At Solefield School, economic education is not confined to a single subject or a discrete programme of study; it is a mindset that underpins the entire educational experience. In a rapidly changing world, where financial awareness, resourcefulness, and informed decision-making are essential life skills, it is vital that pupils develop an early understanding of how economic principles shape their lives and the society around them. Economic education equips pupils with the confidence to evaluate choices, understand value, and appreciate the consequences of decisions—skills that extend far beyond the classroom.
Rather than being treated as an “add-on” delivered in isolation, economic thinking is woven through all areas of school life. In mathematics, pupils explore data, budgeting, and financial reasoning; in humanities, they consider trade, resources, and the impact of economic systems across time and place; in science and technology, they reflect on innovation, sustainability, and the responsible use of resources. Even in the arts and co-curricular activities, pupils encounter ideas of value, enterprise, collaboration, and creativity in action. This integrated approach ensures that economic understanding develops naturally and meaningfully as part of a broad and balanced education.
Through this whole-school approach, pupils come to see economic concepts not as abstract theory, but as practical tools for everyday life. Whether managing resources in a group project, participating in enterprise initiatives, or reflecting on global challenges, they are encouraged to think critically, act responsibly, and recognise their role within a wider economic context. In doing so, Solefield prepares its pupils not only for future academic success, but for thoughtful and informed participation in the world beyond school.
Early Years (Little Acorns & Reception)
|
Year Group |
Subject |
Activity |
|
Little Acorns |
RSHE / Early Learning |
Recognising coins; role-play shops |
|
Little Acorns |
Maths |
Counting money through play |
|
Little Acorns |
Understanding the World |
Exploring needs vs wants |
|
Little Acorns |
Communication & Language |
Talking about buying and selling in stories |
|
Reception |
Maths |
Using coins in simple transactions |
|
Reception |
Role Play |
Running a shop (buying/selling, pricing items) |
|
Reception |
RSHE |
Understanding sharing, fairness and choice |
|
Reception |
English |
Stories involving money, trade and exchange |
Key Stage 1 (Years 1–2)
|
Year Group |
Subject |
Activity |
|
Year 1 |
Maths and Open Learning |
Using and recognising coins during role play activities. Paying for items in role play shop/cafe and working out change. |
|
Year 1 |
RSHE |
Needs vs wants; saving and spending |
|
Year 1 |
English |
Writing simple shopping lists / role-play dialogue |
|
Year 2 |
Maths |
Giving change (simple calculations) |
|
Year 2 |
Geography |
Where food comes from; basic supply chains |
|
Year 2 |
STEM |
Designing and pricing a simple product |
|
Year 2 |
RSHE |
Introduction to saving and making choices |
Lower Key Stage 2 (Years 3–4)
|
Year Group |
Subject |
Activity |
|
Year 3 |
Geography |
Banana trade; Fairtrade; global farming |
|
Year 3 |
Maths |
Budgeting activities (simple planning) |
|
Year 3 |
English |
Talk about the value of money relating to Charlie and the Chocolate Factory |
|
Year 3 |
Computing |
Data handling (tracking spending/sales) |
|
Year 3 |
MFL |
French role play using play euros ordering and paying for food in a cafe |
|
Year 3 |
History |
Why does Britain attract the Romans/Anglo-Saxons/Vikings, international trade & Sutton Hoo? |
|
Year 4 |
Science |
Electric circuits and cost of electricity |
|
Year 4 |
Maths |
Comparing prices and best value |
|
Year 4 |
STEM |
Designing and costing a product |
|
Year 4 |
Art |
Packaging and branding design |
|
Year 4 |
MFL |
Discussions about countries and currencies. |
|
Year 4 |
History |
Cost of war, price of peace in Wars of Roses & Tudor period as well as trade, how does Henry Vii increase his revenue? |
Upper Key Stage 2 (Years 5–6)
|
Year Group |
Subject |
Activity |
|
Year 5 |
Geography |
Transport planning; factory location and costs |
|
Year 5 |
Science |
Economic role of satellites (communication, GPS) |
|
Year 5 |
Maths |
Budgeting, profit and loss scenarios |
|
Year 5 |
Computing |
Spreadsheet modelling (budgets, costs) |
|
Year 5 |
English |
Diary of a £5 note (a story told from the point of view of the £5). It examines the role money plays - including being charitable with money. |
|
Year 5 |
MFL |
Discussions about countries and currencies. |
|
Year 6 |
Science |
Energy use and rising costs; real-life bills |
|
Year 6 |
Maths |
Financial problem-solving and percentages Lunar Park (budgeting, profit, loss) project. Money, Money, Money project selecting a job then calculating tax, NI etc and then budgeting for food, accommodation, bills etc. |
|
Year 6 |
RSHE |
Saving, debt and financial responsibility |
|
Year 6 |
Computing |
App project (design, make, sell) |
|
Year 6
|
PPE |
Debt of countries and global tariffs |
|
Year 6 |
MFL |
Discussions about countries and currencies. |
|
Year 6 |
English |
Diary of a £5 note (a story told from the point of view of the £5). It examines the role money plays - including being charitable with money. |
Senior School (Years 7–8)
|
Year Group |
Subject |
Activity |
|
Year 7 |
Geography |
Globalisation, trade and sustainability |
|
Year 7 |
Trip |
Visit to the Bank of England |
|
Year 7 |
Maths |
Exchange rates and financial calculations Pricing, increase/discounts/change (fractions and percentages), comparing value for money (eg. 300g at £1.20 vs 800g at £3) |
|
Year 7 |
English |
Speech writing on global inequality |
|
Year 8 |
Geography |
Food miles and sustainable production |
|
Year 8 |
Science |
Energy efficiency and cost (insulation, waste) |
|
Year 8 |
Wellbeing |
Budgeting and financial literacy |
|
Year 8 |
Computing |
Data analysis linked to economic trends |
|
Year 8
|
RSHE |
Budgeting, savings, interest, extortion and financial harm |
|
Year 8 |
Maths |
Pricing, increase/discounts/change (fractions and percentages), comparing value for money (eg. 300g at £1.20 vs 800g at £3) |
Whole School Initiatives
|
Year Group |
Subject |
Activity |
|
All Years |
RSHE / Enrichment |
My Money Week (Summer Term) |
|
All Years |
Assemblies |
Themes: value, work, fairness, global responsibility |
|
All Years |
Charity / House System |
Fundraising, budgeting and decision-making |
|
All Years |
Careers |
Guest speakers (banks, business, entrepreneurship) |
|
All Years
|
MFL |
Currency, shopping and trade conversations Cultural comparisons of cost of living
|
|
All Years
|
Forest School
|
Resource use and sustainability
|
|
All Years
|
Pupil voice committees |
Sustainability – no plastic at Christmas Fair, jumper and costume swaps, reduction in online shopping, reminders to parents |
|
All Years
|
MFL |
General Real-life contexts (shopping, travel, spending)
|
|
All Years |
PE/ Sport |
Looking after equipment - pupils learn to care for equipment and understand that equipment has value and costs money to replace. We can discuss the importance of sharing and looking after resources. |
