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KS1 · Year 2 · Lesson plan

Saving and spending — when do we choose each?

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
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

RESOURCES What you'll need

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 pack

Three short choice activities about saving and spending. 10-15 minutes total.

Save or spend?

What pupils do: Look at 6 pictures (or draw them): a toy, a snack, a school trip, a coat, a comic, an ice cream. For each, decide: is it better to save up for it or spend on it right now?

Expected output: A list of 6 items each marked SAVE or SPEND with one short reason.

Marking guidance: 1 mark per item with a reason. 6 marks total.

Saving goal

What pupils do: Draw a picture of one thing you would save up for. Write the price (you can guess) and how many weeks of pocket money you would need.

Expected output: A picture, the price, and a calculation showing weeks of saving needed.

Marking guidance: 1 mark for the picture, 1 mark for a sensible price, 1 mark for correct calculation.

Spending pattern

What pupils do: For 3 days, ask a parent or carer to help you notice three times money is spent in your home (food shop, electricity bill, treat). Draw or write each one.

Expected output: Three short notes about money being spent at home.

Marking guidance: 1 mark per recorded spending event. 3 marks total.

Extension (optional)

What pupils do: Make up a story about a character who saved for a long time, then bought one thing. What was it? How did they feel?

Expected output: A short story (drawing + 2-3 sentences).

Marking guidance: Open-ended. Up to 3 marks for clear storyline and feeling described.

Family discussion prompt (safeguarding-aware)

Ask a grown-up to share a time they saved up for something big. Did they enjoy waiting, or did it feel slow?

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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