My very own piggy bank (levels 1 – 2+)
Context for learning
In this activity students make their own papier-mâché piggy bank (or a personal design of their own)
to save money into. Students explore the benefits of saving money and are encouraged to set a
personal savings goal.
The purpose of this activity is to highlight financial thinking to students and provide them with an
understanding of the key financial messages within this context:
 We need to be financially responsible.
 Our personal goals influence how financially successful we are.
 There is a consequence for each financial decision we make; a good financial decision brings
benefits.
Learning areas
English, The arts, Health & PE, Languages,
Mathematics, Science, Social sciences, Technology
Learning outcomes
Students will be able to:
 follow instructions to construct a papiermâché piggy bank (or one of their own
choice)
 set and achieve a personal savings goal
 record their income and expenditure using
a cashbook.
Key competencies
Thinking
Monitoring and evaluating: reviewing income,
spending and savings against your financial plan
and reviewing next steps to manage your money.
Managing self
Using initiative and drive: being enterprising and
resourceful to earn your income and spending and
saving wisely, thus achieving your financial goals
and plans.
Participating and contributing
Identifying, recruiting and managing resources:
identifying income opportunities, applying
Financial capability progressions
Money
 Identify the benefits of saving money.
Spending
 Explore simple interest through hands
on activities.
Budgeting and financial management
 Make simple budget choices that
prioritise 'needs' and 'wants'.
Setting financial goals
 Set a financial goal as part of planning a
project or activity and identify the steps
needed to attain it.
Values
Equity
 Recognising the implications of having
more or less money.
Innovation, inquiry, and curiosity
Thinking creatively, critically, and reflectively
to:
 set and achieve personal financial
goals.
personal talent to earn money and using the
money to best effect.
Resource requirements
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Cash book template
One balloon for each piggy bank
A lot of old newspaper and/or brown paper bag
Cardboard egg cartons
Masking tape
Flour-water glue
Pink paint (tempera works well) and a brush or pink tissue paper
Pink pipe cleaners
A craft knife
Plastic googly eyes (optional)
Marker pens
Or materials for your money box of choice
Your school’s banking representative
Teaching and learning sequence
1. The teacher asks students if any of them have their own savings account at the bank or if
they have ever saved up for something ‘expensive’ to buy. Students share their own
experiences of saving money and spending money. The teacher asks students to consider the
trade offs that they sometimes make when they spend their money, eg: buying lollies every
week versus buying a good quality toy at the end of the month. The teacher encourages
students to realise that impulse buying stops them from owning more desirable items.
2. The teacher explains that they are going to make their own ‘piggy banks’ to save money into.
The teacher may invite a representative from their school’ Bank to talk about why people of
the students’ age save and then bank their savings.
3. Students make a papier-mâché piggy bank as per the instructions found at
http://www.enchantedlearning.com/crafts/Piggybank.shtml
4. The teacher asks the students how they currently acquire/earn money. Students share
responses. The teacher asks students to think of other ways that they could earn money.
Ideas are recorded.
5. The teacher asks the students to think of all the things that they would like to buy if they
managed to save $20. Ideas are listed onto a class brainstorm.
6. Students set themselves a savings goal and write it down at the top of a cashbook template,
e.g. I am going to save $20 so that I can buy myself a new paint set and art pad.
7. Students take their piggy bank and cash book template home. Students are encouraged to
share their savings goal with their caregivers and talk about ways that they can earn money
from them. They record their income on their cashbook template.
8. The teacher monitors students’ saving habits and congratulates them when they reach their
savings goal.
It is recommended that the teacher write a newsletter to parents to explain the learning within this
taster and starter and ask for parental support. Parents will need to explore ways that their child can
earn an income if they don’t already do so and encourage their child to meet their savings goal.
Reflective questions
 Students share their savings records with their peers and describe how they feel about saving
money. The Bank representative can be invited back to listen to the students and share more
ideas about personal savings.
 Why do people choose to save money? What do your friends like to save up for? What do
your mum and dad like to save up for? What do your grandparents like to save up for?
 What trade offs did you make to enable you to save $20?
 Do you have another financial goal that you would like to work towards?
 How did you acquire/earn the money that you saved?
 How could you earn more money? For example, earn interest on savings, find a new job, etc.
 What key financial messages can we write for our display wall?