🏦 Banking

Scenario

Fictional opening balance €20. Deposit €8. Pay €6 at a shop. Pay €3 for a bus. Mark money in/out and update the balance after each entry.

45-minute flow

5m ask where a digital balance “lives”; 8m model an account as a record of amounts in and out; 20m pupils complete a ledger with arrows and balances; 8m compare cash and account records without claiming one is always better; 4m exit: explain balance in a sentence.

What pupils do

1. Mark + for money in and − for money out.
2. Fill balances after each transaction.
3. Circle the final balance.
4. Does a card make a purchase free?

Scenario

A fictional statement has columns: date, description, money in, money out, balance. Find the date of the €4 book, the balance after a €5 gift, and a row where money went out.

45-minute flow

5m show a statement and ask "which row is the bus fare?"; 8m model reading across a row and down the balance column; 20m pupils answer questions that need them to find rows and read the running balance; 8m discuss why clear descriptions and dates help; 4m exit: find one entry and its balance.

What pupils do

1. On which date was the €4 book bought?
2. What was the balance after the €5 gift?
3. Which row shows money going out?
4. Why do dates and descriptions help you check a statement?

Scenario

A book costs €5. Ways to pay: cash, tap card, phone, online form. Match each to how the money moves, decide whether any is cheaper, and give one care point for paying online.

45-minute flow

5m show four ways to pay for a €5 book and ask which costs less; 8m model that all four move the same €5 — the method changes, not the price; 20m groups match each method to how the money moves and add one care point; 8m discuss why tapping can feel like spending nothing; 4m exit: name one method and one care point.

What pupils do

1. A book costs €5. Does paying by card make it cheaper than cash?
2. Match each method to how the money moves.
3. Why can tapping feel like you spent nothing?
4. Name one care point for paying online.

Scenario

Sort: “Tell a friend your PIN”; “Ask a trusted adult to check a payment”; “Photograph both sides of a payment card”; “Check the amount before tapping.” A separate message asks for a one-time code. Plan a safe response.

45-minute flow

5m ask what information a payment terminal needs versus a stranger; 8m model “pause, check amount, protect details”; 20m teams sort safe/unsafe cards and role-play a trusted-adult question; 8m discuss why even a friendly request can be inappropriate; 4m exit: one detail never to share.

What pupils do

1. Sort four cards.
2. A message asks for a one-time code: what do you do?
3. Write two questions before confirming a purchase.
4. Name a trusted adult or school role to ask for help, without writing personal contact details.