A classroom-ready 45 minutes lesson plan with starter, main, plenary, differentiation, SEND adaptations, EAL support and assessment criteria. Free to use, no login.
Key Stage
KS2
Year group
Year 4
Age range
8–9
Duration
45 minutes
Subject
Maths / PSHE
Cost
Free
Learning aim
Pupils can explain what a bank account is, the difference between a current account and a savings account, and at least two reasons why people use banks.
CURRICULUM National Curriculum links
PSHE Association KS2 L17: about the role of money in our lives
PSHE Association KS2 L18: about different ways money is kept safe
Citizenship KS2: understanding the role of organisations in everyday life
RESOURCES What you'll need
Whiteboard for vocabulary
Bank account flashcards (Current, Savings, Junior ISA, Credit card)
Ask the class: "Where do you think most grown-ups keep their money?" Take 5 answers (under the mattress, in a sock, in a wallet, in a bank...). Land on: most people use a bank. Why?
5–15 min TEACH
Define a bank account on the board: "a safe place a bank looks after your money for you." Introduce 6 key words with definitions: Account (your personal money "folder" at the bank), Deposit (putting money in), Withdraw (taking money out), Balance (how much you have right now), Interest (a small extra amount the bank pays you for keeping money there), Statement (a list of all your deposits and withdrawals). Show a simplified bank statement on the board.
15–30 min GUIDED
Pairs are given 8 scenario cards: "Mum is paid £1,000 from her job — where does it go?", "Dad takes out £20 for a haircut — what's that called?", "Auntie sees £5 added to her savings — what's that called?", etc. Pairs label each with the right vocab (deposit, withdraw, balance, interest). Worksheet records their answers.
30–40 min CHALLENGE
Introduce two account types: Current Account (everyday money in and out — like a wallet) and Savings Account (money you don't need right now — earns more interest). Show two scenarios: "Mum gets paid weekly and pays bills — which account?" (Current). "Mum is saving for a holiday next year — which account?" (Savings). Pupils discuss in pairs.
40–45 min PLENARY
Each pupil writes one sentence on their whiteboard: "A bank account is useful because ___". Share three answers. Final question: "Why do you think children aren't usually allowed to have a current account until they're older?" (Brief discussion: safety, education, age limits.)
DIFFERENTIATION Adapting for all learners
Support (working below ARE)
Focus on three vocab words only: Deposit, Withdraw, Balance. Use picture cards. Pair with confident readers.
Stretch (working above ARE)
Introduce one more concept: "interest rate". If you put £100 in a savings account with 5% interest for one year, how much do you have? (£105.) Stretch question: "Why might the bank pay you interest?"
SEND SEND adaptations
For pupils with autism: provide a glossary card they can refer to throughout. For visually impaired pupils: use larger-text printouts and audio descriptions of any diagrams. For pupils with EAL or limited literacy: keep to 3 key terms only.
EAL EAL support
Pre-teach all 6 vocabulary words with visual support. Use a sentence frame: "When you put money in, this is called ___." Use bilingual dictionaries where appropriate. Display vocab words throughout the lesson.
ASSESSMENT Assessment criteria
Pupils can: (1) define "bank account" in their own words; (2) match 4 of 6 vocabulary words to definitions; (3) explain the difference between a current account and a savings account in one sentence. Exit ticket: "I would use a savings account when ___".
HOME Homework
Ask a grown-up at home: "Do you have a current account? Do you have a savings account? What's the difference?" Bring three things you learned.
SAFEGUARDING Classroom safeguarding
Note for teachers: Do not ask pupils to share their family's bank details, account types, or balances. Frame all discussion through fictional examples. If a pupil discloses a family financial difficulty, follow safeguarding procedure.