Learning objective
- To identify feelings around money and discuss their impact.
Success criteria
- I can describe how money-related scenarios
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Non-statutory guidance
The National curriculum
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Cross-curricular links
British values
Individual liberty
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Before the lesson
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Lesson plan
Recap and recall
Before starting this unit, you might want to check if children can: Prioritise needs over wants. Manage a weekly budget. Understand the responsibilities and consequences of borrowing and loaning. Recognise the risks and considerations associated with spending money online. Explain why workplace stereotyping needs to be challenged. Describe how interests and skills align with future…
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Adaptive teaching
Pupils needing extra support
Could describe some different experiences they have had with money using the Resource: Emotions word bank to help articulate their thoughts. Should circle emotions on the Resource: Emotions word bank that they think would be felt in a scenario and draw arrows to show how these may change in a continuum.
Pupils working at greater depth
Should recognise and explain how a person may feel different emotions in some money scenarios; could consider the long-term impacts of money-related decisions on emotional well-being.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying how they would feel
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Vocabulary definitions
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continuum
A line or range where a value changes gradually from one end to the other.
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cope
To manage feelings about money healthily.
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In this unit
Assessment - RSE & PSHE Y6: Economic wellbeing
Lesson 1: How do people navigate their feelings about money?
Lesson 2: How do people keep money safe?
Lesson 3: What money responsibilities are there in secondary school?
Lesson 4: What are the risks of gambling?
Lesson 5: What is a workplace?
Lesson 6: What career routes are there?
Maintained by: Kapow Primary team
Last update: 24th June, 2024
