Budgeting Made Real

Overview

This 60-minute lesson introduces Year 6 students to practical budgeting skills, aligned with the National Curriculum for England’s financial education objectives embedded within Personal, Social, Health and Economic (PSHE) education. The session uses hands-on, sensory-friendly activities to engage all learners, including those with ADHD and autism, making abstract concepts tangible and accessible.

National Curriculum Links

PSHE Association Programme of Study for Key Stage 2 (Years 5-6):
- Economic wellbeing and financial capability:
  - Understand how to manage money effectively.
  - Recognise the difference between needs and wants.
  - Learn the basics of budgeting including income and expenditure.
Mathematics (Measurement and Money):
- Solve problems involving money, including budgeting simple project costs.

Learning Objectives

By the end of the lesson, students will be able to:

Explain what a monthly salary is and identify common outgoings (water, electricity, gas, council tax, subscriptions).
Create a simple monthly budget using a given salary and list of expenses.
Demonstrate understanding of the importance of prioritising needs versus wants.
Reflect on consequences of overspending and ways to save money.

Resources

Visual monthly salary and bills cards (with icons and clear labels)
Printed monthly budget worksheet (with grids)
Fake currency notes (£, coins)
Large budgeting board on wall or table (magnetic or velcro pieces)
Calculator tablets or large number dice for hands-on calculations
“Needs vs Wants” sorting cards
Sensory fidget items for concentration breaks (stress balls, textured strips)
Timer or sand timer for activity pacing

Lesson Structure

1. Introduction (10 minutes)

Starter discussion: Ask “What is money used for?” and “Do you know where money comes from?”
- Use visual prompts (money images, job icons).
Introduce the idea of a monthly salary with a story example about “Sam” who works and earns £1000 a month.
Show cards representing different outgoings (water, electric, gas, council tax, subscriptions like streaming services).
Explain that salary is income, bills are expenses — we must pay bills while still having money for other things.

Support: Visual supports and simple language help reinforce understanding for all learners.

2. Activity 1: Creating a Budget (20 minutes)

Hand out a monthly budget worksheet summarising Sam’s salary (£1000).
Present cards representing Sam’s bills with fixed costs (water £30, electric £50, gas £40, council tax £100, streaming subscription £15).
Students sort and place these on their worksheets under “Outgoing”.
Use fake currency notes and coins to physically represent each cost, placing them next to worksheets.
Calculate total outgoings with calculators or number dice, subtract from salary to see remaining money.
Discuss what is left for other needs/wants.

Sensory/Hands-on: Use physical money and budgeting board for tactile engagement. Break calculations into manageable chunks for focus.

3. Activity 2: Needs vs Wants Sorting Game (15 minutes)

Present a set of cards with items like “Food, Cinema Ticket, School Supplies, New Phone Game Subscription, Clothes.”
Students sort into “Needs” and “Wants”.
Discuss how budgets need to cover needs first, and wants if money is left.
Guide students to adjust Sam’s budget if money is tight — what might Sam cut back on?

Support: Use colour-coded cards, and allow movement between different sorting boxes.

4. Plenary / Reflection (10 minutes)

Each student shares one thing they've learned about money management.
Discuss what could happen if bills aren’t paid.
Introduce simple saving concepts — “Why saving some money is important.”
Use a quick quiz or thumbs-up/down for understanding key concepts.

5. Sensory & Focus Breaks Throughout

Incorporate short 2-minute calming sensory breaks at natural pauses.
Use fidget tools and movement to help maintain engagement.

Assessment & Feedback

Observe student participation and accuracy in budgeting worksheet completion.
Assess ability to correctly sort needs and wants.
Use questioning during plenary to check understanding.
Provide verbal praise and supportive feedback tailored to each learner’s pace.

Extension Ideas (Week Follow-Up)

Create a personal budget based on their own “imaginary” salary and expenses.
Explore saving for a goal (e.g., buying a bike).
Introduce bank accounts and different payment methods.

Teacher Notes

Adjust numbers on salary and bills to match local contexts or specific student interests.
Use simple, clear language and repeat key vocabulary.
Ensure all visuals are uncluttered and high contrast for accessibility.
Foster a non-judgmental atmosphere about money — encourage questions and discussion.

This lesson plan offers a practical, multi-sensory approach to understanding money, tailored to Year 6 learners, supporting National Curriculum requirements while celebrating different learning needs.

Teaching Instructions