 23
Visit a supermarket. Compare the prices of the shop’s own brand and a well-known label. Which is more expensive.
Item Shops’ Own Brand Well-Known Label

750g cornflakes
2 litre milk
MILK
80 tea bags
tin of beans
loaf of bread
800g digestive biscuits

Shopping Basket Resource 24
Introduction
Introduce your learners to the concept of ‘reading’ food labels to find out information about:
• Name of food
• Ingredients
• Additives
• Weight or quantity
• Date mark
• Storage conditions
• Place of origin
• Nutritive value
Resources
Supermarkets such as Tesco and Sainsbury’s have adopted their own labelling systems.
Information on these can be found in leaflets available in stores and on their websites.
www.thesite.org has very good information on all health issues, with a very clear section on
food labelling.
The CD-ROM ‘It’s Your Goal’ is available from www.itsyourgoal.com
See also the ‘Shopping List Game’ by Orchard Toys

50
Budgeting And Buying Resource 25
We are going to make:
We will need to buy:

Item Cost
Total Cost:
There are people in the class.
To find out the cost of the snack we made per person we divide (
.. ) the total cost of our shopping by the
number of people in the class.
Shopping list total = Number in class =

The cost of the snack per person =

Why Is There Hunger? Resource 26

Introduction
Help the learners to appreciate that most people in the UK get their food from shops and
they need money to do so, and that some people grow crops or keep livestock and so can
feed themselves.
Development
Question and answer ideas for this activity could include:
• Do you think most people in our country are poor or hungry?
• Have you ever been hungry?
• What did it feel like?
• Why are some countries poor?
• Talk to the learners about reasons, such as war, drought,
oppressive goverments, famine and refugee camps.
• Why are people hungry?
• Suggest reasons, such as that they have no money, they have no land, there is
fighting in their country or they are not paid fairly for what they do.
Some of these are quite difficult concepts and may not be appropriate for every learner.

52
Why Is There Hunger In Our World? Resource 27
Use the pictures below to help you understand why people like this boy are hungry in our world.
Bad No
government jobs no money
means ... means ...
dry land
war
Bad No good
weather land
means ... means ...
no food can grow

Money Could Buy Me ... Resource 28
Look at this picture of a boy who lives in a poor country. What things do you think his country needs money for? Select from the pictures below:
medical care football pitches TVs education food water traffic computer games

54
Getting Hunger Sorted Out Resource 29
Draw a line to match the questions and answers.
What is hunger? If you don’t eat food for a long time,

you might die of starvation.
What is starvation? Hunger is not having enough to eat

to satisfy your appetite.
What is famine? War, floods and lack of rain

all cause famine.
What are the causes of famine? To stay healthy, everyone

needs food to eat every day
What do people need to stay healthy? A famine is an extreme shortage of

food for a large number of people.

How Can I Help? Resource 30
Can you think of some ways that you could help people in developing countries?
things you don’t want organise a fundraiser
when shopping for groceries take to a charity shop
when you have spare change buy charity cards

at Christmas give to a collection
in school buy Fair Trade products

56
What I Buy Matters Resource 31
Are these statements about Fair Trade products TRUE or FALSE?
The farmers who grow the ingredients get a fair trade price. TRUE FALSE
Fair Trade products are unhealthy. TRUE FALSE
Fair Trade products are made in dirty factories. TRUE FALSE

Fair Trade products have the same tase as other products. TRUE FALSE
Fair Trade farmers are treated badly. TRUE FALSE
Fair Trade products are not well made. TRUE FALSE
Fair Trade products are a good idea. TRUE FALSE

Brand Challenge (1 of 2) Resource 32
Visit the supermarket and find the price of these items in the Fair Trade range and from another brand. Find the cost of the items and complete the tables below.
Item Cost
Fair Trade
chocolate insert picture here
chocolate
insert picture here
The cheaper one is
Item Cost
Fair Trade
coffee insert picture here
coffee
insert picture here
The cheaper one is

58
Brand Challenge (2 of 2) Resource 32
Item Cost
Fair Trade tea
insert picture here
tea
insert picture here
The cheaper one is

Orange And Chocolate Biscuits Resource 33
Ingredients
150g butter
175g Fair Trade golden caster sugar
175g plain flour
2tsp baking powder
75g Fair Trade Maya Gold dark chocolate, chopped
Grated zest of 2 oranges
1 tbsp orange juice
A little extra Fair Trade golden caster sugar to decorate
Method
1. Preheat oven to 180˚C/350˚F/Gas 4. Grease two baking sheets.
2. Cream the butter and sugar together until they are pale and fluffy.
3. Carefully mix in the flour and baking powder.
4. Add the rest of the ingredients until you have a smooth paste.
5. Roll out to about 1cm thick on a floured surface.
6. Use a 5cm cutter, cut out the rounds and place on baking sheet.
7. Sprinkle the biscuits with a little of the extra sugar and bake for 12-15 mins.
8. Remove from oven and leave to cool for at least 5 mins,
before transferring to a cooling rack.
9. Store in an airtight tin.
YUMMY!!!

Money Matters

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Unit Title: Responding Responsibly

Sub Theme: Money Matters

Thinking Skill and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

 Responding Responsibly Thematic Unit Money Matters

Statements of Minimum Requirement

Education for Employability Local and Global Citizenship

Responding Responsibly Thematic Unit Money Matters

Learners will probably have some understanding and experience of money in

Resource Sheet in this booklet

LAB or PowerPoint activity available from www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

 Responding Responsibly Thematic Unit Money Matters

Responding Responsibly Thematic Unit Money Matters

Resource 3: How Do We Get Money? (three main ways)

Resource 5: How Do These People Get Money?

 Responding Responsibly Thematic Unit Money Matters

Resource 6: How Could I Get Money?

Resource 7: Getting Money: Good Ways And Bad Ways

Responding Responsibly Thematic Unit Money Matters

Resource 9: Safe Or Not? (circling options) Using Mathematics -

Resource 11: Going To The Bank

 Responding Responsibly Thematic Unit Money Matters

Resource 12: Match The Word To The Description

Resource 13: The Bank

Resource 14: Why Are These People Going To The Bank?

Responding Responsibly Thematic Unit Money Matters

 Responding Responsibly Thematic Unit Money Matters

Resource 15: How Can I Spend My Money Wisely?

Resource 16: Who’s A Money Manager?

Responding Responsibly Thematic Unit Money Matters

list of options provided.

11 Responding Responsibly Thematic Unit Money Matters

Resource 20: It All Costs Money!

Resource 21: When You Have A House...

Give your learners an opportunity to complete the ICT PowerPoint activity to

Money PPoint 1: Let’s Go Shopping

Resource 22: Supermarket Sweep!

Responding Responsibly Thematic Unit Money Matters

Resource 23: Comparing Prices

For further suggestions on food labelling, refer to Resource 24.

Resource 24: Shopping Basket

Provide an opportunity for your learners to participate as much as possible in a

13 Responding Responsibly Thematic Unit Money Matters

Resource 25: Budgeting And Buying

Responding Responsibly Thematic Unit Money Matters

15 Responding Responsibly Thematic Unit Money Matters

Resource 27: Why Is There Hunger In Our World?

Responding Responsibly Thematic Unit Money Matters

Make links between

Resource 29: ‘Getting Hunger Sorted Out’

Resource 30: How Can I Help?

Involve your learners in selecting a charity which helps children in developing

17 Responding Responsibly Thematic Unit Money Matters

Resource 31: What I Buy Matters

For more information on Fair Trade, see:

Responding Responsibly Thematic Unit Money Matters

Resource 32: Brand Challenge

For a recipe including Fair Trade ingredients, see Resource 33.

Resource 33: Orange And Chocolate Biscuits

19 Responding Responsibly Thematic Unit Money Matters

Responding Responsibly Thematic Unit Money Matters

Coin Sort Resource 1

Coin Size Colour Shape

Responding Responsibly Thematic Unit Money Matters

Responding Responsibly Thematic Unit Money Matters

Responding Responsibly Thematic Unit Money Matters

Responding Responsibly Thematic Unit Money Matters

Responding Responsibly Thematic Unit Money Matters