Saving and spending — when do we choose each? | KS1 Year 2 lesson plan

Key Stage: KS1
Year group: Year 2
Age range: 6–7
Duration: 45 minutes
Subject: Maths / PSHE
Cost: Free

Learning aim

Pupils can distinguish saving from spending decisions and explain when each is sensible.

CURRICULUM National Curriculum links

PSHE Association KS1 L8: about the role money plays in their lives including how to keep it safe
PSHE Association KS1 L9: that money comes from different sources and can be used for different purposes
Citizenship KS1: choices and consequences

RESOURCES What you'll need

Two character cards: "Sammy Save" and "Spendy Sam"
Decision cards (15 scenarios) — see worksheet
Sorting mat with two columns: Save / Spend
Saving vs spending sort cards

LESSON Lesson structure (45 minutes)

0–5 min
HOOK

Read the short class story: "Sammy and Sam both get £5 pocket money. Sammy puts £4 in a jar and spends £1 on sweets. Sam spends all £5 on sweets. A week later, Grandma asks if they want to come to the cinema — £6 a ticket. Who can go?" Take answers without judgement.

5–15 min
TEACH

Define the two words on the board: "saving = keeping money for later" and "spending = using money now". Show four pairs of pictures (a toy / a coin jar, a sweet / a piggy bank, etc.). For each, ask: "Which one is saving? Which one is spending?" Build vocabulary.

15–30 min
GUIDED

Pupils work in pairs with 15 decision cards (e.g. "buy an ice cream", "put money in your savings jar", "save for a birthday present", "buy a sticker pack"). Sort each card into either the SAVE column or the SPEND column on the sorting mat. Then for two of their sorted cards, discuss with a partner: "Is this a sensible choice? Why or why not?"

30–40 min
CHALLENGE

Display a real-life scenario: "Mia really wants a new game that costs £20. She gets £2 pocket money each week. What should she do?" Take suggestions. Highlight that saving is sometimes about waiting for something bigger. Introduce the word "goal".

40–45 min
PLENARY

Each pupil writes or draws one example of a time saving would be sensible, and one example where spending would be sensible. Share two volunteers. Final reflection: "Saving and spending are both okay. The clever thing is choosing the right one."

DIFFERENTIATION Adapting for all learners

Support (working below ARE)

Use 8 scenario cards instead of 15. Pictures only, no text. Pair with a more confident partner.

Stretch (working above ARE)

Pupils create their own 3 new scenarios and decide which column they go in, justifying with a sentence each.

SEND SEND adaptations

For pupils with autism: pre-warn that this lesson will involve sorting and discussion (some find open discussion stressful). Provide a quiet table for individual sorting if preferred. For pupils with EAL or limited literacy: use the picture-only card set throughout.

EAL EAL support

Pre-teach vocabulary: "save", "saving", "spend", "spending", "later", "now", "wait", "choose". Sentence stems: "I would save because ___" and "I would spend because ___".

ASSESSMENT Assessment criteria

Pupils can: (1) sort at least 10 of 15 scenarios correctly into save/spend; (2) verbally explain why saving might be sensible in at least one case. Exit ticket: "I would save my money to ___".

HOME Homework

At home, find one thing in the house your family saved up for, and one thing they spent money on quickly. Be ready to share next lesson.

SAFEGUARDING Classroom safeguarding

Note for teachers: Avoid pressing pupils to talk about their family's financial decisions. Frame everything through the fictional characters Sammy and Sam. If a pupil discloses a home situation involving money worries, note it for follow-up with the safeguarding lead and do not pursue in class.

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