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How to use this map
This map exists to answer three questions that schools, curriculum coordinators and partner charities ask repeatedly:
- "Which of our financial education resources covers a specific curriculum outcome?" Look up the outcome in the relevant country section below; the lesson plans that cover it are listed alongside.
- "What does this lesson plan cover across all four UK curricula?" Each lesson plan page lists its own curriculum codes; this map provides the inverse — every curriculum code with its supporting lessons.
- "How does our content support cross-curricular planning?" The by-topic section shows how a single financial concept (e.g. compound interest) maps across Maths, PSHE, Citizenship and Computing simultaneously.
All resources referenced here are free, no-login, no-affiliate, and aligned to the UK financial year 2026/27. Every lesson plan includes differentiation for SEND, EAL support, and assessment criteria.
How to cite this resource
If you reference this curriculum map in school documentation, academic work, policy responses, or media coverage, the suggested citation is:
UK Tax Drag (2026). UK Financial Education Curriculum Map (Version 1.0). Available at: https://kids.uktaxdrag.co.uk/curriculum-map.html (Accessed: [date]).
This resource is licensed Creative Commons Attribution 4.0 International (CC BY 4.0) — you may share, adapt, and reuse the content for any purpose, including commercially, provided you give appropriate credit and indicate any changes. Full license text: creativecommons.org/licenses/by/4.0.
ENGLAND National Curriculum
The Department for Education's National Curriculum, plus the PSHE Association's Programme of Study (the de facto standard for PSHE across UK schools).
Mathematics — Primary (Key Stages 1–2)
| Year / Reference | Statutory outcome | Supporting lessons |
|---|---|---|
| Year 1 Measurement — money |
Recognise and know the value of different denominations of coins and notes. | Recognising UK coins and notes Counting money — making different totals |
| Year 2 Measurement — money |
Find different combinations of coins that equal the same amounts of money; solve simple problems in a practical context involving addition and subtraction of money including giving change. | Counting money — making different totals First pocket money — three-pot method Shopping basket challenge |
| Year 3 Measurement — money |
Add and subtract amounts of money to give change, using both £ and p in practical contexts. | Making change — when shopkeepers give money back |
| Year 4 Measurement |
Estimate, compare and calculate different measures, including money in pounds and pence. | Saving for a goal — how long would it take? What's a bank account and why have one? |
| Year 5 Measurement |
Use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation. | Comparison shopping — finding the best deal |
| Year 6 Number |
Solve multi-step problems in contexts including money, deciding which operations and methods to use and why. | Online money safety Charity and money — sharing and giving |
Mathematics — Secondary (Key Stages 3–4)
| Reference | Statutory outcome | Supporting lessons |
|---|---|---|
| KS3 Ratio & proportion |
Solve problems involving percentage change, including simple interest in financial mathematics and compound interest where appropriate. | Compound interest in action What is income tax National Insurance explained |
| KS3 Number |
Use the four operations applied to integers, decimals, proper and improper fractions in financial contexts. | Understanding your first payslip Tax codes and emergency tax |
| KS4 Number / GCSE |
Solve problems involving repeated proportional change (compound interest, depreciation). | ISAs explained Mortgages — the basics Credit cards and the minimum payment trap |
PSHE — Primary (PSHE Association Programme of Study, KS1–2)
| Reference | Outcome (Living in the wider world) | Supporting lessons |
|---|---|---|
| KS1 L8 | About the role money plays in their lives including how to keep it safe. | Recognising UK coins and notes Saving and spending First pocket money |
| KS1 L9 | That money comes from different sources and can be used for different purposes. | Saving and spending Wants and needs |
| KS1 L10 | About wants and needs, and that sometimes people may not always be able to have the things they want. | Wants and needs — telling them apart Shopping basket challenge |
| KS2 L17 | About the role of money in their lives. | Bank accounts explained Saving for a goal |
| KS2 L18 | About the different ways money can be kept safe. | Bank accounts explained Online money safety |
| KS2 L19 | To recognise the benefits of, and different ways to, save money. | Saving for a goal |
| KS2 L20 | To recognise that people make spending decisions based on priorities, needs and wants. | Comparison shopping Charity and money |
| KS2 L21 | About charitable giving and how it supports the community. | Charity and money — sharing and giving |
| KS2 L22 | About the importance of asking for help; identify whom to go to and where to find information about staying safe. | Online money safety |
PSHE — Secondary (PSHE Association Programme of Study, KS3–4)
| Reference | Outcome | Supporting lessons |
|---|---|---|
| KS3 L24 | About the role money plays in their own and others' lives. | Understanding your first payslip What is income tax National Insurance explained First bank accounts at 11–15 |
| KS3 L25 | About different ways to save and ways to be a sensible consumer. | Compound interest in action First bank accounts at 11–15 |
| KS3 L26 | How to make decisions about money including budgeting. | Understanding your first payslip Tax codes and emergency tax |
| KS3 L27 | About emergency situations involving money. | Tax codes and emergency tax |
| KS4 L17 | About the role of money in our lives. | ISAs explained Apprenticeship vs university |
| KS4 L18 | About the different ways to manage money including budgeting. | Budgeting for sixth form or college ISAs explained |
| KS4 L19 | About credit and the consequences of borrowing. | Mortgages — the basics Credit cards and the minimum payment trap |
| KS4 L20 | About debt and how to manage debt risk. | Credit cards and the minimum payment trap |
| KS4 L22 | About online safety related to financial transactions. | Scam awareness for teens |
Citizenship (Key Stages 3–4)
| Reference | Statutory outcome | Supporting lessons |
|---|---|---|
| KS3 Citizenship |
The functions and uses of money, the importance and practice of budgeting, and managing risk. | What is income tax National Insurance explained First bank accounts at 11–15 |
| KS4 Citizenship |
Income and expenditure, credit and debt, insurance, savings and pensions, financial products and services. | ISAs explained Mortgages — the basics Credit cards and the minimum payment trap Scam awareness for teens |
Computing (Key Stages 2–4)
| Reference | Statutory outcome | Supporting lessons |
|---|---|---|
| KS2 Computing |
Use technology safely, respectfully and responsibly; identify a range of ways to report concerns about content and contact. | Online money safety |
| KS3 Computing |
Use technology safely, respectfully, responsibly and securely. | First bank accounts at 11–15 |
| KS4 Computing |
Identify a range of ways to report concerns about content and contact in financial and personal-data contexts. | Scam awareness for teens |
WALES Curriculum for Wales
Curriculum for Wales is organised around six Areas of Learning and Experience (AoLEs), with progression measured in Progression Steps 1–5 (rather than Key Stages). Financial education appears primarily in Health and Wellbeing and Mathematics and Numeracy.
Health and Wellbeing AoLE — "How we engage with the social influences that shape us"
| Progression Step | Statement of what matters | Supporting lessons |
|---|---|---|
| PS2 (Y3–4 equivalent) | Pupils can describe how money can be used to buy things they need or want, and the value of saving for desired items. | Saving and spending Wants and needs First pocket money |
| PS3 (Y5–6 equivalent) | Pupils can describe the role of money in society including saving, spending, borrowing and the consequences of each. | Bank accounts explained Saving for a goal Charity and money |
| PS4 (Y7–9 equivalent) | Pupils can explain the impact of financial decisions on their own and others' wellbeing. | Understanding your first payslip Compound interest in action Tax codes and emergency tax |
| PS5 (Y10–11 equivalent) | Pupils can evaluate financial decisions and their long-term impact on themselves and society. | ISAs explained Mortgages — the basics Credit cards and the minimum payment trap Apprenticeship vs university |
Mathematics and Numeracy AoLE — Number Skills (Money)
| Progression Step | Statement | Supporting lessons |
|---|---|---|
| PS2 | Pupils can use coins and notes to make amounts up to £1, and can give simple change. | Recognising UK coins and notes Counting money Shopping basket challenge |
| PS3 | Pupils can calculate with money including giving change and comparing prices. | Making change Comparison shopping Saving for a goal |
| PS4–5 | Pupils can calculate percentages including financial percentages (interest, taxation, mark-up). | What is income tax Compound interest in action ISAs explained |
SCOTLAND Curriculum for Excellence
Curriculum for Excellence uses Experiences and Outcomes (Es and Os) organised across five levels: Early, First (P2–4), Second (P5–7), Third (S1–3), Fourth (S4–6). Financial education sits primarily in Numeracy and Mathematics and Health and Wellbeing.
Numeracy and Mathematics — Money
| Code | Experience and outcome | Supporting lessons |
|---|---|---|
| MNU 0-09a | "I am developing my awareness of how money is used and can recognise and use a range of coins." | Recognising UK coins and notes |
| MNU 1-09a | "I can use money to pay for items and can work out how much change I should receive." | Shopping basket challenge Making change |
| MNU 1-09b | "I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change." | Counting money — making different totals |
| MNU 2-09a | "I can manage money, compare costs from different retailers, and determine what I can afford to buy." | Comparison shopping Saving for a goal |
| MNU 2-09b | "I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash, and realise that budgeting is important." | Bank accounts explained Online money safety |
| MNU 3-09a | "When considering how to spend my money, I can source, compare and contrast different contracts and services." | First bank accounts at 11–15 Understanding your first payslip |
| MNU 3-09b | "I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses." | Compound interest in action Budgeting for sixth form or college |
| MNU 4-09a | "I can discuss and illustrate the facts I need to consider when determining what I can afford to save, spend, donate and invest." | ISAs explained Mortgages — the basics Credit cards and the minimum payment trap Apprenticeship vs university |
Health and Wellbeing — Planning for choices and changes
| Code | Experience and outcome | Supporting lessons |
|---|---|---|
| HWB 1-19a | "I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships." (Applied: consumer choice and peer pressure.) | Wants and needs Saving and spending |
| HWB 2-37a | "I am developing the skills and attributes which I will need for learning, life and work." | Charity and money Bank accounts explained |
| HWB 3-37a / 4-37a | "I am developing my understanding of the wider career-related and financial choices available to me." | Apprenticeship vs university Budgeting for sixth form or college Scam awareness for teens |
NORTHERN IRELAND Northern Ireland Curriculum
The Northern Ireland Curriculum covers Foundation Stage, KS1, KS2, KS3 and KS4. Financial education appears across Personal Development and Mutual Understanding (PDMU) at primary level, Learning for Life and Work (LLW) at secondary level, and Mathematics and Numeracy throughout.
Personal Development and Mutual Understanding (PDMU) — Primary
| Reference | Outcome (Mutual Understanding strand) | Supporting lessons |
|---|---|---|
| KS1 PDMU |
Develop awareness of money, where it comes from, and how it is used in everyday life and the local community. | Recognising UK coins and notes Saving and spending Wants and needs |
| KS2 PDMU |
Awareness of the role of money in everyday life including budgeting, banking, fair trade, and charitable giving. | Bank accounts explained Saving for a goal Charity and money Comparison shopping |
Mathematics and Numeracy
| Reference | Outcome | Supporting lessons |
|---|---|---|
| KS1 Maths |
Recognise coins and notes; use money in real and role-play contexts. | Recognising UK coins and notes Counting money |
| KS2 Maths |
Use mental calculation with money; understand decimals in money contexts; solve practical money problems. | Making change Comparison shopping Saving for a goal |
| KS3 Maths |
Apply percentages including financial percentages (interest, tax). | What is income tax Compound interest in action |
Learning for Life and Work (LLW) — Secondary
| Reference | Outcome | Supporting lessons |
|---|---|---|
| KS3 LLW |
Investigate how managing personal finances impacts upon wellbeing and life choices including saving, borrowing, and consumer rights. | Understanding your first payslip First bank accounts at 11–15 Tax codes and emergency tax |
| KS4 LLW — Local and Global Citizenship |
Be aware of how government raises money through taxation; investigate financial products available to young adults. | ISAs explained Mortgages — the basics Credit cards and the minimum payment trap Scam awareness for teens |
By topic — cross-reference
The same content organised by financial concept rather than curriculum code. Useful for cross-curricular planning or for finding all material on a single theme.
Recognising currency, counting money, making different combinations. KS1 foundation work. Supporting lessons: Recognising UK coins, Counting money, Making change.
From pocket-money jars to compound interest. KS1–KS4 progression. Saving and spending (KS1), First pocket money (KS1), Saving for a goal (KS2), Compound interest (KS3), ISAs explained (KS4).
Wants vs needs, comparison shopping, real-life budgets. Wants and needs (KS1), Shopping basket challenge (KS1), Comparison shopping (KS2), Budgeting for sixth form (KS4).
What a bank account is, teen accounts, online banking, safe-card habits. Bank accounts explained (KS2), First bank accounts at 11–15 (KS3).
The mechanics and rationale of UK income tax and National Insurance. Understanding your first payslip (KS3), What is income tax (KS3), National Insurance explained (KS3), Tax codes and emergency tax (KS3).
Understanding the biggest loan most adults take out. Mortgages — the basics (KS4).
How credit cards work, APR, the minimum payment trap, Section 75 protection. Credit cards and the minimum payment trap (KS4).
Spotting scams, the STOP-CHECK-REPORT rule, where to report. Online money safety (KS2), Scam awareness for teens (KS4).
What charity is, how giving decisions are made, why people choose to share. First pocket money — three-pot method (KS1), Charity and money (KS2).
Apprenticeship vs university financial comparison, planning the next two years. Apprenticeship vs university (KS4), Budgeting for sixth form (KS4).
ISAs, Junior ISAs, Lifetime ISAs, and the tax-free growth principle. ISAs explained (KS4).
SEND, EAL & Pupil Premium support
Every lesson plan in this library includes specific adaptations for inclusive teaching. The patterns repeat across age tiers, so once familiar, teachers can apply them consistently across the curriculum.
SEND adaptations included on every lesson
- Autism Spectrum Condition — clear, literal rules ("if X then Y"), structured procedural cards, predictable lesson rhythm
- Dyscalculia — round-number alternatives, number lines, pre-filled calculation templates
- Visual impairment — high-contrast handouts, tactile coin/note alternatives, audio-described scenarios
- ADHD / attention difficulties — movement-based activities, shorter chunks, frequent state changes
- Anxiety — emphasis that the lesson is preparation, not paranoia (especially in scam-awareness content)
EAL (English as Additional Language) support
Every lesson includes a vocabulary pre-teach list and at least one sentence frame to scaffold spoken or written responses. Sentence frames give EAL learners a structured way to participate even before full English fluency.
Vocabulary is repeated across related lessons (e.g. "deposit", "withdraw", "interest" appear in multiple banking and savings lessons) to build cumulative familiarity.
Pupil Premium suitability
All lessons are free, no-login, no-paywall. No external resources require purchase. Worksheets are printable from the printables hub or the teacher worksheets section. The 16-19 Bursary Fund (England) is signposted in the sixth-form budgeting lesson; equivalent funds for Wales (EMA), Scotland (EMA), and Northern Ireland (16-19 Bursary) are referenced where age-appropriate.
All lessons are designed to work without parental involvement at home (homework is optional reinforcement, never a school-dependency).
Version history
| Version | Date | Changes |
|---|---|---|
| 1.0 | 2026-05-12 | Initial release. Maps 24 lesson plans (KS1, KS2, KS3, KS4) plus 5 age-tier overview pages to England's National Curriculum (Mathematics, PSHE, Citizenship, Computing), Curriculum for Wales (HWB, Maths & Numeracy), Scotland's Curriculum for Excellence (MNU, HWB), and Northern Ireland's Curriculum (PDMU, LLW, Maths). |
This map is maintained and re-versioned when new lesson plans are added or curriculum changes are issued by national education authorities. Suggested re-check cadence for institutional users: every academic year.
Citation reminder
If you reference, embed, or excerpt this curriculum map, please cite as:
UK Tax Drag (2026). UK Financial Education Curriculum Map (Version 1.0). https://kids.uktaxdrag.co.uk/curriculum-map.html
Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). For corrections, additions, or comment, email the editorial team via the main site contact form.