FINANCIAL CAPABILITY Financial understanding Developing financial understanding is the first step in ensuring that young people leaving school have the skills required to deal confidently with everyday financial issues. It will also help them to make informed decisions and choices about their personal finances. Financial competence This means being able to apply knowledge and understanding of financial matters across a range of contexts, using ICT where appropriate. Being financially competent includes being able to identify and tackle problems or issues with confidence and being able to manage financial situations effectively and efficiently. Financial responsibility This means having a caring and responsible disposition with regard to the use of resources. Children and young people who budget wisely and plan for the future will be responsible citizens who look after themselves and their environment. Financial enterprise Financial enterprise is about being able to deploy resources in an imaginative and confident manner. Financially enterprising behaviour will involve making decisions based on informed thought and will enable children and young people to contribute effectively to the development of Scotland's wealth. Financial education provides an excellent context for learning across the curriculum.
Language and Literacy Talking and listening Pupils should be enabled to:
tell their own stories based on personal experiences e.g. talk about a time when they lost money;
take turns at talking and listening in group and paired activities e.g. work in a group to decide how they can keep money safe; take part in a range of drama activities to support activity based learning across the curriculum e.g. take part in a role-play based on buying items from a post office; express thoughts, feelings and opinions in response to personal experiences, curriculuar topics and activities e.g. discuss what they should buy with their own money and what their parents should buy; devise and ask questions to find information in social situations across the curriculum e.g. find out how the classroom budget is spent.
Writing Pupils should be enabled to:
write for a variety of purposes and audiences e.g. design and make an advert for items in the school shop; organise, structure and present ideas and information using traditional and digital means e.g. make a shopping list with prices for a recipe.
Mathematics and Numeracy - Money Money Pupils should be enabled to:
recognise coins and use them in simple contexts e.g. recognise 1p, 2p, 5p, 10p, 20p, 50p, £1 and £2 coins and use them in the classroom shop or post office; add and subtract money up to £10, use the conventional way of recording money, and use these skills to solve problems e.g. record money accurately using £ and p, calculate the totals of items bought and change given in real-life shopping activities for a school event; talk about the value of money and ways in which it could be spent, saved and kept safe e.g. know ways in which they can keep their money safe and discuss the advantage of different options; talk about what money is and alternatives for paying e.g. use cash, replica debit, visa cards and cheques during structured play; decide how to spend money e.g. use simple budget sheets and catalogues to record an order.
Mathematics and Numeracy - Number & Handling Data Understanding Number Pupils should be enabled to:
count, read and write and order whole numbers to 1000 e.g. write prices of items accurately, be able to order items according to their value; understand that the place of a digit indicates its value e.g. know that 15p indicates one 10p and one 5p.
Operations and Their Applications Pupils should be enabled to:
understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems e.g. use the four operations to check shopping receipts;
know addition and subtraction facts to 20 and the majority of multiplication facts to 10 x 10 e.g. be able to calculate change from 20p and the cost of five items costing 10p each; developing strategies for adding and subtracting mentally up to the addition of two two-digit numbers within 100 e.g. add totals of a shopping bill within £1 i.e. 45p + 16p.
Handling Data Pupils should be enabled to:
collect data, record and present it using real objects, diagrams, tables, mapping diagrams, simple graphs and ICT software e.g. keep a simple record or database of money collected for a school charity; discuss and interpret the data e.g. compare shopping receipts and discuss what was bought and their value; extract information from a range of charts, diagrams and tables e.g. compare the cost of toys from different catalogues; enter and access information using a database e.g. enter amounts of money collected for a school trip into a database.
Mathematics and Numeracy - Processes in Mathematics Processes in Mathematics Making and Monitoring Decisions, Pupils should be enabled to:
select the material and mathematics appropriate for the task e.g. choose the correct operation to solve a money word problem; develop different approaches to problem-solving e.g. explore different ways of raising money for charity; begin to organise their work and work systematically e.g. record the collection of money in an organised way.
Communicate Mathematically Pupils should be enabled to:
understand mathematical language and be able to use it to talk about their work e.g. use the vocabulary of money when taking part in a shopping activity; represent work in a clear and organised way, using symbols where appropriate e.g. use ‘+’, ‘-’ , decimal points and monetary notation (£ and p) when recording money calculations.
Mathematical Reasoning Pupils should be enabled to:
recognise simple patterns and relationships and make predictions e.g. through practical investigations know that 50p x 2 = £1, 10p x 10 = £1, 1p x 100 = £1; ask and respond to open-ended questions e.g. respond to the question – ‘What would you buy at a fun-fair if you had £5?’; explain their way of working e.g. explain to a partner how they could spend; know ways to check their own work e.g. check large quantities of coins by separating them into groups totaling 10p.
Personal Development and Mutual Understanding Personal health and understanding Pupils should be enabled to explore:
their own and others’ feelings and emotions and how their actions affect others e.g. know the consequences of losing money and how it makes others feel; strategies and skills for keeping themselves healthy and safe e.g. know how to keep money safe; their self esteem and self confidence e.g. be able to converse with their peers and others in shopping and group activities.
Mutual understanging in the local and wider community Pupils should be enabled to explore:
responsibility and respect, honesty and fairness e.g. take more responsibility for their own money, and understand that money is a limited resource. similarities and differences between people e.g. understand that different countries use different coins and notes; developing themselves as a members of a community e.g. realising that money can buy goods and services and can be earned through work.
The Arts Drama Pupils should be enabled to: 
develop their understanding of the world by engaging in a range of creative and imaginative role-play situations on their own or with others e.g role-play a situation where a child is asking a parent for money for a new toy.