Team-Building Budgeting

WALT (We Are Learning To)

• Understand what a budget is and why it’s important.
• Work together with peers to plan a simple team-building activity within a set budget.
• Make choices about spending money on equipment and resources.

National Curriculum Links

• Physical Education Key Stage 1 (Years 1-2)
  • Pupils should develop basic skills needed to participate in team games, modifying rules and tactics as needed.
  • Pupils should be taught to work collaboratively and communicate effectively in team activities.
• Mathematics and Financial Understanding (Statutory Framework for PSHE and Citizenship)
  • Recognise that money comes in different forms and practice simple budgeting.
  • Begin to understand the importance of making choices about spending.

This lesson integrates core PE team-building objectives with early financial literacy reflecting the breadth of skills expected in Year 2.

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Lesson Duration

30 minutes

Class Size

8 students

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Success Criteria

• I can explain what a budget is.
• I can work with my team to plan a fun activity.
• I can decide how to spend money wisely within our budget.
• I can listen and share ideas with my classmates.

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Resources Needed

• Whiteboard or large flip chart with budget examples
• Fictional money: paper coins and notes, total £20 per group
• Picture cards of team-building activity equipment and resources (e.g., cones, balls, ropes, water bottles) with prices clearly shown
• Worksheet: Simple budgeting chart with columns for “Item,” “Cost,” and “Total Spend”
• Dyslexia-friendly font handouts and visuals with bullet points and clear spacing
• Timer or stopwatch

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Lesson Structure

1. Introduction (5 minutes)

• Starter question: "What is a budget?" Allow children to share ideas, then provide a simple explanation: A budget is a plan for how we use money so we don’t spend too much.
• Use visual aids to display the concept of limited money and spending choices.
• Show some images of team-building equipment with prices.
• Connect to PE: When we play games or do activities, we sometimes need to buy or borrow things, so we need to plan how much to spend.

2. Group Activity: Planning the Team-Building Game (20 minutes)

• Divide class into two groups of 4.
• Give each group £20 in fictional money with a worksheet.
• Present the task: “You are going to plan a team-building activity for your group. You need to decide what equipment to buy to play safely and have fun.”
• Show picture cards with prices (e.g., cones £2 each, balls £5 each, ropes £3, water bottles £1 each).
• Each group discusses and chooses what to buy without going over £20.
• Encourage collaboration: roles such as note-taker, money counter, spokesperson.
• Teacher circulates to support, asking questions like, “Why did you choose that item?” and “How much money do you have left?”

3. Sharing and Reflecting (5 minutes)

• Each group shares their plan with the whole class.
• Discuss why they chose certain items and how they made sure they didn’t overspend.
• Reinforce the importance of teamwork and financial planning.

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Differentiation Strategies

• For SEN learners and those with literacy difficulties:

  • Use dyslexia-friendly fonts and reading materials.
  • Use clear, simple language and support instructions with visuals and gestures.
  • Provide one-to-one scaffolding as needed during group work.
  • Allow additional thinking time.

• For learners needing more support in numeracy:

  • Use physical counters to represent money.
  • Guide counting and adding prices together.

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Extension Activities (for advanced learners)

• Challenge groups to come up with a second plan to compare how different choices affect the team-building activity.
• Introduce a simple concept of saving money by asking: “What could you do if you wanted to save £5 for next time?”
• Encourage them to create a short story around their team-building event, including the budget decisions.

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Assessment Opportunities

• Informal observational assessment during group discussions, focusing on:
  • How well students explain the budget concept.
  • Participation and collaboration within groups.
  • Accuracy in adding and staying within budget limits.
• Use student worksheets as evidence of understanding.
• Ask reflective questions to check comprehension during sharing.

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Teacher’s Notes

• Keep language clear and concise to meet SEN learners' needs.
• Use positive reinforcement to build confidence.
• Use a mix of visual, auditory, and kinesthetic methods to engage different learning styles.
• This lesson bridges PE and practical life skills, showing the importance of teamwork and planning beyond physical activity.

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This innovative lesson links physical education with real-world money skills, providing a meaningful way to engage Year 2 students while adhering closely to the National Curriculum (England) requirements, tailored for SEN learners in Foundation skills.