Learning objective
- To recognise how to safeguard money in digital and physical environments.
Success criteria
- I can identify risks to money
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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
Show the Presentation: Brain dump and use the activity to recap learning from the previous lesson. Using their whiteboards and pens, ask the children to write everything they can about how to decide whether an item is value for money or not.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing support:
Could use the Resource: Visual word bank of key terms to describe money safety risks in a physical or digital environment; should use the Presentation: Safeguarding toolkit to help with any of the activities or discussions
Pupils working at greater depth:
Should identify multiple risks in both physical and digital environments; could consider the long-term impacts of not safeguarding money.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying and explaining risks to
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Vocabulary definitions
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digital environment
Online spaces where money is stored or transferred.
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bank statement
A document from the bank showing all the money that went in and out of a bank account.
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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
