Using Coins Confidently

Overview

This 60-minute practical session is designed for Year 10 Further Education SEN students working at Foundation Skills level. It focuses on the essential English and maths skills required for everyday shopping using coins. The lesson supports the National Curriculum for England by developing functional communication, numeracy, and personal independence skills through engaging, SEN-friendly practical activities.

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Learning Objectives (WALT)

We Are Learning To:

• WALT identify and name common UK coins (1p, 2p, 5p, 10p, 20p, 50p, £1, £2).
• WALT calculate total amounts using coins in practical contexts.
• WALT understand and use correct language for shopping transactions.
• WALT role-play buying items using coins to develop functional speaking and listening skills.

Linked National Curriculum reference:

• English: Spoken Language – Participate in discussions and conversations to communicate effectively (KS4, Functional Skills Entry Level).
• Mathematics: Number – Recognise common coins and understand their value (KS3 Foundation, Entry Level equivalents).
• Personal, Social and Health Education (PSHE): Functional money management skills for personal independence.

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Success Criteria

• I can name and identify all UK coins used in the activities.
• I can add coins correctly to make simple totals up to £5.00.
• I can ask and answer simple questions about prices when shopping.
• I can role-play a shopping scenario using coins confidently with a partner.

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Resources

• Real or plastic UK coins sets (large and tactile if possible)
• Price tags / flashcards with prices under £5 (large font, dyslexia-friendly)
• Visual supports: coin charts, money mats with coin images & values
• Shopping basket props and assorted small items (toys, stationery, snacks)
• Interactive whiteboard/tablet for coin recognition games
• Dyslexia-friendly shopping dialogue cards (clear fonts, coloured overlays if needed)

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Lesson Structure

1. Introduction (10 minutes)

• Begin with a friendly discussion about shopping experiences: "Where do you shop? What coins do you use?"
• Show large images and real coins, model naming each coin aloud.
• Group activity: students match large coin cutouts to real coins. Use visual chart for extra support.
• WALT reminder and highlight success criteria visually.

2. Practical Coin Recognition & Counting (15 minutes)

• Hands-on coin sorting game: students sort coins into groups by value. Use trays for tactile organisation.
• Use “coin mats” for students to place coins to match given price flashcards (e.g., 37p, 88p). Support with calculators or number lines for addition where needed.
• Dyslexia-friendly tip: use multi-sensory cues (coin textures, sounds of coins dropping) and colour-coded price labels to aid recognition.

3. Role-Play: Shopping Scenario (20 minutes)

• Setup mini “shop” using labelled items and real coins.
• Explain simple dialogue examples using dyslexia-friendly printed cards, e.g.:
  • “How much is this?”
  • “It costs 65p.”
  • “Here is 70p.”
  • “Thank you, here is your change.”
• Pair work: Students take turns being shopper and shopkeeper using coins to pay. Encourage use of clear language and appropriate tone.
• Teacher circulates to support and scaffold language, offer prompt cards as needed.

4. Extension Activity for Advanced Learners (10 minutes)

• Challenge: Calculate change from payments up to £5 using different coin combinations.
• Encourage students to explain their reasoning aloud or write simple sentences supported by word banks.
• Use real coins and interactive quizzes on tablets if possible.

5. Plenary & Assessment (5 minutes)

• Quick quiz: Show a coin and ask “What coin is this? How much is it worth?”
• Ask students to explain one thing they learnt today about using coins when shopping.
• Collect observation notes to assess achievement against success criteria.

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Differentiation Strategies

• Use multi-sensory inputs: visual, auditory, tactile (handle real coins).
• Break tasks down into small steps with clear, simple language instructions.
• Visual supports including symbols, colour coding, and large fonts for all reading materials.
• Provide one-on-one or small group support for students needing extra help.
• Use peer-buddies to encourage interaction for less confident students.

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Dyslexia-Friendly Adaptations

• Use sans-serif fonts (e.g., Arial) in large print.
• Present information in short, clear chunks with bullet points.
• Use coloured backgrounds and overlays for cards/price tags to reduce visual stress.
• Incorporate audio instructions for each activity section.
• Provide sentence starters for speaking roles and labelled prompts.

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Curriculum Links Summary

Subject Area	Curriculum Objectives	Activities Covered
English (Spoken Language)	Participate in discussions, ask and answer questions	Shopping role-play conversations
Maths (Number)	Recognise and use common coins, add simple amounts	Coin sorting, using coins to calculate totals
PSHE (Personal Skills)	Develop money management and independence skills	Practical shopping simulation

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Notes for Teachers

This session supports learners’ independence by building confidence with everyday tasks. It integrates English and maths skills tailored to SEN needs at Foundation level. Encourage repetition, praise effort, and celebrate successes to boost motivation. Using real coins and authentic scenarios helps contextualise learning and deepen understanding.

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End of Plan