Fundraising Project Planning

Overview

This 80-minute lesson builds on the children’s previous research about raising money for charity. It actively involves them in selecting, planning, and costing a fundraising activity as a whole class. Collaborative and active learning strategies ensure engagement and inclusivity. The lesson aligns with Scotland’s Curriculum for Excellence for Primary 4 (Age 8-9), particularly within the Health and Wellbeing organisers of Social Wellbeing, Planning for Choices and Changes, and Relationships, Sexual Health & Parenthood.

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Curriculum for Excellence Links

• Health and Wellbeing: Social Wellbeing
  I understand the importance of contributing to the wellbeing of my community and can explore ways to make a positive difference through personal and collective actions.
  (HWB 2-12a)

• Planning for Choices and Changes
  Through discovery and discussion I can identify a range of ways of taking part in and influencing my community.
  (HWB 2-19a)

• Literacy and English: Listening and Talking
  I can communicate clearly and with awareness of my audience.
  (LIT 2-09a)

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Learning Intentions

By the end of the lesson, children will:

• Reflect on previous research about fundraising ideas.
• Develop decision-making and democratic skills through discussion and voting.
• Identify and list materials needed for their chosen fundraising idea.
• Start researching costs for materials, practising budgeting skills.
• Understand the roles and responsibilities in group fundraising tasks.

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Success Criteria

• I can recall and share fundraising ideas from previous research.
• I can work with my class to vote on preferred fundraising activities.
• I can list all materials required to carry out our chosen activity.
• I can find out how much materials cost from simple sources.
• I can contribute respectfully to collaborative planning and discussions.

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Resources Required

• Whiteboard and markers
• Large chart paper for idea listing
• Printed or digital copies of previous fundraising ideas collected by pupils
• Simple price lists/catalogues or access to supervised internet research (age-appropriate)
• Voting cards or sticky dots for voting activity
• Worksheet templates: materials list and cost research (differentiated where required)
• Timer or stopwatch

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Lesson Breakdown

1. Community Builder: Two Truths and a Lie (10 minutes)

• Purpose: Energise and build trust.
• Children take turns sharing two truths and one lie about themselves. The class guesses the lie.
• Curricular link: Develops social skills and listening (LIT 2-09a).

2. Recap on Fundraising Ideas (10 minutes)

• Display all previous fundraising ideas collected during earlier lessons (e.g. bake sale, craft making, sponsored silence).
• Children work in small groups (5 groups) to quickly discuss their favourite ideas and why.
• Groups feed back one idea they like most to the whole class.

3. Class Vote on Fundraising Activities (10 minutes)

• Using sticky dots or voting cards, children each vote for one or two preferred fundraising ideas.
• Count votes aloud and display results on the board.
• Select the top one or two ideas for further planning.

4. Materials Identification & Listing (20 minutes)

• In groups based on the chosen ideas, children brainstorm all the materials needed to run their fundraising activity.
• Provide worksheet templates with columns: Material, Quantity, Why needed?
• Teacher circulates to scaffold and extend thinking, e.g. “Where else could we get this material besides buying?”
• Groups present their lists to the class.

5. Researching Cost of Materials (20 minutes)

• Demonstrate accessing simple sources of price information (catalogues, supervised internet searches, shop flyers).
• Children work in pairs or small groups to find prices for each material.
• Fill in cost columns on the worksheet.
• Discuss how much the whole activity might cost, and relate this to fundraising goals.

6. Plenary and Reflection (10 minutes)

• Groups share findings about costs and any potential challenges.
• Whole-class discussion: Where could we get materials cheaply or free? What skills will we use when managing money?
• Use a “Plus, Minus, Interesting” chart on the board to record what pupils liked, found challenging, and questions for next steps.

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Differentiation Strategies

• Support:

  • Provide sentence starters and visual prompts for worksheets.
  • Pre-prepare a simplified price list for children who struggle with independent research.
  • Use mixed-ability groupings to mentor each other.

• Challenge:

  • Encourage higher ability learners to estimate budget totals and suggest fundraising targets.
  • Invite children to draft simple cost-benefit analyses or persuasive arguments for their chosen activity.

• Inclusion:

  • Use multisensory approaches (oral, written, pictorial) to engage diverse learners.
  • Allow additional time and scaffolded support for EAL learners or those with additional support needs.

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Assessment and Evidence

• Formative assessment: Observation of group discussions for social skills and collaborative planning.
• Written: Materials and cost worksheets—evidence of understanding and ability to research prices.
• Pupil self-assessment: Children tick off success criteria and reflect on their learning during plenary.

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Teacher Reflection and Next Steps

After the lesson, consider:

• Were all children actively involved in decision-making?
• Did children demonstrate understanding of budgeting and material planning?
• How did collaborative dynamics affect learning?
• Plan next lesson on creating a timeline and roles for the fundraising activity implementation.

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By engaging pupils in active research, decision-making, and planning linked explicitly to real-life community responsibilities, this lesson supports CfE outcomes and nurtures practical skills in an inclusive, enjoyable context.