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Page 1: (PDF) SEN Responding Responsibly: Thematic Unit Money Matters · 2019-06-26 · Responding Responsibly Thematic Unit Money Matters Key Question Learning Intention Learners will have
Page 2: (PDF) SEN Responding Responsibly: Thematic Unit Money Matters · 2019-06-26 · Responding Responsibly Thematic Unit Money Matters Key Question Learning Intention Learners will have
Page 3: (PDF) SEN Responding Responsibly: Thematic Unit Money Matters · 2019-06-26 · Responding Responsibly Thematic Unit Money Matters Key Question Learning Intention Learners will have

� Responding Responsibly Thematic Unit Money Matters

Unit Title: Responding ResponsiblySub Theme: Money Matters

Thinking Skill and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as a contributor to the economy and environment

Key Elements: personal understanding, mutual understanding, moral character, spiritual awareness, citizenship, ethical awareness, economic awareness, education for sustainable development

Attitudes and Dispositions: personal responsibility, concern for others, commitment–determination–resourcefulness, self-belief–optimism–pragmatism, curiosity, community spirit, flexibility

Learning Experiences: investigating & problem solving, linked to other curriculum areas, relevant and enjoyable, skills integrated, active and hands on, offers choice, challenging & engaging, supportive environment, positive reinforcement, varied to suit learning style, ongoing reflection, enquiry-based

The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address the key elements and statements of the revised Northern Ireland curriculum.

Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills. The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes.

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Responding Responsibly Thematic Unit Money Matters

Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:

Local and Global Citizenship Democracy and Active ParticipationInvestigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts

Local and Global Citizenship Democracy and Active ParticipationInvestigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts

Home Economics Independent LivingInvestigate a range of factors that influence consumer choices and decisions

Home Economics Independent LivingInvestigate a range of factors that influence consumer choices and decisions

Education for EmployabilityWork in the Local and Global EconomyInvestigate how work organisations contribute to the community

Education for EmployabilityWork in the Local and Global EconomyInvestigate how work organisations contribute to the community

Local and Global CitizenshipDemocracy and Active ParticipationInvestigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation

Local and Global CitizenshipDemocracy and Active ParticipationInvestigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation

Home Economics Independent LivingDevelop a range of skills to promote independence through planning, managing and using resources

Local and Global CitizenshipDemocracy and Active ParticipationInvestigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people

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� Responding Responsibly Thematic Unit Money Matters

Sequence, order, classify and make comparisons

Using Mathematics -Use mathematical knowledge and concepts accurately

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What is money? ... identify and learn how to use money.

Give your learners opportunities to handle money and to examine coins and notes.Allow them to explore and investigate value, similarities and differences (colour andsize) of coins and notes. Use Resource 1, asking them to tick the appropriate boxes,and the interactive game about recognising different notes and coins.

Resource 1: Coin Sort

Activity: Money, Money, Money

Learners will probably have some understanding and experience of money inrelation to shopping (at home or school), so you could set up a simulated shop inthe classroom. Stock the shop with a selection of items familiar to the learnerssuch as crisps, fruit or suitable magazines. Ensure all items are clearly priced.The learners could then ‘shop’ there, as a baseline for understanding and as reinforcement.

Plastic coins and notesItems for a class shop

Take the learners to the school tuck shop, vending machines, or shopping for otheritems (for example cookery ingredients) to see real money being handled and spent.

••

Resource Sheet in this booklet

LAB or PowerPoint activity available from www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

Skills tabs printed in orange are Thinking Skills and Personal Capabilities

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Why do weneed money?

…identify a number of options. Discuss with the learners why we need money, and what difficulties would arise if wedidn’t have any. Provide copies of Resource 2, and ask them to write and/or drawpictures of things we need to buy.

Resource 2: Money Is Needed For...

Explore ideas, make and test predictions and think creatively

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� Responding Responsibly Thematic Unit Money Matters

Sequence, order, classify and make comparisons

Communication -Communicate information, ideas, opinions, feelings and imaginings, using an expanding language

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

How do we get money?

… learn about making informed choices.

Where appropriate, discuss with learners where they get money: from familymembers, part-time employment, special events, EMA allowance etc. Withoutgetting too personal, discuss where adults or family members get money to paybills. The discussion could revolve around the need for adults to work or getbenefits to support their families and pay bills. Use Resource 3 and/or 4 to aid discussion.

Resource 3: How Do We Get Money? (three main ways)

Resource 4: How Do We Get Money? (five ways)

Explore and develop the learners’ understanding of how we get money in order tolive: we might earn it by working, receive Income Support or other benefits, etc. Ask the learners to match up a variety of people in Resource 5 with ways they might be able to get money to live (from employment, a pension, a part-time job or benefits).

Resource 5: How Do These People Get Money?

Develop the discussion to include other ways of getting money which are not asreliable, such as gambling and the lottery. List on the board all the methods ofgetting money that your learners know. As a class activity, rank the methods indifferent ways, for example:– from reliable to unreliable;– from moral to immoral; and– from easy to hard.

Making predictions

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

How do we get money?

… learn about making informed choices.

Use Resource 6 to give your learners pictorial options about ways of making money.To show their understanding, ask them to circle the good ways and cross out the badways. Discuss how people might be able to get extra money. For example, yourlearners might have brothers or sisters with part-time/summer jobs.

Resource 6: How Could I Get Money?

Investigate the possible consequences of some improper ways that some peoplemight use to get money, such as stealing or gambling. If appropriate, refer toparticular examples from television, for example soap opera characters with moneymaking schemes. Include the topic of gambling, if possible, and help your learners togain an awareness of the dangers of gambling.

Further suggestionsFor an extension activity which may be appropriate for your learners, see Resource7. In this worksheet, learners are asked to make a distinction between right andwrong ways of acquiring money and provide a reason. Ask them to consider David’soptions and write some advice for him.

Resource 7: Getting Money: Good Ways And Bad Ways

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Using Mathematics - Explore ideas and make predictions

Examine options, weigh up pros and cons

Using ICT - Manage and present their stored work

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Where do I keep my money?

…think about consequences. Have your learners focus on different places where money can be kept. UseResource 8 to prompt discussion.

Resource 8: Where Do We Keep Our Money?

Go on to contrast safe places and unsafe places to keep money. You could ask anintroductory question: ‘If you won £100, where would you keep it?’ Encourage themto make suggestions. Resources 9 and 10 are differentiated worksheets to help yourlearners explore the topic; use whichever is more appropriate.

Resource 9: Safe Or Not? (circling options)

Resource 10: Safe Or Not? (writing reasons)

You could use the activity ‘Diamond Ranking’, from Active Learning and TeachingMethods for Key Stage 3, to encourage the learners to justify their decisions. (Seewww.nicurriculum.org.uk, or the CPD disc in the Curriculum Support andImplementation box.)

Discuss together what they know about banks. Ask focused questions:– Why do people go there?– What can you do in a bank?– Have you ever been to one?Use the Yes/No activity in Resource 11 to highlight when we need to go to a bank.

Resource 11: Going To The Bank

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Where do I keep my money?

…think about consequences. Resources 12 and 13 introduce key words related to banking, including cash card,mortgage, interest and loan. Use whichever is more appropriate for your learners:Resource 12 involves matching, whereas Resource 13 is much more detailed. Itprovides a longer reading text and questions for learners to answer.

Resource 12: Match The Word To The Description

Resource 13: The Bank

Have your learners relate the key words loan, foreign exchange, save and mortgageto the appropriate pictures on Resource 14.

Resource 14: Why Are These People Going To The Bank?

Explore with the learners the topic of different banks and/or building societies intheir local area. Show logos and branding from the main banks and buildingsocieties, so that they will become familiar with them.

You could take your learners out on a school trip to look for a range of banks and buildingsocieties that they can identify. They could take photos of the logos for a class display.

You could also incorporate a visit to a bank into this trip. Most banks will welcomeyour group and have a selection of information leaflets, posters, money boxes etc.which you can bring back to school.

Decide together what questions your learners could ask in the bank, such as:– Do you have special accounts for children?– Where do you keep all the money?– Who counts all the money?– How do you keep the money safe?

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Generates possible solutions

Using Mathematics -Develop financial capability

Using Mathematics -Use Mathematics to solve problems and make decisions

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Why do we need to manage money?

…make informed choices. Where appropriate, discuss and explore the meaning of different services that banksoffer, including mortgages, loans and currency exchange.

Give the learners the opportunity to manage their own money. With cooperationfrom their parents, you could set up a savings scheme for each class. The learnerscould bring their pocket money, birthday money, money earned from helping athome etc. to school. A local bank, a building society or the school office could assistin setting up a savings account for each learner.

Bank/Building society resourcesSavings booksA school savings scheme

Ask the learners what could happen if we didn’t manage our money. For example,we might end up with no money and/or no home, and some people might betempted to turn to crime.

You could use an adaptation of the ‘Hot Air Balloon’ activity, from Active Learningand Teaching Methods for Key Stage 3, here: lots of positive suggestions and theballoon could fly, or, conversely, negative suggestions could sink a boat. (Seewww.nicurriculum.org.uk or the CPD disc in the Curriculum Support andImplementation box.)

Pictures of a hot air balloon and/or a boat

•••

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Why do we need to manage money?

…make informed choices. Use Resource 15 to focus on ways in which we can make money last longer, such assaving, sales, offers, and buying cheaper products. The learners match the ways tosave with the pictures.

Resource 15: How Can I Spend My Money Wisely?

Discuss together each of the four situations in Resource 16, asking your learnerswhich of the people manage their money wisely.

Resource 16: Who’s A Money Manager?

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Using Mathematics -Identify and collect information

Sequence, order, classify and make comparisons

Using ICT -Access and manage data and information

Make links between cause and effect

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

How do we spend money?

… investigate the different ways in which money is spent.

Explore what things the learners need to spend money on and the things they wouldlike to spend more on. Allow them to complete Resource 17 using words and/orpictures, either writing and drawing their own ideas, or cutting and pasting from thelist of options provided.

Resource 17: Spending Money

Carry out a class survey to find out how the learners spend their pocket money. UseResource 18 or 19 to record the names and/or numbers of learners who spendmoney in each category.

Resource 18: How Do We Spend Our Money? (words and pictures)

Resource 19: How Do We Spend Our Money? (words only)

You can link to Mathematics by:Using Resource 18 or 19 as a tally chart. You could then use this record of results tocreate a simple bar chart showing the spending habits of the class.

Where appropriate, focus on the types of things people have to spend money onwhen they have a house. You could ask appropriate focused questions, for example:– What is a bill? – What sort of things might people get a bill for? (food, electricity, telephone,

repairs etc.)– What do your parents/carers have to pay for?

Using Mathematics - Organise and present information in mathematicalformats

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

How do we spend money?

… investigate the different ways in which money is spent.

This may be quite a difficult concept for some learners. There are two levels ofworksheet available in the Resources. If using Resource 20, ask your learners tocircle the things that have to be paid for in their homes. Alternatively, use the pictureprompts on Resource 21 to elicit different types of expense from the learners. Somemay be able to complete some extension work here and mention some additionalcosts people often face, such as mortgages, car tax, insurance, household repairsand education fees.

Resource 20: It All Costs Money!

Resource 21: When You Have A House...

Discuss together shopping for groceries. Ask focused questions, such as: – Have you taken part in grocery shopping for your home? – Do you know how much certain items cost?– Approximately how much does your family spend on groceries each week?

Give your learners an opportunity to complete the ICT PowerPoint activity toinvestigate the pricing of some items in a supermarket.

Money PPoint 1: Let’s Go Shopping

Provide copies of Resource 22, which requires learners to find the cost of items ina supermarket. You could allow them to find the price of each item by using supermarketflyers, a supermarket website, or taking them on a visit to a supermarket.

Resource 22: Supermarket Sweep!

Supermarket flyers•

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Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

How do we spend money?

… investigate the different ways in which money is spent.

Again using supermarket flyers, you could ask your learners to make a visual recordof the prices of particular foods by cutting out pictures, sticking them onto a whitepage and drawing on price labels.

Supermarket flyers

Take your learners to a supermarket to compare prices further. For each item inResource 23, have them note the price of the shop’s own brand and another wellknown label. Discuss which foods cost more and why.

Resource 23: Comparing Prices

For further suggestions on food labelling, refer to Resource 24.

Resource 24: Shopping Basket

As an extension activity, you could organise a visit to the school canteen to prompt adiscussion on whether it is more expensive to eat a healthy diet. The canteen staffcould explain how they have a set amount of money to spend on each person’slunch, and how the foods they choose within the budget must promote healthy eating.

Provide an opportunity for your learners to participate as much as possible in apractical cookery activity to make a snack for the class. They could:– decide on a healthy snack;– create a shopping list;– estimate the amount of money they will require;– shop for the ingredients;– prepare their snack; and/or– compare the actual cost of their snack against their estimate.

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

How do we spend money?

… investigate the different ways in which money is spent.

The worksheet in Resource 25 provides a template if you wish to ask your learnersto record the ingredients and their cost: they fill in the details and work out howmuch the snack costs per person.

Resource 25: Budgeting And Buying

There are many, many resources available on the topic of healthy snacks. Listedbelow are a few of the very user-friendly ones (for both learners and teacher).

Books:– Healthy Eating for Kids by Anita Bean– I Can Cook by Marietta W Hopman & Nirbhay N Singh (includes photocopiable step-by-step recipes in pictures and words)– Helping to Keep Young People Healthy (a resource for special needs schools available from Ulster Cancer Foundation, telephone 028 9066 3281)

Websites:www.ability.org.uk/kids_recipeswww.bbc.co.uk/food/recipes/mostof_cookingwithchildrenwww.himonkey.net/cookingwww.teaching-resource.co.uk/teachers/cookery.htm

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Using ICT - Manipulate information and multimedia products using a range of assets

Make predictions, examine evidence, distinguish fact from opinion

Using Mathematics - Identify and collect information

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Does money affect my world?

… to combine and build on information from different sources.

Begin with a brainstorm. Ask the learners to share their idea of a ‘poor’ country.Record the results on the board. Ask focused questions as a guide, for example:– Do we live in a poor country?– Are there poor people in our country?– What do children in poor countries look like?– Why are these people poor?Go to Resource 26 for more possible questions you could ask about the causes ofpoverty, if these concepts are appropriate for your learners.

Resource 26: Why Is There Hunger?

Investigate together sources of information about rich and poor countries. Usemagazines, newspapers and the Internet (for example www.concern.org, www.savethechildren.org, and www.oxfam.org.uk), or other ideas suggested bylearners, to find material that will illustrate a rich and a poor country.

Oxfam’s Cool Planet section has excellent resources. For this particular themecheck out Your World, My World, Making a Meal of It and Go Bananas.

Newspapers and magazines

Create a classroom display to highlight the features of rich and poor countries. Splitthe pupils into two groups, one focusing on wealth and the other on poverty. Either:– a) Have each learner create one square depicting a feature of wealth or poverty.

Then join all the squares together to make an overall picture; or– b) Give each learner a specific task in making a display, e.g. cutting out, pasting, editing etc.

Have each of the two groups show their display and explain their method of workingAsk them to evaluate the strong and weak points of each method using theAssessment for Learning model.

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Does money affect my world?

… to combine and build on information from different sources.

Encourage the learners to appreciate that people in the world may go hungrybecause they do not have money to buy food or land to grow it.

Following class discussion, have the learners complete the worksheet in Resource27. Look at the pictures together and think about what they can lead to, for examplebad government can lead to war. The learners cut out the pictures provided andstick them in the correct squares.

Resource 27: Why Is There Hunger In Our World?

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�� Responding Responsibly Thematic Unit Money Matters

Make links between cause and effect

Using Mathematics - Use mathematics to solve problems and make decisions

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What can we do to help?

… generate possible solutions. Discuss the types of things people in developing countries need that could be boughtwith money (food, clean water, medical care, education, etc). Use charity websitessuch as www.oxfam.org or www.concern.net to gain information on how they usedonations to make a difference. Choose together the four pictures in Resource 28that best reflect what the boy’s country needs most.

Resource 28: Money Could Buy Me...

If appropriate, have the learners match the questions and answers in Resource 29and then discuss hunger and related issues.

Resource 29: ‘Getting Hunger Sorted Out’

Use the matching activity in Resource 30 to provide clues for the learners to think ofa way they could help people in the Third World.

Resource 30: How Can I Help?

Many learners will already understand the concept of collecting or raising money for charity.

Use a current school fundraising campaign to discuss how we raise money, and howit can help other people who are not as fortunate as ourselves.

Involve your learners in selecting a charity which helps children in developing countries (or ‘poor countries’ as identified in class), planning and managing afundraising activity.

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Responding Responsibly Thematic Unit Money Matters

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What can we do to help?

… generate possible solutions. For information on a few of the charities that help children in developing countries,see the following links:

www.unicef.org.uk/youthvoice/raisemoney.aspHelps children around the world.

www.orissa.org.ukHelps children in India.

www.landmines.org.uk/233Raises money to clear landmines.

www.roomtoread.orgHelps educate children in Cambodia, India, Laos, Nepal, Vietnam and Sri Lanka. Schools can adopt a project of their own.

www.savethechildren.org.ukHelps to fight chronic poverty in Africa.

Introduce your learners to the idea of Fair Trade. Discuss the concept of ‘fairness’,and use the true/false activity in Resource 31 to explore the idea.

Resource 31: What I Buy Matters

For more information on Fair Trade, see:www.oxfam.org.ukThe link for teachers, and the Cool Planet section for children, have excellentresources see Bonkers About Bananas, Your World, My World, Making a Meal of Itand Go Bananas.

www.fairtrade.org.ukThis site includes lots of information and resources about Fairtrade in the UK.

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Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What can we do to help?

… generate possible solutions. Take your learners to the supermarket to see the prices of the items in Resource32, or bring the foods to class. Have them complete the cost comparison sheetDiscuss together why Fair Trade products are often more expensive. Ask focused questions:– Why do people buy Fair Trade products if they are dearer?– Is cheapest always best?– How does buying Fair Trade make you feel?– What Fair Trade product would you like to be able to buy?

Resource 32: Brand Challenge

Your learners could consider running a Fair Trade tuck-shop, introducing Fair Tradeproducts to an existing tuck-shop and/or having a Fair Trade stall at a school event.

For a recipe including Fair Trade ingredients, see Resource 33.

Resource 33: Orange And Chocolate Biscuits

IngredientsCooking utensilsFair Trade recipes

•••

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Responding Responsibly Thematic Unit Money Matters

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Resources

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Responding Responsibly Thematic Unit Money Matters

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Coin Size Colour Shape

small large bronze silver circle polygon

1p

2p

5p

10p

20p

50p

£1

£2

Coin SortLook at each coin and tick the boxes that best describe it.

Resource 1

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Money Is Needed For... Resource 2

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Responding Responsibly Thematic Unit Money Matters

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How Do We Get Money? (Three Main Ways) Resource 3

we work

we win money

we get benefits

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How Do We Get Money? (Five Ways) Resource 4

we work/get a job

family inheritance

benefits

winning (Lottery)

investment

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Responding Responsibly Thematic Unit Money Matters

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How Do These People Get Money?Decide how you think these people get money to help them live. Draw a line from the person to a way they could get money.

Resource 5

retired man

disabled

adult

student

Income Support

part-time job

pension

employment

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How Could I Get Money?Put a GREEN circle around the good ways to get money and RED X through the wrong ways.

Resource 6

steal

get part-time job

ask mum/dad

presents (birthday/Christmas) gamble

bully someone

withdraw moneyfrom bank account

How could I get money?

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Getting Money: Good Ways and Bad Ways (1 of 2)David is thinking about ways to make some money. Help him decide on the good ways to make money by putting an X through the wrong ways.

Resource 7

gambling

bully someone

ask mum or dad

part-time job

steal

‘Odd Jobs’

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Getting Money: Good Ways and Bad Ways (2 of 2) Resource 7

My advice is...

I think the best way for David to get extra money would be

because

I think the worst way David could try to get extra money would be

because

What should I do?

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Where Do We Keep Our Money?Circle the place or places where you keep your money.

Resource 8

at home

at the bank

at the post office

in a school savings scheme

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Safe or Not? (Circling Options)Circle the places that you think are SAFE to keep money in.

Resource 9

under the bed

in the bank

in a piggy bank

in the Post Office

in a wallet

in a Building Society

in a drawer

in a shoe

in a bag

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Safe or Not? (Writing Reasons) (1 of 2) It is very important to keep mney safe. Decide if these places are very safe, safe or not safe.

Resource 10

Place Not Safe Safe Very Safe Reason

under the bed

Post Office

wallet

drawer

bank

piggy bank

Building Society

shoe

bag

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Safe or Not? (Writing Reasons) (2 of 2)Some Reasons...

Resource 10

It’s easy for someone to steal

It’s locked away in a safe

There is no lock

You need a PIN code to get money out

It could get lost

It will earn interest

It has a security system

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Going To The BankWhen should you go to a bank?

Resource 11

When you want to save money

When you are sick

When you are going on holiday

When you want to ask for a loan

When you want something to read

Yes No

Yes No

Yes No

Yes No

Yes No

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Match The Word To The Description Resource 12

Money earns this in a bank

You need this to get your money from the bank

You might need this to buy a car

A loan for a house is called this

You can change money at the foreign exchange before you do this

cash card

mortgage

interest

going on holiday

loan

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The Bank (1 of 2) Resource 13

A bank is a very good place to save money. When you save money in the bank, your money will earn interest. This means money will be added to the amount you have saved. To get money out of the bank you have to use your cash card at the machine or show ID to the cashier.

People can ask for a loan from a bank. This means that the bank gives them money, and they pay it back to the bank over a period of time. The bank charges interest for a loan, which means people pay back more than they borrow. People might need a loan when they spend large amounts of money. Some people might get a loan for a car or a holiday. When people buy houses, they can get a special loan called a mortgage.

When you go on holiday, you can get your money changed at the Foreign Exchange desk in the bank so that you can use it in the country you are going to.

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The Bank (2 of 2)Answer these questions:

Resource 13

1. What can your money earn in the bank?

2. What do you need to get money from your account?

3. If you want to buy a car, what might you need from the bank?

4. What do you call a loan for a house?

5. When would you need to use the Foreign Exchange?

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Why Are These People Going to the Bank?Choose the correct word from the box below.

Resource 14

Word Bank:

loan Foreign Exchange save mortgage

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How Can I Spend My Money Wisely? Resource 15

buy cheaper items

check price in several shops

wait for the sales

look for offers

buy larger packs

shop in charity shops

offers

bigger packs

charity shops

sales

check prices

buy cheaper

£150p

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Who’s A Money Manager?Look at the pictures. Some of the people are money managers and some are money wasters. Can you sort them out?

Circle the tick for the managers; circle the ‘X’ for the wasters.

Resource 16

I want to buy a new computer game next week

‘This CD system was a bit more expensive than I thought, but it will be worth it.’

‘Do you like my new car? I’ve spent all my money on it - I don’t know what I’ll do next week!’

‘ I knew if I waited for the sale I’d get the top cheaper!’

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Spending Money (1 of 2) Resource 17

I need to spend money on ...

I would like to spend money on ...

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Spending Money (2 of 2)What do I need to spend money on? What would I like to spend money on?

Resource 17

shelter

computer games

trendy trainers

food

clothes

a mobile phone

water

holidays

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How Do We Spend Our Money? (Words and Pictures) Resource 18

Items Number of people

sweets

CDs

magazines

games

body products

food

leisure

clothes

savings

P

A

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How Do We Spend Our Money? (Words Only) Resource 19

sweets

savings

CDs

games

magazines

clothes/shoes

presents/gifts

holidays

jewellery/make up

other...

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It All Costs Money!Having a home can be very expensive. Circle the things you have in your home that have to be paid for. Can you think of any more?

Resource 20

heat

satellite TV

electricity

petrol

council rates

children

groceries

TV licence

telephone

house insurance

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When You Have A House... Resource 21

When you have a house,money is spent on ...

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Supermarket Sweep!Can you find the price of the items in this basket?

Resource 22

How much did the items cost?

MILK

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Comparing PricesVisit a supermarket. Compare the prices of the shop’s own brand and a well-known label. Which is more expensive.

Resource 23

Item Shops’ Own Brand Well-Known Label750g cornflakes

2 litre milk

80 tea bags

tin of beans

loaf of bread

800g digestive biscuits

MILK

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IntroductionIntroduce your learners to the concept of ‘reading’ food labels to find out information about:• Name of food• Ingredients• Additives• Weight or quantity• Date mark• Storage conditions• Place of origin• Nutritive value

ResourcesSupermarkets such as Tesco and Sainsbury’s have adopted their own labelling systems. Information on these can be found in leaflets available in stores and on their websites.

www.thesite.org has very good information on all health issues, with a very clear section on food labelling.

The CD-ROM ‘It’s Your Goal’ is available from www.itsyourgoal.com

See also the ‘Shopping List Game’ by Orchard Toys

Shopping Basket Resource 24

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Budgeting And Buying Resource 25

We are going to make:

We will need to buy:Item Cost

Total Cost:

There are people in the class.

To find out the cost of the snack we made per person we divide ( ) the total cost of our shopping by the number of people in the class.

Shopping list total = Number in class =

The cost of the snack per person =

..

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Why Is There Hunger? Resource 26

IntroductionHelp the learners to appreciate that most people in the UK get their food from shops and they need money to do so, and that some people grow crops or keep livestock and so can feed themselves.

DevelopmentQuestion and answer ideas for this activity could include:• Do you think most people in our country are poor or hungry?• Have you ever been hungry?• What did it feel like?• Why are some countries poor? • Talk to the learners about reasons, such as war, drought, oppressive goverments, famine and refugee camps.• Why are people hungry? • Suggest reasons, such as that they have no money, they have no land, there is fighting in their country or they are not paid fairly for what they do.

Some of these are quite difficult concepts and may not be appropriate for every learner.

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Why Is There Hunger In Our World?Use the pictures below to help you understand why people like this boy are hungry in our world.

Resource 27

Bad government means ...

Bad weather means ...

Nojobsmeans ...

No good landmeans ...

no money

dry land

war

no food can grow

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�� Responding Responsibly Thematic Unit Money Matters

Money Could Buy Me ...Look at this picture of a boy who lives in a poor country. What things do you think his country needs money for? Select from the pictures below:

Resource 28

medical care football pitches TVs education food water traffic computer games

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Getting Hunger Sorted OutDraw a line to match the questions and answers.

Resource 29

What is hunger?

What is starvation?

What is famine?

What are the causes of famine?

What do people need to stay healthy?

If you don’t eat food for a long time,you might die of starvation.

Hunger is not having enough to eat to satisfy your appetite.

War, floods and lack of rainall cause famine.

To stay healthy, everyoneneeds food to eat every day

A famine is an extreme shortage of food for a large number of people.

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How Can I Help?Can you think of some ways that you could help people in developing countries?

Resource 30

things you don’t want

when shopping for groceries

when you have spare change

at Christmas

in school

organise a fundraiser

take to a charity shop

buy charity cards

give to a collection

buy Fair Trade products

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What I Buy MattersAre these statements about Fair Trade products TRUE or FALSE?

Resource 31

The farmers who grow the ingredients get a fair trade price.

Fair Trade products are unhealthy.

Fair Trade products are made in dirty factories.

Fair Trade products have the same tase as other products.

Fair Trade farmers are treated badly.

Fair Trade products are not well made.

Fair Trade products are a good idea.

TRUE FALSE

TRUE FALSE

TRUE FALSE

TRUE FALSE

TRUE FALSE

TRUE FALSE

TRUE FALSE

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Brand Challenge (1 of 2)Visit the supermarket and find the price of these items in the Fair Trade range and from another brand. Find the cost of the items and complete the tables below.

Resource 32

Item CostFair Trade chocolate

chocolate

The cheaper one is

Item CostFair Trade coffee

coffee

The cheaper one is

insert picture here

insert picture here

insert picture here

insert picture here

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Item CostFair Trade tea

tea

The cheaper one is

Brand Challenge (2 of 2) Resource 32

insert picture here

insert picture here

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Orange And Chocolate Biscuits Resource 33

Ingredients150g butter175g Fair Trade golden caster sugar175g plain flour2tsp baking powder75g Fair Trade Maya Gold dark chocolate, choppedGrated zest of 2 oranges1 tbsp orange juiceA little extra Fair Trade golden caster sugar to decorate

Method1. Preheat oven to 180˚C/350˚F/Gas 4. Grease two baking sheets.2. Cream the butter and sugar together until they are pale and fluffy.3. Carefully mix in the flour and baking powder.4. Add the rest of the ingredients until you have a smooth paste.5. Roll out to about 1cm thick on a floured surface.6. Use a 5cm cutter, cut out the rounds and place on baking sheet.7. Sprinkle the biscuits with a little of the extra sugar and bake for 12-15 mins.8. Remove from oven and leave to cool for at least 5 mins, before transferring to a cooling rack.9. Store in an airtight tin.

YUMMY!!!

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