Unit of Work Plan PSHE

Week/date Learning Objectives

Pupils will:
know that (facts); be able to do (skills); understand (concepts); have considered /developed (attitudes, feelings/values).

Year Group Session One

Know what is money management. Discover where we get money from. Identify ways we earn money. Analyse whether money influence our life choices. Know of different currencies. identify how finance will play an important part in their lives and in achieving their aspirations 2.4d

10 Session Two
Know what do you spend money on. Consider differences between needs and wants. Understand how to spend money wisely. How to make good use of disposable income. explain financial terms and products 2.4c demonstrate and apply understanding of economic ideas.2.3i Numeracy Business studies (Accounting) Literacy ICT

Topic Money management Session Three Session Four

Know what it is meant by budgeting Understand why budgeting is used Will be able to develop budgeting skills and negotiation skills manage their money 2.4a understand financial risk and reward 2.4b Know how to look after their money. Can purchase a product at auction which is suitable for their budget. Evaluate the options and variables when spending their money. manage their money 2.4a understand financial risk and reward 2.4b

Links to NC
Citizenship PSHE framework Statement of Values

Links to other work

Literacy Geography Numeracy History

Numeracy Arts and Crafts

Literacy ICT Numeracy

Unit of Work Plan PSHE

Key Vocabulary Introduction Teacher input: demonstrations / explanations Key questions Teacher resources

Money management Income Currency

Disposable income

Budgeting Negotiating

Auction Day

Introducation to the unit Presentation on what money management is, definitions

Assessment for learning card: amount of money earnt (x10 Brainstorm and class discussion on how to save money and where they can save it

Assessment for learning card: amount of money earnt (x10) discussion on why we budget what might we achieve from budgeting Resource cards with key words on budgeting Pupils are split into groups and each group is given a different amount of equipment. Group 1: template sheet, 2 compass, scissors, 1 sheet of paper Group 2: template sheet, 3 ruler, 2 sheets of paper. Group 3: template sheet, 3 sheets of paper, protractor, 2 scissors Each group aims to gain the most money, each shape is worth different amounts. In order to gain money the pupils need to replicate the templates exactly and hand to the 'banker' to deal with them. Pupils need to budget and negotiate in order to gain equipment to create the shapes correctly Hand out of shape template

Assessment for learning card: amount of money earnt (x10) Recap of the unit and what they have done

Powerpoint Money templates In groups, discuss the differnet ways of earning money, record it down and then go to other groups to get any information they havent got Group dicussion and record onm the board, best way to earn money, is it really the best way

ICT suite/ computers or laptops Each group is given a sum of money, using internet and cataloges they need to decide what they are going to buy and how much they want to spend, they must first allocate money to furniture, food, social and other and give each member in group a section to be responsible for. Afterwards they reflect and evaluate their performance as a group and in comparison to other groups.

Main Activity
Pupil Task/s activities Organisation (individual / pairs/groups)

Pupils discuss ways they can look after their money in their groups. they feedback to class via discussion. pupils look at the products on offer and identify and debate which products they wish to bid for, taking into account their budget. pupils participate in a teacher led auction where they must outbid other groups to buy product they want. there are 3 lots with the priority item coming last in the auction. pupils evaluate their decisions to purchase their products and their success.

Different currencies

Pupil Resources Plenary:

Task / Activity

Spending worksheet, useful links sheet Recap of the lesson Evaluate what they have done

Bidding cards, fake money, 3 products for each group. Pupils discuss how they will use the skills they have learned

Questions of the powerpoint, fill in the blanks

Discuss how well pupils did with negotiating and budgeting their

Unit of Work Plan PSHE

Key questions Summary Key points

Question and answer (did you have enough money)

'money' What was good about how pupils worked as a team? How did the pupils work to negotiate their 'money' to gain equipment?

in the future, and evaluate the success of the unit and its helpfulness.

Unit of Work Plan PSHE

PLANNING FOR TEACHING PSHE

UNITS OF WORK The school will have schemes of work available for you to consult, which set out an overview of the topics to be covered by each year group. Although these schemes are invaluable in providing you with a general order and guide, it is important to realise that when you take on the teaching of a class, you will need to think in more detail. You will need to plan the progression through each topic area carefully to take account of: the pupils previous experience in relation to the topic; their current level of knowledge and understanding in relation to the topic; their level of communication and collaborative skills; the learning outcomes you hope pupils will achieve by the end of the unit of work. The unit of work plan provides information not only about what may be taught and learnt, but also gives an indication of the range teaching and learning strategies to be employed and the resources to be used. It should provide a sense of progression throughout the unit. Units of Work form the overview of work planned for the topic you are teaching. More detailed lesson plans will be required for your teaching. Headings 1. Subject Theme or topic to give an overall view of the area. Particulars of Class Numbers, gender mix, age, groupings, pupils with special needs, etc. Aims Aims are usually quite long term and guide one's thinking about overall priorities for education. These are typically very general, e.g. working co-operatively, improving communication skills, working more autonomously, etc. You may not need to include them in your unit planning, but they may inform the task organisation and teaching approaches employed.

2.

3.

4. Learning Objectives are more specific and help you think about what the best learning outcomes of a unit of work might be. Give detail of what learning outcomes you expect to take place in each lesson in the unit and what learning you expect to observe. They should be specific enough to help you judge the success of a lesson for different pupils. Learning objectives / outcomes should be written as: Pupils will know that: .............. ...................... Pupils will be able to:...................................... Pupils will develop an understanding of........... Pupils will have considered/ developed their (facts) (skills) (concepts) (attitudes / feelings/values)

5. National Curriculum - link to: a) Programme of Study KS3/4 Citizenship and/or b) Non Statutory Guidelines for: Framework for Personal, Social & Health Education for KS3/4 Statement of Values by the National Forum for Values in Education and the Community

Unit of Work Plan PSHE

6. Links to other work Previous experience/knowledge of the topic.- consider what knowledge, skills, concepts and attitudes you think the pupils have; what has been taught in previous units/years and therefore what you are building on.

7.

Organisation / content For each part of the lesson indicate: The teaching approach; Key questions The organisation (when you will use whole class teaching, group work and individual work); The task/s activities to be used; The resources (for both pupil and teacher)