• Provide an opportunity to look at the learner outcomes in the ‘Manage money’ element of the numeracy component of the National Literacy and Numeracy Framework (LNF) to identify where consumer awareness exists in the curriculum in Wales.
• Highlight resources and activities that can be used in Key
Stages 2 and 3 to develop learners’ numeracy skills in the context of ‘special offers, discounts and value for money’.
• Identify consumer activities and questions that can be used in personal and social education (PSE) and mathematics in
Key Stages 2, 3 and 4.
• Provide a list of useful websites relating to calculating special offers, online games and Fairtrade activities.
Note: Differentiation, extension ideas and effective questioning will often be suggested in the notes within the PowerPoint for teachers/trainers to use as required.

The module can be used across key stages and aims will be different at each key stage. These aims include that learners will:
• appreciate the vocabulary used when dealing with special offers and discounts
• identify the ‘best buy’ and ‘best value’ using appropriate calculations
• consider a range of items they might buy and some options on where to buy from
• identify some remedies to the major problems likely to be met by young people purchasing items online
• become aware of ethical shopping and Fairtrade activities.

An opportunity to look at the learner outcomes in the ‘Manage money’ element of the numeracy component of the LNF to identify where
exists in the curriculum in Wales.
This is
on the following slides.

Manage money
Learners are able to:
Year 3 • use different combinations of money to pay for items up to £2 and calculate the change
• order and compare items up to £10
• record money spent and saved.
Year 4 • use money to pay for items up to £10 and calculate the change
• order and compare items up to £100
• add and subtract totals less than £10 using correct notation, e.g. £6.85 – £2.76
• manage money, compare costs from different retailers and determine what can be bought within a given budget.
Year 5 • order and compare the cost of items up to £1000
• add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45
• plan and track money and savings by keeping accurate records
• realise that budgeting is important.
Year 6 • use the terms profit and loss in buying and selling activities and make calculations for this
• understand the advantages and disadvantages of using bank accounts
• make comparisons between prices and understand which is best value for money .

Manage money Learners are able to:
Year 7
Year 8
Year 9
Extension
• use profit and loss in buying and selling calculations
• understand the advantages and disadvantages of using bank accounts, including bank cards
• make informed decisions relating to discounts and special offers .
• carry out calculations relating to VAT, saving and borrowing
• appreciate the basic principles of budgeting, saving
(including understanding compound interest) and borrowing.
• calculate using foreign money and exchange rates
• understand the risks involved in different ways of saving and investing
• describe why insurance is important and understand the impact of not being insured.
• use and understand efficient methods of calculating compound interest
• understand and demonstrate the real-life process of foreign exchange
• understand and calculate income tax.

The Personal and social education framework for 7 to 19-year-olds in Wales also highlights opportunities for learners to develop their
.
These are
on the next slide .

Personal and social education framework for 7 to 19-year-olds in Wales
Key Stage 2 learning outcomes
Range: Preparing for lifelong learning
Learners should be given opportunities to understand:
 that money is earned through work and can buy goods and services
 the importance of looking after their money and the benefits of regular saving.
Personal and social education framework for 7 to 19-year-olds in Wales
Key Stage 3 learning outcomes
Range: Preparing for lifelong learning
Learners should be given opportunities to understand:
 the economic and ethical consequences of personal financial decision-making as a consumer , e.g. Fairtrade
 how to become competent at managing personal finances and recognise that saving provides financial independence.
Personal and social education framework for 7 to 19-year-olds in Wales
Key Stage 4 learning outcomes
Range: Preparing for lifelong learning
Learners should be given opportunities to understand:
 their rights as consumers and their responsibilities in terms of managing a budget
 the importance of planning for their financial futures and how to access financial advice.

Starter activity: Guess the price
• Show learners an item and ask them to guess the price.
(Items can vary within the values expected for the learner outcomes for a year group – see numeracy component of the LNF).
• Learners write their responses on mini whiteboards or show the teacher using money place value cards.
• Who is the closest?
This activity can create discussions about whether they had enough information to guess the price. For example:
• Do they need to know where the item was bought?
• Was it in a multipack?
• Was it in an offer (e.g. buy 1 get 1 free)?
• Was it brand new or being sold as a used item?

Find out about learners’ knowledge relating to special offers.
• What vocabulary do they associate with special offers?
• Where do they see special offers?
• Why do supermarkets and shops do special offers?
See Manage money activity sheet: How do I know what’s good value?

Task:
Ask learners to design an advert for a shop or product featuring special offers.
Visit the Hwb website to view the activity ‘Design an advert’
(link below) so that learners can develop their ICT skills while completing this task. https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Docu ments/vtc/2009-10/maths/financial-literacy//design-anadvert/index.html
Snapshots of the activity are given on the next three slides.

This activity provides learners with vocabulary that is often used when presenting special offers.
It can be used to investigate their understanding of offers such as ‘50% extra free’, and to raise questions with younger learners, for example ‘Why would this not be an appropriate special offer with a coat yet is suitable when advertising a chocolate bar?’.

For an online activity visit http://91.198.29.12/vtc/2009-10/maths/financialliteracy//supermarket-sweep/index.html
Information:
The game can be played in pairs (or as a class activity using a whiteboard) and is suitable for Key Stage 2 upwards.
Players are offered up to 24 different deals during several plays of the game. The offers relate to:
• best buys based on weight (e.g. grams, kilograms)
• best buys relating to volume (e.g. millilitres, litres)
• best buys depending on ‘buy-one-get-one-free’,
‘buy-one-get-one-half-price’ and ‘% extra free’.
The following slides show a few snapshots of the game.

There are a variety of online money games available on Hwb as illustrated here. https://hwb.wales.gov.uk/cms/hwbcontent/_layouts/NGFLSolution
/MaterialDescription.aspx?LearningMaterialId=39431&lang=en

For further practice of ‘special offer’ questions see Manage money activity sheet: Ready to roll .
Activity:
Learners are presented with 16 ‘special offer’ options to purchase an item that is on sale in the supermarket.
Questions:
1.Which are the best three offers?
2.Which three offers are the worst value for money?
3.Identify three matching offers.
4.Which offer is the hardest to work out and why?

A supermarket sells the same brand of washing-up liquid in two different sized bottles.
Large bottle
800ml for
£1.28
Small bottle
300ml for
45p
By showing your workings, explain which bottle of washing-up liquid offers the better value for money.

Pack of cola Orange juice
£4.50
SPECIAL OFFER PRICE
2 packs for £7.45
£1.45
SPECIAL OFFER PRICE
4 cartons for £4.20
Mrs Jones is organising the school disco and makes full use of the special offer. She buys 6 packs of cola and 12 cartons of orange juice.
• Calculate how much she pays for the items.
• Calculate how much more she would have paid for these items without the special offers.

www.creditaction.org.uk
(January 2009 survey)

Explain which offer gives the customer best value for money.
Hooded sweatshirts
25% off
(original price
£45)
Offer A
Hoodies
⅕ off all prices
(original price £45)
Offer B

Two cinemas offer different deals.
Tuesday special offer
Buy one ticket get 40% off the second
(normal price £5.50)
Wednesday deals
Buy one get one free
(normal price £7.50
)
Two friends wish to go and see the latest film, and can’t decide which night go. Explain (with workings) which night offers the best deal.
If three friends wanted to go see the film which offer gives the best deal?

A store advertises the following offer on shower gel :
How much would you save in buying 12 identical bottles of shower gel priced at 99p each?

You have £25 to spend.
How many boxes of chocolates priced at £3.50 can you afford to buy?
How much have you saved?

Three different stores on the high street are displaying the following notices in their windows:
20% OFF
ALL
SHIRTS
Store A
3 SHIRTS
FOR THE
PRICE OF 2
Store B
SHIRTS
REDUCE
D BY ¼
Store C
See notes for discussion below for ideas on this question.

A school wishes to purchase some new calculators.
The calculators are priced at £5 each at three online stores.
The three stores have different offers.
Classroom equipment
Calculators
30% off
Jones and Son
Components
Calculators
Buy 3 get the next free
School and Office Supplies
Calculators
3 for the price of 2
The school wishes to purchase 20 calculators.
Explain (with workings) which store offers the best deal.

Mr Evans wishes to carpet his rectangular room that measures
4.5 metres by 4 metres.
He has chosen a striped carpet that is sold at the price of £7.99m².
The store is offering a 10% discount and free delivery and fitting for a limited time of 2 days.
Calculate the total cost of carpeting the room.
4.5m
4m
See notes for discussion below for ideas on this question.

A gardener wishes to create a lawn. The shape of his lawn is shown below and all the angles are right angles.
7m
9m
3m He must decide whether to use grass seed or turf.
• A box of grass seeds costs £5.99 and will cover 12m².
• Turf is sold at £1.45
per square metre.
4m
There is currently a discount of 50% off the rolls of turf.
Which is the cheapest option and by how much?
See notes for discussion below for ideas on this question.

This module so far has looked at being a smart consumer in terms of purchasing the best deals and considering special offers.
The next activities consider being a safe consumer. They look at the risks and benefits involved in buying from a variety of places, including online shopping.

In this activity learners consider a range of things they might buy and some options on where to buy from. They consider the risks and benefits of buying from each place and identify the best place to buy from .
Resource:
Welsh Government Personal Finance Toolkit
The Topic 1 ‘Spending wisely’ activity (pages 15–20) should be used with the accompanying resource sheets
(pages 5 –7).
Download the toolkit and accompanying resources at www.wales.gov.uk/topics/childrenyoungpeople/publications/ resources/?skip=1&lang=en

Safeguards for consumers buying on the internet or directly from a shop can be quite complex. The activity presented in the resource link below is a
‘hands-on’ card-matching activity. The purpose of the exercise is simply to identify some remedies to the major problems likely to be met by young people purchasing online.
Resource:
Spending Sense, Activity 2 ‘Buyer Beware’ (pages 17–25).
Download the resource at https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Docum ents/vtc/atebol/maths/eng/index.html

The next activities highlight opportunities for learners to consider being an ethical consumer.

This is a classroom activity for Key Stage 2 to introduce the banana chain and to discuss ‘who gets what’ from the sale of bananas. Learners read information about and job descriptions of 5 people involved in the banana chain namely:
• banana worker
Group activity:
• plantation owner
• shipper
• shops and supermarkets
Using the information given, decide how much of the 30p each person/place should get for the work/job they do in the banana chain.
• importer and ripener.
To download the Banana split resource along with other supporting differentiated material suitable for Key Stages 2 to 4 visit http://fairtradewales.com/resources/resources-for-school

The next activity highlights opportunities for learners to consider being an ethical consumer.
See Spending Sense, Activity 6 entitled ‘Your Choice’
(pages 49 –51). https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/atebol/math s/eng/index.html
The activity allows learners to consider the factors involved in Fairtrade and non-Fairtrade purchases. The activity can be complemented by using a world map to consider food miles.
Visit the Food miles online game at https://hwb.wales.gov.uk/cms/hwbcontent/_layouts/NGFLSolution/MaterialDescri ption.aspx?LearningMaterialId=39431&lang=en

• www.creditaction.org.uk
National Money Education Charity – provides interesting statistics relating to national finances, information and resources.
• www.nationwideeducation.co.uk
Finance Skills: games, factsheets and worksheets for learners aged
4 to 18 and older (printable resources and online games – see under
Finance Skills > Personal Finance > Pupils/Students). Special offers and discounts bilingual worksheets 12 –14yrs: ‘Money Maths – Correct
Change’ and ‘Money Maths – Perfect Percentages’.
• www.pfeg.org
pfeg (Personal Finance Education Group) – an independent charity providing a wealth of resources to support financial education in schools.
• https://hwb.wales.gov.uk/cms/hwbcontent/_layouts/NGFLSolution/Materi alDescription.aspx?LearningMaterialId=39431&lang=en
Online bilingual money-based games: Supermarket Dash, and Design an Advert.

• https://hwb.wales.gov.uk/cms/hwbcontent/_layouts/NGFLSolution/Mat erialDescription.aspx?LearningMaterialId=39431&lang=en
Online bilingual Global responsibility games such as Food Miles and
Fair trade coffee
• www.fairtradewales.com
Bilingual ideas (activities, games and assembly ideas) for Foundation
Phase to Key Stage 4.
• www.traidcraftschools.co.uk
Cross-curricular resources for Foundation Phase to post-16.
• www.ethicalsuperstore.com
Fairtrade, eco-friendly and organic shopping ideas for learners to investigate.