How we use money

Delivery notes

About this MoneySense Workshop

Roles and responsibilities Preparation required

This workshop is designed to be co-delivered;
led by teachers, with bank employee volunteers
providing real-life experience and support
throughout. This document is for both volunteers
and teachers to use together.
The class teacher should be responsible for
presenting one of the three carousel activities,
organising pupils for the workshop tasks, and
overall behaviour management of the class.
The volunteer(s) will provide their financial
expertise throughout the workshop to support
pupils, and carry out one of the carousel activities.
The third carousel activity could be carried out by
either a volunteer or adult support.
Learning objectives/intentions
By the end of this MoneySense Workshop, pupils
should be able to:
• Understand
 that there are choices about
what to do with money
• Understand
 that money can be spent, saved
or donated (given)
• Understand
 the difference between needs
and wants
• Consider
 the different ways a family might
use money
The teacher should ensure that the room has a
whiteboard or a screen and projector to enable
the use of the presentation.
All activity sheets should be printed by the school,
and the teacher should also organise the class
into three groups, in preparation for the carousel
of three tasks.
Both teacher and volunteer(s) should familiarise
themselves with the delivery notes, presentation
and activity sheets.
Equipment and resources
• How we use money presentation
• Spending money on a pet activity sheet
• Money poem activity sheet
• Pupil certificates (these will be sent to you
from the MoneySense Support team –
however if you require more, you can
download them from the resource
section)
• Interactive whiteboard or screen
to display presentation
• Writing/drawing materials
• Optional – Puppet or doll (for Task 3)
• Optional – Individual whiteboards

Prior knowledge
Pupils will have had the opportunity to watch the
Using money video in class before taking part in
the volunteer workshop, however please allow five
minutes at the beginning of the session to watch
the clip again as a refresher.

MoneySense Workshop
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How we use money
Delivery notes
Introduction
The teacher will introduce the workshop and the
volunteer(s). The volunteer(s) should then briefly
explain their role and what they do at the bank. They
may also want to explain what they studied at school
and how this relates to their job.
Getting started
Slides 1 – 8 (5 minutes)
The teacher will show slides 1 – 8 of the How we use
money presentation, which contain images of coins
and notes, and images of people spending money.
Invite pupils to talk about what they see or what is
happening in the pictures, and share their existing
knowledge about the different ways that people
use money (e.g. to buy things in shops or online; to
pay for services or experiences; to save; to give to
charity).
The teacher will then explain to the pupils that
they will be moving to different areas around the
classroom in their pre-organised groups to carry out
some fun activities.
Main activities
Split the class into their three groups and send
each to one of the three task areas of the room.
The volunteer, teacher and a teaching assistant or
supporting adult will each lead one of the activities or,
if two or three volunteers are attending, they could
run an activity each. Allow 10-12 minutes for each
activity and three minutes for the pupils to move to
the next activity. Ask the teacher or a helper to be
timekeeper, giving a two-minute warning before it's
time to move on.
MoneySense Workshop
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If fewer adults are available, activities can be taught
consecutively with the whole class. Alternatively, you
may wish to select just one or two of the activities to
focus on.
Task 1: Needs and wants
Slides 9 – 24 (15 minutes)
Use slides 9 – 14 to introduce pupils to the terms
‘needs’ and ‘wants’. Ask them to think carefully about
the important things that we cannot live without (i.e.
shelter, clothing, food, fresh water), in contrast with
the things that we want but can live without (e.g.
entertainment).
Show pupils slides 15 – 24, which contain eight
things on which a family spends money each month
– home (rent/mortgage), heating, groceries, cinema
tickets, internet, song download, games and dinner
at a restaurant. Tell the pupils that the family earns
a certain amount of money each month but can
only afford some of these things. The family would
like pupils’ help to decide which are most important
(needs) and which they can do without (wants).
Depending on pupils’ age and ability, either:
• Ask them to identify the things that are ‘wants’,
which the family could do without (these could
be circled), or
• Ask them to identify the ‘wants’ and then
discuss which they feel are the three least
important items, justifying their choice
Pupils could also be asked:
• Which thing do you think the family pays the
most money for each month?
• Which thing do you think might cost the least?
• What else might the family spend money on?
Pupils could discuss their ideas around these in
pairs. Older pairs could write their thoughts down
on individual whiteboards.
How we use money
Delivery notes
Task 2: Spend, save or give
(15 minutes)
Read pupils the following story. You might like to
invite three children to the front to pretend to be the
billy goats, as you tell the story:
Once upon a time, there were three billy goats
gruff – you might have heard of them!
(Show picture of goats.)
Well, these billy goats all had a birthday on the
same day and their mum and dad held an
enormous party for them. All their aunts and
uncles and cousins and friends came to the
party.
(Ask children to pretend they are at the party.
You could ask them to dance or to sing
'Happy Birthday' to the billy goats.)
The three billy goats gruff got lots of presents
for their birthday, and their favourite aunt gave
each billy goat some money. The billy goats
were allowed to decide what to do with the
money they had been given. They thought very
carefully and each billy goat made a choice.
(Show the picture of the sweets. You could ask
children to mime eating sweets.)
The first billy goat went straight to the sweet
shop and spent all his money on delicious
sweets. He had a marvellous time gobbling
them all up.
(Show the picture of the money box. You could
ask the children to mime putting money in a
money box.) The second billy goat decided to
put her money in her money box. She had seen
an exciting game in a shop a few weeks before,
but it was quite expensive, so she would need to
save some more money before she would have
enough to buy it.
MoneySense Workshop
Page 3 of 8
(Show the picture of the family at the animal
shelter. You could ask the children to briefly
pretend to be happy animals in the shelter.)
The third billy goat had read about a shelter in
their village where sick animals were cared for.
The place didn’t have very much money and
needed to buy things like medicine to help the
animals get better. The third billy goat liked
animals and wanted to help them, so he decided
to give his money to the animal shelter. The
people who ran the shelter were very grateful…
and so were the animals!
Ask pupils to discuss, first in pairs and then as a
group, their own ideas about the billy goats’ choices
about what to do with their money. Pupils could be
asked:
• What
 did the first/second/third billy goat do with
the money?
• Do
 you think the billy goats were happy with the
choices they made?
• How
 might the other billy goats have felt when
they saw the first goat eating his sweets?
• Would
 you rather buy something nice now or
save up for something even better later?
• Why
 do you think the third billy goat wanted to
give his money away?
• What would you do with the money?
Task 3: Spending money
on a pet (15 minutes)
Read pupils the following scenario (if available, a
puppet or doll could be used to represent Oliver):
Put your hand up if you have a pet at home.
What do you have? (Invite two or three pupils to
describe their pets). Well, today, I’m going to tell
you about a friend of mine called Oliver.
How we use money
Delivery notes

Oliver loves dogs and has always wanted one of

his very own! He begged and he pleaded with his Summing up
mum and dad to let him to have a pet dog. Slide 25 (5 minutes)
Finally, his parents said they would think about
Finally, show slide 25. Ask pupils to come back
it, but first they wanted him to think about all the
together as a class and share their thoughts
different things they would need to pay for, to
about the three tasks. Pupils could be asked:
care for the dog. Some of these things, like a dog
• What have you learned today?
bed, would only need to be bought once, but
• How is a ‘need’ different to a ‘want’?
some, like dog food, would need to be bought
• What kinds of things do families use money for?
again and again, every week. Oliver looked up
• What choices do we have about what we can do
the cost of owning a pet on the internet and in
books. He thought of a few things, but he needs with money?
your help!
Tell pupils that you’ve heard from Oliver. Thanks to
their help, he has been able to show his parents that
In groups of two or three, pupils are given the
he has thought carefully about the costs of owning a
Spending money on a pet activity sheet, which
pet dog and they have agreed that he can have one!
contains labelled images of some expenses
associated with owning a pet dog and space for
pupils to record their own ideas.

Depending on pupils’ age and ability, they could Post-workshop task

either:
To reinforce the learning from the workshop,
introduce pupils to a character, Ella, who needs to
• Discuss
 and write or draw other expenses
make an important financial decision. She has been
associated with having a pet dog, or
given £10/£15 for her birthday and is wondering
• Carry
 out the same activity and then complete
what to do with the money (e.g. buy something for
the challenge questions, considering the cost of
herself; keep it as spending money for the family
the items and how often they would need to be
holiday next month; buy a gift to cheer up her best
bought
friend, who hasn’t been well). Ask pupils to share their
ideas and suggestions around what she should do.
If appropriate, tell pupils that Oliver’s parents have
also suggested that Oliver would need to save money
aside ‘for a rainy day’. They should talk about what
this might mean in terms of the pet (e.g. expensive Extension activity
vet bill if the dog is unwell; the family go on holiday
Using the Money poem activity sheet, help pupils
and need to pay for a dog sitter) and why it might be
learn the poem (with actions), which covers key age-
important.
appropriate messages about money. This could be
developed into a performance for a school assembly.
Pupils could also be encouraged to write their own
money poems.

MoneySense Workshop
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Meet the three billy goats

MoneySense Workshop
Spending
MoneySense Workshop
Saving
MoneySense Workshop
Donating (animal shelter)
MoneySense Workshop