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Money matters

RSHE (PSHE)

Y6 RSHE (PSHE)

Key Stage 2

Year 6

Y4 RSHE (PSHE)

Year 4

Y5 RSHE (PSHE)

Year 5

Y3 RSHE (PSHE)

Year 3

UNIT

In the lesson today we will look at the term 'sector' and why jobs may be categorised. We will also consider the different skills needed for different careers.

Employment

﻿In the lesson today, we'll look at the term sector and why jobs might be categorised. We'll also consider the different skills needed for different careers. Hello, Key Stage 2, and welcome to another RHE lesson with me, Mr. Bailey. First we'll look at what you're going to need for the lesson. Then we'll consider the success criteria and a breakdown of the lesson. For the lesson today, you'll just need a pen or a pencil, some paper or a notebook, and in an ideal world, somewhere quietish to work. By the end of today's lesson, you'll understand what the term sector means and you'll know about different types of jobs. At the end, we'll create a job vacancy role for a job of your choosing. So, to the breakdown of today's lesson. The first thing we're going to consider is what is a sector? So look at what a sector is, before moving on to then categorising different jobs into some of those sectors. Next, I'll speak to my alter ego, Daniel. And then after that, we'll look at the skills that are required for people of different types of jobs and different types of sectors. The final task for today, will be to create a job vacancy advert. So you're going to be the employer. You're going to be looking for the right candidate. What sort of things are you going to be looking for? A sector is a collection of jobs for a particular purpose. It's a little bit like when we categorise different types of animals as birds or mammals or reptiles, because they share certain characteristics. These sectors group together different types of jobs, but that have got similar characteristics. And they're usually for a similar type of purpose. For example, you'd probably agree that maybe working at a bank is similar to being an accountant. They both look at money as their primary role, and albeit they're different, they have got similar characteristics. On the next slide, we'll look at some of those different sectors. Here's a list of different sectors. If we look at retail as an example, that would include a clothes shop, or a supermarket, or a shop selling flowers, many of the shops you're likely to see on the town centres or at a shopping centre. But also online companies as well. Like Amazon, for example, they'd be in the retail sector. Energy and utilities would be the gas, electricity, or water companies, those who provide energy to our businesses and homes. We don't have time to go through them all now, but if you can think of a job, it's likely to fit into one of these sectors. A solicitor would be in the law sector, A builder or a plumber would be in the property and construction sector, a nurse in the health care sector and so on. Let's look in a little bit more detail about how these jobs are categorised into different sectors. Time to get your pen and paper ready. On the next slide, there's a task for you to complete where I'm going to ask you to categorise different types of jobs into specific sectors. This is your first task, Key Stage 2. At the top in bold, there are five different sectors. Sales, healthcare, creative arts, hospitality and events, and science and pharmaceuticals. There are 20 job titles below which I've mixed up. I'd like you to try and match the job to the job sector listed above. Pause the video and draw the table into your book, using the sector headings that I've used, and see if you can match all the jobs to the different sectors. There's four jobs for each of the five sectors. Don't worry if you haven't heard of any of the specific jobs. See if you can work them out. It's not about always getting things right. What's really important is having a go. And I'm sure you'll do a great job. Pause the video for the task and press play when you're finished. Here are the answers to that first task. How did you do? Hmm, right, okay. So, some of you got a few in the wrong places. Some of you did really well and only got one or two wrong. And there's one or two of you out there who managed to match them all up. Well done all of you having a go at that task. It was a really tricky one I thought. Pat yourself on the back. Some of them were pretty easy. For example, it makes sense that a pharmacist would be involved in pharmaceuticals. We can look at the root word there. But I must say, there were some really tricky ones there. And there were some really quite complex job roles. Great work for having a go at that task because I thought it was really tricky. Let's look at how Daniel did when he tried that tricky task. He had some questions after. Maybe some similar to the ones that you had when you completed the task. Let's have a look at how he did. How did you do with the task?

I thought that was really hard. I hadn't heard of all the jobs, but I worked some out by a process of elimination. But others were hard. Like I wonder what a medicinal chemist does.

Well, we can look at what we know about the words. For example, where have you heard the word medicinal, or can you think of a word that you know that sounds similar to medicinal?

You mean like medicine?

Okay, yeah. And what's a chemist? Or have you heard a similar sounding word to that?

Yeah, we study chemistry sometimes in science. It's about chemicals and things. So, do they use chemicals then to make medicines?

Great work. Well decoded. Even when you're an adult, you'll come across words that you haven't heard of. And it's really useful to try and decode it, using maybe similar words that you do know or reading around the text. And remember, no one ever said that learning was easy. If it was too easy, you wouldn't be learning, would you?

Actually, when I work them out, I realise that there's some sectors, I wouldn't even want to work in. For example, I don't really like science at school. It's too black and white. There's no grey areas. It's a bit like maths. You're either right or you're wrong. I mean, don't get me wrong, other people at school love it, but personally, I prefer to be a bit more creative. And I hate blood. I could never be a midwife or a paramedic.

Mm, interesting. So which sector do you think suits you then?

I didn't really think about it.

Well, you're creative and you don't like blood and you want something where there's more than one way of doing things maybe.

Actually, I love doing this sort of thing. I think I'm going to be an actor. Don't you think I'm doing a great job? Better than Mr. Bailey?

If you say so. But you do make a great point. Many of these jobs from specific sectors require people to possess similar qualities or skills. Let's look at some of those on the next slide. In my discussions with Daniel, he said that he'd perhaps like to be an actor, because it matches some of his skills and personal qualities. Interestingly, being creative is also important for other jobs in the same sector, creative arts, such as being a makeup artist, or a photographer. And that's because within each sector, they tend to be similar types of jobs. As another example, in the leisure and tourism sector, it would also be important for someone to be energetic and fit, and to be able to inspire and motivate people. Whether you're a guide taking people around a city walk, or a personal trainer or a swimming instructor, all of those skills would be important to all of them. It's not an exact science and not all skills are required in the same job sector all the time. But, I suppose it's like categorising animals. They've got similar traits, not exactly the same. For example, who would have placed a human and a whale into the same category of a mammal? Well they are, because they've got lots of things in common. They're not exactly the same. They've got similar traits. Let's look at some of those personal qualities that might be required for different types of sectors. Here we have a list of just some personal qualities. There's many more, but I've just selected some at random. Let's look at a particular job and identify which personal qualities or skills would be the most important. I'm going to select a job as a police officer. Now, you could argue that to a greater or lesser extent, all qualities have some importance to all jobs. But it's pretty obvious that some are more important for certain roles. For example, artistic aptitude would be really important for a computer game designer, but not really for a police officer. If I was to select three qualities from this list that I would want for my police officer, then I'd select maybe problem solving, so that they can solve crimes. Flexibility, because they need to work long hours and long shifts, like through the night. And logical thinking, because they've got lots of evidence that they need to put together and present. For your next task, I'd like you to do the same. Choose a job, perhaps one that you're interested in, and then select what you think are the three most important qualities from the list that I've given you. As a next step, you could perhaps list one of the qualities that you think is the least important for your job. Have a go, pause the video, choose your job, and then list the three most important qualities from my list. When you're finished, play the video, and move on to the next slide. We've looked at sectors and how some jobs fall into a particular sector. And then we've considered that some of the skills that are essential for people working in those types of careers. For your final task, I'd like you to pretend that you're the employer and that you need to recruit someone into a particular job role. You're going to create a job vacancy advert for that role, as though you wanted to recruit someone. Think about what qualities you'd be looking for. What skills would they need? Let's take a look on the next slide at how you're going to formulate your job advert. Here are the things that I'd like you to include in your job advert. Firstly, what is the job title and what sector is it in? Next, what is the role of that person? For example, if you were to choose a plumber, it might be to fit bathrooms and kitchen pipes or fix leaks and instal a boiler, for example, Consider the wage that someone in that job would earn. Remember that you're the employer, so pay them a reasonable wage for the job you're advertising. Next, what hours will you expect that person to work? For example, a school chef might only be needed Monday to Friday during school opening times, from seven o'clock in the morning until two o'clock in the afternoon. Do you have any entry requirements for that role? For example, do you want them to have a degree or another particular type of qualification before you'll consider them? And then finally, I'd like you to think about those all important qualities that you want from your candidate. I'd like you to split them into essential and desirable qualities. An essential quality would be those where there's no excuses. They must a hundred percent have those qualities. And the desirable ones are qualities that you'd really like, but they're not absolutely essential for everyone. Let's have a look on the next slide at my job advert for the role of a police officer. Here are the things you might want to include in your job vacancy advert. First and foremost, we talked about the job title and the sector. For mine, police officer is the job title and the sector that it's in, is law enforcement and security. Next we mentioned the type of role that it was. Well for me, police officers role are about solving crime. They're about policing events, like football and concerts, and other sporting events. And it's about working with the public. So those are the things that I've mentioned. With regards to the salary or the wage, I've said that they'll start around about 20,000 pounds per year, and that that could increase around about 35,000 pounds, roughly, because after a number of years of being in the police, your wage can go up to about that. With regards to the hours of work, I've been quite particular. So I've said it's 40 hours per week, but I've mentioned that they need to be able to work unsociable hours, because they're going to be working lots of shifts. With regards to the entry requirements, I don't require anyone necessarily to have a degree. I'll do my own little tests, but there's no specific entry requirements. Now to those all important personal qualities. The things that I think are essential, you have to have them in order to be a police officer are firstly, team working. It's important to work as a team. Problem solving and flexibility. And problem solving, we've already mentioned. Logical thinking and also, people need to be able to communicate really well. So those are my essential qualities. You must have them in order to apply for the job. Next, I've thought about some desirable things, things that I'd really want, but they don't have to have them. Because we can maybe train them up with things like that. First thing I've said is writing skills, because there'll be a lot of paperwork with the files that they'll need to present. And then secondly, people need to be physically fit. Those are the desirable things that I want from people who are going to apply for my job. So, that's my vacancy advert. The thing I'd like you to do is, think about your job, and then complete your own vacancy job advert. Think about it as you're the employer, you're the person recruiting. What do you want from those potential candidates? Have fun doing it, and I look forward to seeing some of your job adverts.

This lesson will consider why we have money... what's the point of it? We will also look at why saving is important and different ways of paying for things.

Money, money, money

﻿This lesson we'll consider why we have money. What's the point of it? We'll also look at why saving is really important and the different ways of paying for things. Welcome Key Stage 2 to another RHE lesson with me, Mr. Bailey. Title of the lesson today is money, money, money. Well, they do say that money makes the world go round. But before we consider the lesson, let's look at the equipment we need, the success criteria and then the breakdown of the lesson. On the lesson today you'll need a pen or a pencil, some paper or a notebook. You'll also need a dice although if you don't have a dice, I'm sure we can come to an alternative arrangement later on. And then to make the moneybox that we're making at the end, you'll need some cardboard, some scissors, and some sellotape or glue and a ruler so you do some measurements. By the end of the lesson today, you'll understand why we need money. You'll be able to list the different ways that we can pay for things. You'll recognise the importance of saving money. And then finally our last task, we'll create a money box. So the breakdown of the lesson then today, the first thing we're going to consider is why do we actually need money? What's the purpose of it? Following that, we'll look at how we pay for things because there's many ways we can pay for things now. We'll move on then to the importance of saving and how important saving is for life. Then, I'll talk to my alter-ego Daniel, and we'll have a discussion about money before finishing off with a final task where we're hopefully going to be creating a money box. I'd like you to imagine that there's no money in the world and that I'm the owner of a clothes shop. You have seen a fabulous top that you'd like to buy. It's your favourite colour and style, and you would look great wearing it. How would you go about acquiring this top? Remember, there's no money. Okay. Okay. So, some of you said you can ask me for it but, I own a shop and I need to support my family so, that's not really going to work. I suppose you could take it when I'm not looking but that'd be wrong and you could get arrested. We don't want to do that. Some of you have said, and I've really liked the idea that we can potentially trade for what you've got. Maybe you could offer me something. And that's a great idea. So, let's say that you work as a florist. You work at a flower shop and you offer me some flowers in return for my top, but, I don't really want any flowers. I prefer to get some meat for my dinner today. So, you go to the butcher and you say to the butcher, "I'd like some meat and I'll offer you these flowers," but, I'm afraid the butcher doesn't want flowers. He needs some cream for his hands. So you go to the pharmacy and, can you see where this is going? Before the invention of money, people with different specialisms, or job roles would trade goods with each other so that they're able to get everything they needed because they might not have the skills or the abilities to personally make everything that they needed. And that sounds like a pretty cool way of doing things. And we still have trading present in today's society, but money makes the purchase of goods much easier. And just as importantly, it gives everything a value. A house for example, is more expensive than a pair of trainers and we know that because of the value of the house and the value of the trainers. On the next slide, we'll look at a mathematical problem, which explains the use of money. Onto the mathematical equation, I would like you all to imagine that we're all chicken farmers, we can breed chickens but, in an ideal world we'd like a cow for milk. The problem is that the cow farmer only wants to trade for sheep, he don't want our chickens and the sheep farmer only want ducks. But the duck farmer wants some chickens so we can trade them for ducks. And then we can trade the ducks for the sheep. And then the sheet we get we can trade for the cow. So, let's go through this information on the slide together. As ducks are more difficult to breed, the duck farmer wants two of our chickens for one of the ducks that he provides, is a ratio of two to one, two chickens for each duck. Once we get the duck, the sheep farmer will trade five of our ducks for one sheep, a ratio of five to one. And then finally when we get the sheep, the cow farmer will trade with us, but he wants three sheep for every one of his cows. So, forget all the hassle that you'd have to go through making all those trades. Let's look at the question. How many chickens will we need to breed in total to be able to purchase a cow? Pause the video and work out that problem and once you've got an answer, move on to the next slide and we'll look at what the answer is. So, how did you do with the task? Okay and what was your answer? What was your answer? Very good, well done. So, the trick to this was to work backwards, ultimately to get the cow we needed three sheep. So, because we needed five ducks for a sheep, we can work out how many ducks we needed by multiplying the three sheep by five. And that would tell us how many ducks we needed. We needed 15 ducks to get the three sheep. Now, to get the ducks in the first place, we had a ratio of two chickens to one. So if we multiply the 15 ducks by two, that would tell us how many chickens we needed. We needed a grand total of 30 chickens to be able to trade up for the cow that we needed. But, how could we make this simpler using money? Well, if we said that the cost of the chickens was one pounds, then that would mean a duck would cost how much? Yeah. The duck would cost two pounds. Now, if you needed five ducks to get a sheep, how much would the sheep cost? I agree, 10 pounds. And finally, if we knew that a sheep was 10 pounds, we needed three sheets to buy a cow. What price could we put on a cow? 30 pounds. Brilliant. So, now in theory, if I sold 30 chickens, I could use that money to pay the cow farmer 30 pounds for his cow. And that's much easier than having to do all the trades. Firstly, I don't need to multiply all the trades across numerous people. Well, mainly because everything's got a value because things have got a value. The cow, 30 pounds, the sheep is 10 pounds. The duck is two pounds. It makes things much easier to buy. And that's one of the real benefits of the existence of money. It gives things a value. Money has developed so much since it was first invented, but it's developed even more rapidly over the past 20 years. There's now so many ways to pay for items. Before you go on to the next slide, can you list five other ways other than the physical money that you can pay for items? Pause the video. See if you can note down five ways before you go onto the next slide. How many did you manage to name? Great work. So most of you could name at least five other ways of paying for things. On my slide, I've listed some of the most popular ways of paying for items. First, we got bank cards. Now with the debit cards the money comes straight out of your bank account. If they're credit cards then you put it onto a bill and you pay it off later on. Next, there's a check, now that's a little bit outdated now, but still used for gifts and things like that through the post and moving onto gift cards. Sometimes you might have had gift cards for your birthday. Maybe you had them for Christmas, or maybe just a friend decided to treat you one day and gave you a gift card. So, gift cards you can spend on stores but it's still like money, isn't? We can pay for things over the internet. For example, like PayPal. And nowadays we do lots of money transfers via a phone or telephone banking. Then we can pay for things by what we call direct debit. So mom or dad or parent or guardian or carer might have bills that they want to pay each month, such as the gas and electricity, and that will come out via something called the direct debit. We can even use our thumbprint via our phones to pay for things nowadays. I'm sure he might have even found some more ways of paying things that I didn't. Nice job. So, regardless of how we pay, the majority of times we're still using money. Pounds in our case in Britain. Which come out of our bank account or onto a credit card bill which you pay later. In the next few slides we'll consider why it's really important to save money. Saving money is really important in life so that we can consider the importance of saving on the next slide we're going to play a saving game. So get your note pad ready and your pencil and ready to play. Here's the game we're going to play. Firstly, you're going to receive 10 pounds each round, and there's 10 rounds in total. Each round you can choose to spend the money that you've got, or you can choose to save it. That's down to you. But, if you go to less than zero in the bank, i.e going to negative numbers then you've gone bust and you got to start the game again. In order to win, it's about trying to get the most number of items so try and buy as many items as you possibly can. And the items that you can buy are stationery set, which is five pounds, a calculator for 10 pounds, an arts and crafts set for 25 pounds, a designer t-shirt for 40 pounds, a computer game for 50 pounds or a reconditioned mobile phone for 70 pounds. But, you can only buy one of each item. So you can't buy 10 calculators or three stationery sets. You can only buy one of each item. Before you have each turn, you've got to roll the dice. So I've got my dice here and I'm going to roll it. And I got a two. Now, if you look at the rules in relation to the dice, if I get a one, I collect an extra bonus, 10 pounds. I didn't roll one, if roll two, three, four, or five there's no change. So I don't lose any money, but I don't gain either. If I was to roll a six, then I get an unexpected bill and I've got to pay 10 pounds. So 10 pound comes out my account. So those are the rules. To start the game, write down one to 10 on your page and make a note each round as to how much you've got in the bank and which items you bought. If you don't have a dice, don't worry about it. You can write the numbers one to six on a piece of paper, into a little ball and then select one at random. Just don't make that number one twice as big as all the others, no cheating. You can play the game as many times as you want. See how many items you can buy in 10 rounds. Once you've played the game, move on to the next slide and we'll see how Daniel does 'cause he's going to have a game too. How did you do with the game? How many things did you manage to buy and more importantly, were there any strategies that you used to ensure that you could buy more items or that you didn't have money left at the end of the game that you couldn't spend or that you didn't go into negative numbers? Daniel played the game too. Let's look at how he got up. How did you do in the game?

I did okay I think, I managed to get the computer game and the designer t-shirt and the stationery set.

That's pretty good going. Did you get that in your very first game?

Yes. I mean, no. The first time round, I went bust. In the first round I about a calculator for 10 pounds. And then the second round I rolled a one and I went to negative 10 pounds.

Right. So what did that teach you then?

That I shouldn't spend everything I have. And actually I used that knowledge in the second game. I didn't buy the t-shirt when I had 40 pounds. I bought it when I had 50 pounds. So I knew it wouldn't go bust and I did this with all the items.

That is a great strategy. You can actually guarantee not going bust that way. Did you learn any other strategies?

Yeah, I did. I saved up for the first five or six rounds to see how I was doing and then I made a decision as to what expensive items I was going to buy. I went for the computer game because I thought that if I got the mobile phone I wouldn't be able to buy any of the other things. I didn't have enough money really. When my dice rolls and I didn't have enough of luck.

All right. So you had to make choices as to what you could afford even when you were saving up.

Yeah. I couldn't afford everything unless I roll the one every single time. If any of you guys at home say that you bought all the items, then I don't believe you.

Why do you think I made you lose 10 pounds if you roll the six?

That's pretty obvious. It's 'cause you're a mean teacher. No, I suppose that you got me thinking about the fact that in life you can't spend everything you've got because if something unexpected happens, you won't be able to sort it out and pay for it.

Good thinking. And how did you feel when you managed to save up for the computer game?

Yeah, it was great. I had my eye on that right at the very start. Saving money was the real key.

Well, I think you've done a great job. Let's move on to our final task. Today we're going to make a money box so that you can save all the money that you have. Did you have some of the same problems that Daniel did? Did you solve them the same way? Or did you use different strategies? Interesting. So, to our final task today. We're going to make a simple money box made out of cardboard. So make sure you've got all your equipment ready. As we mentioned at the start, the things that you're going to need are some cardboard, a ruler, a pencil, a pair of scissors, and either some glue or some sellotape, whatever you've got in the house. If you'd like to design it, you might also want to get some colouring pencils or some felt tips, but that's down to you. Let's how we're going to make it. To make your money box, you've got a number of options. If you want to do it the really easy way, and that's absolutely fine. You could just find a Plain's box, like this one I've got. Have an adult help me to place a slit into the top and then design it and there's your money box. If you've got a box like this lying around the house and you found to do it the easy way, that's great. Alternatively, you can use the 2D net like the ones on the slide to create your 3D shape. Which is going to be a cube. This is Daniel's that he created. He used net to be able to complete his money box. If you use sellotape to stick each edge together, then you're probably best using the net that's on the left. If you want to use glue, then use the net that's on the right. You'd be able to stick the flaps together for each side. Now I used glue to make Daniel's with him. So, let's get to it. Let's see how he did it. Here's a step by step guide as to how Daniel and I made his money box. The first thing that Daniel did is he raided the cupboard for some cardboard. He used the cereal box but, you can use whatever you've got in the house. Next, he did draw the net onto the cardboard, using a pencil. He made sure that all of his sides were equal because it was a cube. His was six centimetres. And he also drew the flaps on just like in the net, because we were using glue. Once you've done this, it was time to cut it out. Now, please make sure that you're extremely careful with the scissors. Please ask an adult to help you out or to supervise you for this part. I helped Daniel. In step four, you can see that we completely cut out the net and it was time to design it. Daniel designed his money box with a picture of a piggy bank, a money tree and some pictures of money too. Next thing we have to do was to glue the flaps down on each side to make the box. And that's what we did. With regards to the lid, you can either leave it so that you can keep on taking the lid off and on, or if you want, you can stick it down and then you won't be tempted to spend the money that you put in it. That's what we did. Finally, ask an adult to cut a hole into the top of your money box so that you can pour any money that you've got into it. And there you have it, just like Daniel's, a simple money box. Remember, if you walk after the pennies, the pounds will walk after themselves. It doesn't matter whether you put one pence, 10 pence or a pound at a time. It's about saving some money and treating yourself when it's full or saving it for that unexpected thing that you've got to pay for. I hope you really enjoy creating your money box and I'd love to see lots of photographs of the ones that you created.

Today we will look at interest rates. How do they work when we are saving money with a bank or building society? And how do they work when we are borrowing from them?

Growing money

﻿In today's lesson, we'll look at interest rates. How do they work when we're saving money with a bank or a building society, and also, how do they work when we're borrowing from them? Welcome to another lesson with me, Mr. Bailey. Today's lesson, growing money, we'll look at interest rates. Before we do that, let's look at what you're going to require for this session, then we'll look at the success criteria, and then on to the breakdown of the lesson. For today's lesson, the only things you're going to need are a pen and a pencil, some paper or notebook, and in an ideal world, a quiet space to work if you can find one. By the end of the lesson, you'll understand that by saving money in a bank or a building society, people can earn interest. You'll recognise that borrowing money in order to buy something is known as a loan, which usually has a general interest charge, and that means that we're going to pay back more than we borrow. And then finally, we'll be creating a feelings map on how someone might feel when they borrow some money. So to the breakdown of today's lesson, the first thing we'll consider is the fact that money makes money. That's an interesting term. Then I'll talk to my alter ego, Daniel, about interest and what that means. Then after that, I'll talk to him again in relation to the loans and what loans are. And finally, I'll be enlisting the help of my alter ego, Daniel, again, when we talk about the fact that money can be a risky business. In our last task, we'll be looking at creating a feelings map. Let's imagine I was to gift you all a thousand pounds. You could spend it on something you've always wanted, or alternatively, you could hide it under the bed, although I'm not too sure that would be a very secure place to put it. But the alternative would be to put it into a bank or a building society. A bank and a building society are pretty similar. They've got different rules as to how they're run, but in essence, for our purposes, they're pretty much the same. Now, one of the benefits of putting it into the bank or a building society is that it's very secure. Only you can get it, and you can get access to it whenever you want. But why would a bank agree to look after your money, keep it secure, and allow you to access whenever you want for free? Can you think about that? Have a note down of any ideas as to the reasons why banks might look after our money. Pause the video, see how many ideas you can come up with, and then play the video once you've finished. How many ideas did you come up with? Why do you think banks would look after our money and keep it secure for us? Okay, yeah, right, some good suggestions. And it sounds like most of you got the right idea, well done. so when you give money to the bank, they made the decision that they're going to lend that money to other people, and they charge them for the privilege of it. The money that they charge them is called interest. So when someone takes a loan out at the bank, the charged interest for doing that. However, it's not all take. Because the banks are using your money, they sometimes also give you some money for allowing them to use it. And the amount they could give you is also called interest. So if you've got money and you put it into the bank, you can earn extra money on top of that for allowing the bank to use it. So in essence, it's pretty easy to make more money. If you invest it into the bank or building society, money makes more money. I spoke with Daniel yesterday about the interest that you can get on your savings when you invest money into the bank. Let's see how that works with the help of my alter ego, Daniel. I don't really understand how interest works. Can you explain it to me again? Okay, so I give you a hundred pounds. Thank you very much, Mr. Bailey. Not really, for the example, to help the children to understand it. Okay, and I put it into the bank? Yeah, so let's say I'm the bank, and I agree that because you're putting money into my bank, I'll give you a reward or interest on your money each year. How about I give you 1% every year? So at the end of the year, you leave the money in your account with me, and you won't have a hundred pounds, you'll have 101 pounds, because 1% of a hundred pounds is one pound. I'm sure the children learned that at school. That sounds pretty good. So the bank look after my money, they keep it secure, and they give me money to do it? They are so nice. Yeah, well, they do provide a good service, but they aren't doing it all for the good of you. They're doing it to make a profit, to make money. We can talk a little bit more about that later, but for now, what did you learn? I learned that banks look after your money, and that they give you something called interest on your money, and that that's a percentage of the money that you save with them, is it always 1%? No, it's not always 1%. Different banks pay different interest rates, and also each bank will have different types of bank accounts that they might pay different amounts of interest on depending upon the type of account you've got. I'm not too sure we need to go into all that quite yet though. Before we move on, let's look at what we've learned so far. The first thing we learned is that when you save or invest your money into a bank or building society, they sometimes reward you by paying you something called interest. The next thing we learned is the interest is worked out using a percentage of the amount you invest, and it can vary from bank to bank, but also from account to account. Banks have a number of different types of accounts that you can invest your money into, and sometimes the interest rate's different. And then finally, we identified the fact that banks help to keep our money safe and they give us access to it when we need it. We've learned what happens when you have money and you put it into a bank account. Now let's look at the other end of the spectrum. One of the other key services that banks and building societies offer, and that's about when someone needs to borrow money to pay for something that they can't afford at the time. Okay, I get what interest is. It's the profit or the reward that I get for letting the bank use my money. But what do you mean use my money? And you said before that the banks make a profit from my money, how does that work? Well, if I take you back to that a hundred pound that you invested in my bank earlier, can you remember the interest rate that I rewarded you with? Yeah, 1%. So at the end of the year I had 101 pounds. Correct. Well, let's imagine that someone else doesn't have a hundred pounds and they need to borrow it from me to pay for something, and they come to me to ask for something called a loan, and a loan is an agreement where I agree to lend them money, and they agree to pay it back over a period of time. Right, so that they can buy the item they want right now, rather than having to save up for it. It sounds good. Yeah, but as a bank, I'm not going to do that for free. Remember how you were given interest on your savings? Well, I'm now going to charge the person interest that me helping them out. Okay, so because you're helping them to buy things early, you want some sort of compensation for it, do ya? Yeah, well, here's the clever part. I charged them 2% interest. So they will pay me back 102 pounds by the end of the year. Hmm, wait a minute. That means that you've taken my money from me and given me one pound, and you've used that money to charge someone two pounds in interest. You've made a one pound profit. Yes, exactly. And that's one way that the banks and building societies make their money. well, they aren't going to make much if they're only making one pound every time. Remember that we only provided the interest rates, one and 2%, as an example. Different banks have different interest rates. And sometimes the difference between the interest rate that they give people for saving and charge people for borrowing is much, much more than 1%. And remember, they've got thousands of people all across the country wanting to borrow. Ah, right, and what you said before that money is making money? That's pretty interesting. Get it, interesting? If you say so. On the next slide, we'll look at some current interest rates from both borrowing and investments from different banks. Let's have a go at this mathematical problem. Here on the slide, we've got three different banks, Bank One, Bank Two, and Bank Three. On the left, we can see the interest rate of the reward that they give to savers, people who invest the money with them. Bank Three, for example, rewards their customers with 3% interest each year on their savings, and on the right, we can see the interest rate that they charge people who want to take out a loan. So for example, Bank Two will charge people 13% interest each year for anyone wanting to take out a loan with them. Now, with this information, we can work out the profit, the difference between the money they give, and the money they take for every hundred pound invested. I'm going to do that for Bank One, and then I'd like you to work out the profit for Banks Two and Three for every hundred pounds that's been invested. So let's look at Bank One. Bank One gives 1% interest on any savings. So if someone invested a hundred pounds, they'd have to pay out 101 pounds. But if you wanted to take a loan with them, they would charge you 13% interest, which means for every hundred pounds that someone borrowed, they would get 113 pounds. So if we look at those two figures, the difference between those two figures, if we take 101 pounds away from 113 pounds, the total profit would be 12 pounds for every hundred pounds that was invested with that particular bank. What I'd like you to do is to work out the profit for every hundred pound invested or borrowed for banks number Two and Three. Can you work out which bank makes the most profit on every hundred pounds invested or borrowed? Pause the video, work it out, and then once you've finished, play the video again, and we'll walk through some answers, Did you manage to work it out? A little bit of a trick question, wasn't it? Because there wasn't just one bank with the most profit, there was two. If you looked at the three banks, Bank One, for every hundred pounds, had a 12 pound profit. Bank Two had an 11 pound profit, and Bank Three had a 12 pound profit. So that meant that Bank One and Bank Three, both made the same profit, even though the interest rates were different. So obviously banking is a complex industry. It's not as simple as we've made it out here on this slide, and we haven't got time to go into the complexities of interest rates. Let me tell you, there's some people who earn lots of money in the banking industry for being able to understand and explain how it all works, but at least we've looked at the basics, and remember that profit is needed to pay for things like bank cards and the staff, and keeping the banks on the streets open. These investments or loans are just one way that banks and building societies make their money. We've already talked about loans, and loans are great when you need money quickly for things that you need to pay for, but there are some risks and pitfalls about taking a loan. I discuss some of them with Daniel today, let's look at what was said. A risky business. Why is it a risky business? Yeah, it can be a really risky business. The first risk is about making a good decision about who to borrow money from. It may appear that the banks make a tiny profit, but there are some lenders out there who are less reputable that charge interest rates into the hundreds. Can you imagine paying a hundred percent interest? Whoa, so I'd have to pay back 200 pounds? Double what I borrowed? Yeah, if you borrowed it over a year. Some are even higher than that. It's a good job that I can't borrow until I'm 18, then. It sounds like a bit of a minefield to me. Yes, it is, but there's plenty of good advice out there about borrowing, and you can always ask someone you really trust. It's really important you do your research before taking out any loans to make sure you can afford it. Also, what do you think might happen if you can't afford to pay back the loan that you take out? I suppose they'd take back the items you bought with the money in the first place. Yeah, that's right, but don't forget that if it doesn't cover the money that you borrowed, all the money you owe, they could take other items that you own to help pay it back. Some people have lost their car or even their house as a result of not being able to pay loans. Oh, my word, that sounds pretty grim. So what you're saying is there's some great things about taking out a loan. Not only you get the item now, don't have to wait, but there's also some pretty big risks. Exactly. So how do you think you'd feel if you had to take out a loan yourself? Pretty mixed emotions, I guess. Perhaps we should get the children to think about that and create a feelings map, documenting how they would feel? What a great idea as usual. Well done, Daniel. So children, to our last task for today, I'd like you to create a feelings map. A feelings map is going to detail your thoughts, your feelings, and your emotions in relation to taking out a loan. I'm sure there'd be some really positive and exciting ones about getting that new item here and now, but there may be also be some nerves or anticipation, some anxiety in relation to taking the loan out in the first place. I asked Daniel to create a feelings map himself. So on the next side, we'll look at the waggle that he produced for us. Here is Daniel's waggle in relation to our thoughts and feelings map. Now he's put bank loan in the centre of his page because that's what his thoughts and feelings are about. And he sort of separated this page into two halves. On the right hand side, he's got his worries and his concerns, and there's some bubbles there with some key words in relation to his worries and his concerns. He's drawn a couple of pictures too. And then on the left hand side, he's written down some positives. And again, he's linked that with some words that might describe how we might feel about being really happy. So if you look at the right hand side, we've got, will he be able to afford it? What might happen if he can't? And there's some words there that describe how he might feel. He's a little bit worried, a bit anxious about taking the loan out. He also talks about the fact that you're not too sure about which interest rate would be the best one, which bank to go to, which lenders should he use. So he's a little bit confused and nervous about it, but there are some real positives to getting a loan, so he's mentioned those, too. He'll be able to get it now, it's going to make him really happy, and he doesn't have to wait. So he's going to feel fulfilled. He's going to feel really happy. And there's some things that he can do to make sure that bank loan gets paid off really, really effectively. So for example, he's talked about the fact that he can do some research so he's going to remain focused. He'd be able to plan his incomings and his outcomings to make sure that he can afford the loan. So there is Daniel's thoughts and feelings map. I'd like you to have a go at it yourself. Put yourself in the position of someone who's going to be taken out a loan. There's some positives and some negatives. How would you feel? Let's get all those thoughts, feelings, and emotions down on a page, plenty of drawings, plenty of colour, plenty of words that use to describe how you would feel. Have fun doing it, and I'll look forward to seeing some of your work.

In this lesson, you will become aware of the gender stereotypes related to work. You will recognise some of the key skills needed to do a job and create a video explaining that getting a job depends on the skills and attributes that a person possesses.

Men and women at work

﻿- Hi everyone. My name is Miss. Patel and welcome to our RHE unit called Money Matters, which is all about being in the workplace and dealing with money. Today's lesson is called Men and Women at Work. So by the end of this lesson you will look at the term stereotype. You'll understand that no job role is designated to a specific gender, you'll look at how the law dictates these rules, you'll create a job profile for your dream job, and as always, your parents or carers can share your work with us on social media. Before we start, let's take a look at what we'll need in this lesson. So in this lesson, you'll need a pen or a pencil and some colouring pencils. You'll need some paper and you'll need a quiet space to work. If you're missing any of these things you can press the Pause button now and press Play again when you're ready to continue. This is what our lesson will look like today. We'll begin by looking at the word stereotype and what it means. We look at gender stereotypes at work. We look at what the Equality Act is. I'll talk you through the task and I'll show you what a good one looks like. So let's start by looking at the word stereotype. Have you heard this word before? Take a moment to write down your ideas on what you think this word might mean. You can pause the video now and press Play again when you're ready to continue. Now, a stereotype is an idea or a belief that many people have about a thing or a group of people. It's often untrue or unkind and it could be based on how you look on the outside. This is a type of prejudice. Look closely at the word prejudice. You can split it up into the prefixed pre, which means before, and judging. Therefore, judging somebody before you get to know them. This is what a stereotype is. It's about having an idea about somebody before you get to know them. This can lead to discrimination which is treating somebody differently. Now that's a lot of new words for today's lesson. So let me show you an example. As our lesson is all about men and women at work, let's take a look at an example from the workplace. So one stereotype, so an idea that a lot of people have based on how somebody might look or what gender they are is that only strong men can be builders, but take a look at this picture. This lady could be the most skilled and talented person on her team. So our stereotype or idea is a type of prejudice. We made a judgement before getting to know her, because we were so informed, it could lead to discrimination. We thought men were the best builders, so we might not have offered her a job. Therefore, she was treated unfairly. Let's take a look at another example. I need your help for this. In your minds, I want you to picture a nurse working in a hospital and a firefighter. So take a moment. Have you got a picture in your head? Okay, good. Now I'll reveal the pictures that I have. This is a nurse working in a hospital and a firefighter on duty. Is this similar to the picture you had in your mind? A gender stereotype at work is that a nurse is a job usually associated with women and firefighter's a job usually associated with men, but surely that isn't what we should base jobs on. It should depend on the skills and qualities that you have. Now, this isn't just a problem we have today. It's something that's been happening for a long time. During World War I, large numbers of women were recruited into the jobs of men, because a lot of men were drafted to fight for our country in the war. They had to leave their jobs and women had to take over. But a lot weren't happy about this, because they thought the only of a woman should have is to stay home and look after their family. Women took over jobs in every sector. They were ticket collectors, they were bus and tram conductors, postal workers, some operated heavy machinery and engineering, some worked on farms and in factories. They had the skills and qualities to do the same jobs as men but there's a catch, they were paid less money for the same job. Eventually the women were sacked to make way for returning soldiers and some worked alongside the men, but for less money. Now I've included this poster from this particular period in time, it reads, "These women are doing their bit, learn to make munitions." You can see that a woman's getting ready to do her job. This particular job was to make weapons for the British soldiers going to war. If you look really carefully, you can see a male soldier in the background waving as he leaves for war. I'm sure you are sitting there thinking, "This isn't fair, it's outrageous." So I have some good news for you. On the 1st of October, in 2010, a law was passed in our country called the Equality Act. It protects the rights of individuals and it makes sure that everybody has an equal opportunity. This means it doesn't matter what gender you might be, nobody can use that to your disadvantage. This Act provides Britain with a discrimination law, which protects people being treated unfairly. It promotes a fair and equal place to live and work. I wanted to include this picture too. This is a monument or a statue in London celebrating all the different job roles that women undertook during World War II. Now it's your turn. I want you to think about your dream job. I have two questions for you. Number 1, what is your dream job? And number 2, which skills and qualities are needed to be great at your dream job? Pause the video now to have a think about this you can even jot down some of your ideas on paper. You can press Play again when you're ready to continue. Your task today is to create a job profile for your dream job. Remember, to be great at your job you need the skills and the qualities. Meet my friend Abed who will talk about his job, we'll create a job profile based on his job.

- Hi everyone. My name is a Abed Saleh and I'm a police officer. My job is to keep the country safe and to maintain law and order. I protect members of the public and look after everyone's properties. Me and my colleagues are responsible to prevent crime from taking place, keeping the roads safe and to ensure we try improving people's lives. I spend a lot of my time meeting children and members of the community to try keeping everyone safe and to try improving their quality of life. It's important for everyone to follow the rules, to ensure we all live in a happy, a peaceful and a safe society. Everyone has the right to feel safe and it's my job to try doing this. I hope you've all enjoyed listening to me. Thank you for showing an interest and I really look forward to working with you all.

- Now in this wagoll you can see that I've got my title, my job description, and I've answered each of the three questions. What do they do? Where do they work? And which skills and qualities are needed to be great at this job. Now there's a lot of information here. To make it easier for you to read through, I've made the writing a little bit bigger for you. You can pause the video and read through the first two questions. What do they do? And where do they work? Press Play again when you're ready to continue. Finally, the last question, which skills and qualities do they need? You can pause the video again and press Play when you're ready to continue. Okay, brilliant. Remember, this is a wagoll for a police officer's job. You can base your job profile on your dream job. I really hope you got to think about some of the jobs you might want to do in the future. I hope you aren't deterred, which means put off by stereotypes. In this lesson I wanted you to think about the skills and the qualities that are needed for a job. And I hope you choose a job that you are genuinely interested in and feel passionately about. If you'd like to, you can ask your parents or carers to share your work with us on social media. I would love to see your dream jobs. If you haven't already, don't forget to have a go at the quiz and I'll see you again really soon. Bye-bye.

In this lesson, you will understand the different types of teasing and bullying and learn where and how to get help. You will create an anti-bullying factsheet for a new child starting school.

Unit Overview: Money matters

Lessons:

Employment

Money, money, money

Growing money

Men and women at work

Bullying