Planning for financial independence lesson

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Planning for financial independence Planning for financial independence Planning for financial independence Planning for financial independence

The suite of LifeSkills money skills content has recently been updated. Responding to insights from teaching professionals and the benefits of building key topics over time we’ve made changes enabling clearer sequencing through the content. This will support your students to deepen their knowledge as they progress through education and help embed skills to support with financial independence.

To see an overview of the updates and where key topics can be found please visit our money skills resources updates page. The wider suite of money skills content has been developed to engage your students with a mix of resource types including interactive tools and films, aligns to the Young Money Financial Planning Framework and has been awarded the Young Money Quality Mark.

The Planning for financial independence lesson focuses on helping students feel more confident about living independently. It outlines different types of taxation and demonstrates how to write a life plan that incorporates saving goals.

Resources

  • Planning for financial independence: Lesson plan - for use with a group of students in the classroom.

Lesson learning outcomes

By the end of the lesson students will be able to:

  • Identify different types of taxation.
  • Demonstrate how to write a life plan, incorporating savings goals.
  • Identify the main components of living independently.

Why not include financial capability as a focus in your students’ wider curriculum? Refer to our Content guide to find out how LifeSkills resources can be used in PSHE or Maths lessons.

If you want to increase your own confidence to teach young people about money, Young Money provide free e-learning training to teachers across Primary and Secondary education. In addition, National Numeracy has a free website which helps you practise and refresh your everyday maths skills.

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