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Module objectives
• Highlight and provide effective activities that can
be used in the classroom to develop learners’
understanding of the ‘advantages and
disadvantages of using bank accounts, including
bank cards’.*
• Share information on the resources available to
develop learners’ knowledge of financial terms and
vocabulary.
• Provide a list of useful online resources and
games linked to developing learners’ knowledge of
money and banking.
* Year 6 and Year 7 learner outcomes from the ‘Manage money’ element
of the numeracy component in the National Literacy and Numeracy
Framework (LNF).
Links to the numeracy
component of the LNF
• How does using a bank account link to the
numeracy component of the LNF?
• The following slides indicate where in the LNF
this module of work is targeted.
• The activities provided in this module can be
used to develop learners’ perceptions and
knowledge of bank accounts and bank cards.
• Teachers can access and decide which activities
can be used to suit their learners’ needs.
• The resources highlighted can be used in the
primary classroom and up to Key Stage 4.
Manage Learners are able to:
money
Year 3 • use different combinations of money to pay for items up to £2 and
calculate the change
• order and compare items up to £10
• record money spent and saved.
Year 4 • use money to pay for items up to £10 and calculate the change
• order and compare items up to £100
• add and subtract totals less than £10 using correct notation,
e.g. £6.85 – £2.76
• manage money, compare costs from different retailers and determine
what can be bought within a given budget.
Year 5 • order and compare the cost of items up to £1 000
• add and subtract totals less than £100 using correct notation,
e.g. £28.18 + £33.45
• plan and track money and savings by keeping accurate records
• realise that budgeting is important.
Year 6 • use the terms profit and loss in buying and selling activities and make
calculations for this
• understand the advantages and disadvantages of using bank
accounts
• make comparisons between prices and understand which is best
value for money.
Manage money Learners are able to:
Year 7 • use profit and loss in buying and selling calculations
• understand the advantages and disadvantages of
using bank accounts, including bank cards
• make informed decisions relating to discounts and special
offers.
Year 8 • carry out calculations relating to VAT, saving and
borrowing
• appreciate the basic principles of budgeting, saving
(including understanding compound interest) and
borrowing.
Year 9 • calculate using foreign money and exchange rates
• understand the risks involved in different ways of saving
and investing
• describe why insurance is important and understand the
impact of not being insured.
Extension • use and understand efficient methods of calculating
compound interest
• understand and demonstrate the real-life process of
foreign exchange
• understand and calculate income tax.
Places where we can
keep money safe
Purse or
Pocket wallet
Money
In a safe
box Under
Hands
the bed
Post
In a jar Office Bank
Schools may wish to set up (or already have) a school bank. Some credit unions
have supported schools to set up their own banks which have been ‘run’ by the
learners. For more information about your local credit union visit
www.wales.gov.uk/topics/housingandcommunity/regeneration/debt/affordcredit/?l
ang=en
What is the balance in a learners
‘financial word bank’?
• Use a card-matching activity to gain some insights
into learners’ understanding of financial
terminology and vocabulary (see Resource 2).
• Give learners an opportunity to carry out a
self-assessment for them to find out which
financial words they know and which they would
like to find out more information about (see Welsh
Government’s Personal Finance Toolkit which is
included as a download with this module).
• Differentiation can occur naturally depending on
which words you decide to give learners in both
activities.
Matching cards activity
Standing
Interest Account
order
Bank
Debit card Fee
statement
What’s not so good about paying What’s good about paying without
without cash? cash?
Task C: Ask learners to sort the forms of payment into those that require
a bank account, and those that do not.
The stimulus
cards here can
be used as
discussion
points.
Which of these
forms of
payment
require a bank
account?
Which forms of
money might
each place
accept?
Why might we
use money in
so many
different forms?
Safety,
convenience
and ease of
purchasing are
some reasons.
Which form
might be best
for different
purchases?
Bank accounts
The Square Bank ‘Card Account’ The Square Bank ‘Savings Account’
• A card to withdraw money. • No card.
• Free CD voucher. • Interest of 5%.
• No interest. • Must keep at least £100 in the account.
• Withdraw money over the counter at
the bank.
The Town Bank ‘Teenager Account’ The Town Bank ‘Savings Account’
• 3% interest. • 6% interest.
• Must keep at least £1 in the account. • The money must be kept in the
• Card to withdraw cash. account for 3 years.
Should I go for an
account with a low or
What does it mean when
high interest it says the account
percentage? comes with a ‘card’?
• Debit cards have some fraud protection, but not as much as credit
cards.
• There is no borrowing involved, except if you go into (or over) your
overdraft.
Store cards
Store cards
Store cards are a type of credit card you can only use in one chain of
shops.
• They are safer than cash, since you can cancel the card if it gets
lost or stolen.
• They’re not accepted everywhere, and you may pay fees for using
them or for topping them up.
Charge cards
Charge cards
Charge cards work a lot like credit cards – you buy now and pay the
money back on your monthly repayment date – but with a charge card
you absolutely have to pay off the balance every month. You can’t run
up a bill and pay it back later.
• They often have no spending limit and come with extra perks.
• If you don’t pay your bill the fees can be higher than credit card
interest – and your card may be cancelled.
Discussion activity
Lisa is 18 years old. She has a job and her employer would
like to pay her wages direct into her bank account. Lisa
would like to move into a flat and this requires rent. (She will
also be expected to pay the utility bills.) The landlord wants
a £500 deposit.
Question ideas
• Why does Lisa need a bank account?
• Who will have access to Lisa’s account?
• What are utility bills?
• What other bills does Lisa need to consider?
• How would Lisa be able to have £500 from her bank for
the deposit for the flat?
• What can Lisa do to find out more information on bank
accounts?
Bank account options
Lisa is 18 years old. She has a job and her employer would
like to pay her wages direct into her bank account. Lisa
would like to move into a flat and this requires rent. (She will
also be expected to pay the utility bills.) The landlord wants
a £500 deposit.
The activity states transactions that have occurred on Lisa’s bank account
using any of the following means:
• card
• direct debit
• cheque
• ATM
• credit.
Task: Use the information given to complete the paper bank statement.
4 May £215.50
5 May
7 May
10 May
13 May
17 May
You may wish to provide
20 May learners with options for this
column, e.g.
23 May
• card
• direct debit
• cheque 000000
• ATM or cashpoint
25 May
• credit.
Activity 2: Reading and
understanding an online bank
statement
See Resource 6 (pages 3–4).
Philip struggled to make it through November without using his overdraft. In the
event, his bank opening balance was £12.45 in the red on 30 November.
However, Philip had done loads of overtime in November and got paid nearly
£1,000 on Friday 1 December.
He was so pleased that he went into his local travel agents on the next Sunday
morning and bought and paid for a last-minute holiday for Christmas on his debit
card, even though it cost him over a third of the wages he had just earned!
A couple of days later he was in town with a friend and picked up some cash
from the local cashpoint. He wanted £115, but the cash machine only had £20
notes . . .
Task: Continue to read the story and complete the bank statement.
(See Resource 7.)
Websites and resources
www.pfeg.org
• My Money Primary Toolkit (download)
• Learning About Money in the Primary Classroom (download)
www.barclaysmoneyskills.com/Information/Resource-centre/School-Children.aspx
• Four downloadable Barclays Money Skills Resource Packs for 4 to 7 year olds,
7 to 11 year olds, 11 to 14 year olds and 14 to 16 year olds
www.moneysense.natwest.com/schools/resources/
• Managing your money (online resource accessed by teachers and learners)
www.nationwideeducation.co.uk
• Finance Skills: games, factsheets and worksheets for learners aged
4 to 18+ (printable resources and online games)
www.learning.wales.gov.uk
• Numeracy: financial education
Adding up to a lifetime
This is a free online resource entitled Adding up to a lifetime
which follows four characters and how they deal with financial
situations. It is suitable for Key Stages 3 to 5. The package is
approximately 25 hours of learning activities which learners
can complete online. It is presented as five modules:
• Life as a student (aged 14 upwards)
Each module has
• Working life an audio tutorial
• Relationships which can be
listened to in
• New life English or Welsh.
• Active retirement.
www.addinguptoalifetime.org.uk
Online games
www.hwb.wales.gov.uk/cms/hwbcontent/_layouts/NGFLSolution/Materi
alDescription.aspx?LearningMaterialId=39431&lang=en
Money games
www.hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/20
09-10/maths/financial-literacy/all-the-way-to-the-bank.html
An online game that encourages learners to keep track of the
incomings and outgoings and then asks them to deposit the remainder
in the bank.
www.funtosave.org
A simple-to-use multi-level interactive game to teach young children the
core principles of money and the benefits of saving. Support and
resource materials are provided for teachers and parents/carers.
www.moneymatterstome.co.uk/interactive-workshops/atm.htm
An interactive ATM that allows learners to familiarise themselves with
the features of using ATM, e.g. 4-digit PIN, balance enquiry,
withdrawing money in multiples of 10, having a printed balance, etc.