Recognising UK Money

Lesson Overview

Duration: 60 minutes
Class: Year Further Education SEN (Foundation Skills Level)
Class Size: 10 students
Subject: Maths – Money (UK Coins and Notes)
Curriculum Link:

• National Curriculum for England (Further Education SEN)
• Focus on practical numeracy skills aligned with Money: Recognise and use symbols for pounds (£) and pence (p), combine amounts to make a particular value, and recognise UK coins and notes.
• Reference: Mathematics Programmes of Study (Key Stage 4 & Post-16 SEN adaptations), Functional Maths: Using everyday money and budgeting tasks.

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WALT (We Are Learning To)

• Recognise common UK coins and notes by sight and name.
• Use UK currency coins and notes to make simple amounts up to £5.
• Count a combination of coins and notes to find a total amount.

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Success Criteria

• I can name each UK coin and note correctly.
• I can put coins and notes together to make an amount up to £5.
• I can count coins and notes to check how much money I have.
• I can use money in practical, everyday contexts with confidence.

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Resources

• Real or replica UK coins (£2, £1, 50p, 20p, 10p, 5p, 2p, 1p)
• Real or replica UK notes (£5, £10)
• Laminated coin and note visual cards (dyslexia-friendly font and colour contrast)
• Whiteboards and dry wipe pens
• Money counting mats with designated coin/note spaces
• Price tags and simple shop items for role-play
• Visual schedule of the lesson steps

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Lesson Structure

1. Introduction and Engagement (10 minutes)

• Activity: Show coins and notes one at a time. Ask "What is this?" Encourage naming. Use laminated cards with large, clear font and images.
• Differentiation: Use tactile coins and notes for sensory learners; colour contrast cards for dyslexia-friendly recognition.
• Teacher Script: "Today we are learning about money — coins and notes used in the UK. Can you tell me what this coin is called?"
• Use a visual timetable so students understand the lesson flow.

2. Teaching Input (15 minutes)

• Focus: Identify coins (£2, £1, 50p, 20p, 10p, 5p, 2p, 1p) and notes (£5, £10).
• Demonstrate how to recognise each by colour, size, and value.
• Explain the symbols (£ and p) and what they mean.
• Use dyslexia-friendly handouts showing images and names side by side, with high contrast colours and a sans-serif font (e.g. Arial, Comic Sans).
• Highlight tips for remembering: e.g., "The bigger coin is worth more" / "The £5 note is blue."

3. Practical Activity 1: Sorting and Naming Coins (10 minutes)

• Students work in pairs to sort coins and notes into groups on mats.
• Support students with prompts and modelling: "Can you find all the £1 coins?"
• Use clear labelling on mats for each coin type.
• For students with fine motor difficulties, larger replica coins can be used.

4. Practical Activity 2: Making Amounts (15 minutes)

• Task: Using coins and notes to make given amounts (e.g. £3.50, £4.20).
• Students create amounts with support as needed — teacher circulates to scaffold.
• Visual prompt cards show amounts in clear £ and p notation.
• Use real-world contexts: "You want to buy a sandwich for £3.50 — can you show me the money you need?"

5. Extension for Advanced Learners (throughout activities)

• Challenge: Use different combinations of coins and notes to make the same amount.
• Encourage explanation: "How many different ways can you make £2 using coins?"
• Introduce simple addition of amounts beyond £5 using notes (optional for high achievers).

6. Plenary and Assessment (10 minutes)

• Quick-fire quiz: Show a coin or note, students call out name and value.
• Whiteboard question: “How much is this?” showing mixed coins and notes.
• Assess understanding informally and note which students need reinforcement.
• Provide positive feedback and reinforce success criteria met.

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Differentiation Strategies

Learner Need/Type	Strategy	Example
Dyslexia	Use dyslexia-friendly print (Arial/Comic Sans, large font, spacing), colour-coded coins and notes, multisensory approach (touch + sight).	Laminated cards with clear images and words; high contrast blue/yellow backgrounds.
Visual Impairment (mild)	Use tactile coins, large bold images, clear verbal instructions.	Replica coins with raised features.
Fine Motor Difficulties	Use large coins, support handling with hand-over-hand guidance.	Larger tokens instead of small coins.
Low Confidence Students	Small group work with lots of scaffolding, repeat instructions.	Pair less confident learners with peers for modelling.
Advanced Learners	Extension tasks with multiple ways to combine coins, higher values.	Making amounts using 2 different combinations; adding up to £10.

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Assessment & Feedback

• Use observation checklists during practical activities noting:
  • Can student identify coins/notes accurately?
  • Can student count out specified amounts?
  • Confidence and independence during role-play.
• End of lesson quick quiz to check recall and recognition.
• Provide verbal praise and written feedback adapting language for clarity and encouragement.

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Homework / Reinforcement

• Create a personal 'money journal' using pictures of coins and notes; students record amounts they use.
• Use real-life money at home with family support to practice identification and counting.
• Optional task: Design a simple price tag for a product using correct symbols and amounts.

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Additional Notes for Teachers

• Incorporate real UK coins and notes to promote authentic learning.
• Use consistent language: pounds (£), pence (p), coin, note.
• Reinforce why recognising money is important in daily life to boost motivation.
• Allow frequent breaks if needed, and use visual timers to aid time management.

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This highly practical, multisensory lesson ensures students at Foundation Skills Level develop essential money handling skills grounded firmly in the UK National Curriculum standards, tailored for SEN learners with the flexibility to engage all abilities.