©2011 Zentris AG – www.kinder-cash.com – adapted by Learn Money

©2011 Zentris AG – www.kinder-cash.com – adapted by Learn Money
Module 1 (20 minutes)
Objective: I trodu e spe d a d do ate
Show the piggy bank:
1.
2.
Show the pupils the piggy bank. Stick the labels spend , donate , save and invest onto the piggy bank. Ask the pupils
to write spend , donate , save and invest i large letters o to o e of the empty sheets of paper provided.
Ask the pupils if they can tell any differences between the piggy bank in your hand (you can pass it around) and other piggy
banks they have seen so far. (Note: the main differences are the 4 compartments and its transparent look)
Introduce
1.
2.
3.
4.
5.
Ask 2-3 pupils whether they have ever spent money. Ask what they spent it on.
Ask whether they know what the terms dis ou t or sales ea . Explain that smart people look out for discounts to
spend less money on things that they want and need. Ask whether they had ever done that, or whether they had ever seen
their parents doing so.
Point to the oval inlet above spe d a d e plai that this is where they can show others what they want to spend their
money on.
Explain that spending is meant for smaller things, such as buying a snack or a magazine.
Give the pupils some time to choose their personal objective for spending and ask them to write or draw it onto their piece
of paper next to the ord spe d .
Introduce
1.
2.
3.
4.
“spend” (point to the “spend“ compartment of the piggy bank)
“donate” (point to the “donate“ compartment of the piggy bank)
Ask the pupil whether they know what donating – or doi g good - means.
Ask the pupil whether they know of other ways of doing good. Engage the pupils in a conversation and give them the
opportunity to tell their stories of donating.
Ask the children
 to what cause they would donate some of their time (i.e. help elderly carry their shopping bags up the stairs)
 what kind of act they would want to perform to delight others (i.e. play an instrument, sing, tell a story)
 to whom they would donate some of their money (i.e. a hildre ’s fu d or a animal shelter)
Provide the children some time to choose their do ate objective, and ask them to write or draw it onto their piece of
paper next to the word spe d .
©2011 Zentris AG – www.kinder-cash.com – adapted by Learn Money
Module 2 (20 minutes)
Objective: Teach pupils to set short- and long-term (savings) goals
Introduce
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduce
1.
2.
3.
4.
5.
6.
7.
8.
“save” (point to the “save“ compartment of the piggy bank)
Ask if they have ever saved money and for what purpose.
Ask them where they keep their savings. Ask which of the pupils have a savings account with a bank.
Explain that short-term savings are for things they will need to or will want to buy within one year, perhaps with a price tag
of less than EUR 300 or your local equivalent (please adjust this amount to your local context).
Choose someone among the group and ask him/her about his/her age and how old he/she will be in a ear’s ti e. No ask
what he/she might eed or ight a t to u i a ear’s ti e.
Ask the whole group to think about this and invite some of the pupils to share their thoughts with the entire group.
Distribute the Template that you have printed beforehand. This is where the pupils will write down their savings goals, so
make sure everybody has something to write with.
Ask the pupils to draw or rite hat it is the a t to sa e for i the o that sa s short-ter goal . Then ask them to
estimate how much that item will cost.
Invite the children to share their savings goal with the rest of the group.
Ask the children to write and/or draw their savings goal o to their pie e of paper e t to the ord sa e .
“invest” (point to the “invest“ compartment of the piggy bank)
Explain that the word i est is used for u i g thi gs that ost a lot a d that ou ill o l eed i
ears fro
o .
Tell the children that you can invest money or time. Explain that celebrity athletes or musicians need to practice for a long
time before they win a top league competition or can release an album. Also explain that if you want to buy expensive
things (let’s sa EUR
a d more, again adjusting to the local context), you will need to save for a long time.
Ask the pupils about their age and how old they will be in 10 years from now.
Ask the pupils to think of a long-term goal that they would be ready to invest in (money or time). Invite some of the pupils
to share their thoughts with the rest of the group.
Now ask the pupils to again look at the Template used during the previous module (make sure everybody still has
something to write with).
Ask the pupils to draw or write their long-term investment goal i to the o that sa s long-ter goal . The ask them to
estimate the ost of their i est e t agai , ost a e either o e or ti e .
Invite the pupils to share their long-term goal with the rest of the group.
Ask the pupils to write their long-term investment goal o to their pie e of paper e t to the ord i est .
©2011 Zentris AG – www.kinder-cash.com – adapted by Learn Money
Module 3 (20 minutes)
Objective: Simulate the realization of the goals that they have set for themselves. For this module, every child needs 10 coins.
1.
2.
3.
4.
5.
6.
7.
8.
Tell the pupils to imagine that every coin is worth EUR 1 or your local equivalent (again, adjusting to the local context or
circumstances).
Tell the pupils to think of their four goals related to spend/donate/save/invest and explain that they now have EUR 10
available that they can use to achieve their goals.
Ask the pupils to stack their coins onto the words spend , donate , save , a d invest written down on their paper. The
children are allowed to determine for themselves how to distribute the 10 coins.
Once all the children have made their payments, ask them to present their choices. Ask them to what goal they have
allocated most of their money/coins. Start with "spend" by asking the children to raise their hand if they have paid the
most there. Count the number of children holding up their hand. Proceed the same way with the other three concepts.
Finally, ask those children to raise their hands, who have distributed their coins fairly equally between the four alternatives.
Present a short analysis of what was the most common choice.
Point out that any choice is fine, as long as pupils use their money/coins for the goals that they have set for themselves.
Invite some children to explain the reasons for their specific distribution.
Wrap up the module by allowing the children to ask any questions they may have.
Module 4 (as time permits)
If possible, hand out some additional copies of the Template, so that the pupils can repeat the exercise at home whenever they
want to re-state their savings and investment goals.
Then tell the pupils your own personal story, being specific about how financial literacy has been an important enabler for your
personal success.
©2011 Zentris AG – www.kinder-cash.com – adapted by Learn Money
About Learn Money
Learn Money is an initiative led by Young Global Leaders (www.younggloballeaders.org) to promote financial literacy. Alarmed by
the ever increasing rate of debt among youth, the Young Global Leaders launched the initiative in 2008 with the aim to prevent such
indebtedness in the future by giving financial and economic topics more prominent roles in school curricula. The initiative brings
together schools, pupils, politicians, scientists, corporations and media in order to raise public awareness on this issue and codevelop solutions. The initiative holds its annual Global Learn Money Day, on which Young Global Leaders teach kids (age 9-14)
around the world about the importance of financial literacy.
©2011 Zentris AG – www.kinder-cash.com – adapted by Learn Money