OMI028587 Ollie the Owl Teacher Guide Oct 19 VER08...A little bit of money history Today, money is used for all forms of buying and selling. But did you know that money was actually

Talking quids with

OLLIEPrimary School Teacher PackP2 to P7 Class resource

• Stories and challenges• Discussion guides• Budgeting Sheets• Certificate of Achievement Award

Youth Financial Wellbeing

We all realise that financial wellbeing is a core life skill. At Bank of Ireland UK we

want to help play our part in enabling children of all ages to begin to understand

about all things money, so that they can take charge of their own financial future

with confidence.

With this in mind, we have developed ‘Talking Quids with Ollie’, a youth

financial wellbeing programme. The programme follows Ollie the Owl on a

journey of discovery about money.

Split into six easy-to-follow money lessons, each lesson is made up of stories,

activities and interesting facts, so that children have opportunities to discuss,

reflect and learn.

To help children from age 7 develop this important life skill, our programme

pack which can be used throughout the school year, enables them to develop

good money management habits in a fun and practical way.

Please send any comments or suggestions to [email protected]

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Table of contentsLesson 1 Page 6

Lesson 2 Page 16

Lesson 3 Page 24

Lesson 4 Page 30

Lesson 5 Page 40

Lesson 6 page 48

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We suggest you try to make a connection with the lesson by asking students to discuss the story they have just heard.

Information recall – ask students to recall points from the stories.

Word Focus – help students fully understand what these important words mean.

Take a class survey at the end of the lesson – see how much the children understood.

Encourage independent thinking – use the exercises to get students to write down what they would do or how they would behave and why.

Suggestions on how to use these lessons

How to use this guideThere are six easy-to-follow money lessons. With each lesson divided

into stories, activities and interesting facts, children have opportunities to

discuss, refl ect and learn. Student exercises can be photocopied from the

guide for use in the class room. There is a also a class certifi cate included

which can be placed in the classroom when lessons are complete.

1. The Evolution of Money

2. Earning & Income

3. Needs & Wants

4. Spending & Saving

5. Budgeting & Planning

6. Money News

Lessons

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Ollie the Owl Meet Ollie, the wise owl whose goal is to continuously seek out knowledge.

Ollie the Owl is curious about money. Every day Ollie sees people and

businesses use money to buy and sell all sorts of things. So Ollie decided

to investigate what money really is, fi nd out how it’s made, discover some

history about money, explore how people get it and look at how they spend

it. Let’s join Ollie the Owl on a journey to discover more about money.

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Lesson 1

The Evolution of Money

How to use this lesson

• Read the material presented

• Use the prompts to discuss the material with your class

• Encourage children to work in groups

• Allow time for refl ection and discussion

• Use the appropriate class activity at the end of the lesson to support learning

Lesson SummaryMoney is a tool. In fact, it is probably the most universal tool in the world today. It was invented a long time ago.

In this lesson, we will explore the evolution of money over time, how it began and how it changed over the years.

We will also look at different forms of money through time and money across different countries.

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A little bit of money historyToday, money is used for all forms of buying and selling. But did you know that money was actually invented over 2,500 years ago? Until money was invented, things could be a little messy. Back then, people used a system called barter to buy and sell food, cattle and many other items of value. Bartering is swapping one item for another item of equal value. For example, a farmer might swap a pint of milk for a bag of apples. But with all this milk and apples moving about the place, things got complicated. So, some bright spark invented ‘money’ as a way of exchanging milk, apples and lots of other valuable stuff without all the milky, apple-y mess!

The original concept of money was very different to the type of money we are familiar with today. The fi rst known currency was created by King Alyattes in Lydia, now part of Turkey, in 600BC where the fi rst coins featured an image of a lion.

And so, the evolution of money continues. Today, we are starting to see a new type of money called digital or crypto-currency, like Bitcoin, Libra (from Facebook) and many more. Plus, technology today allows us to transport money in ever-changing ways. Instead of notes and coins, many people use credit cards, debit cards or their account details stored on their phones, watches and other ‘wearable technology’ to pay for a vast number of goods and services.

But, despite all of the changes in technology, the concept of money is still largely the same today as it was hundreds of years ago, where the value it represents is still guaranteed by a simple ‘promise’ by our Government. Money will continue to change as you grow up!

Fact – The primary ingredient used to manufacture Sterling notes is not paper, but cotton. This is often a surprise to adults who think they’re made mostly of paper.

The new polymer notes which are made from a thin, fl exible plastic material. will retain the iconic Bushmills image and are cleaner, more durable and contain additional security features.durable and contain additional security features.

Discussion Time

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Money Through Time

11,000 years ago

Early man would barter goods they had a surplus of for ones they lacked.

140 years ago

An electronic leap! Western Union spearheaded the fi rst electronic money with the introduction of money transfers via telegram.

30 years ago

European banks began the fi rst mobile banking services.

2,600 years ago

The fi rst known currency was created by King Alyattes in Lydia.

75 years ago

Invention of the fi rst type of credit card – led by a man named John Biggins and his ‘charge-it’ card.

3,120 years ago

In China, people started using replicas of items cast from bronze to trade goods.

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10 years ago to now

Digital currency was launched. Mobile and smart-phone banking and payments increase in popularity.

770 years ago

The fl orin, a coin minted in Florence, Italy was minted and widely used for trade across Europe. In many ways, it is not dissimilar to the Euro that is used across many European countries today.

It took a long time for paper money to really catch on, with a bank in Sweden fi nally issuing the fi rst bank notes.

360 years ago

20 years ago

Contactless payment cards began to be issued.

730 years ago

Following Marco Polo’s travels, he introduced the concept of paper money to Europe which he had been introduced to in China.

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Class Activity – The Value of StuffStudents can form small groups to discuss the questions below and share their views with the wider class.

Question 1

Do students feel barter was a better way of paying for goods and services than money?

Question 2

If they had no choice but to barter, what they would exchange the following for?

Item Exchanged for

1 litre of milk

A pizza

A new bike

A new pair of runners

Question 3

Ask students to consider what items they have that they would be happy to barter for another item.

Discussion The class can consider some of the items students want to barter and discuss whether or not the barter is of equal and fair value.

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What is foreign exchange?Not everyone uses Sterling as their money.

In Norway, people use the Norwegian Kroner. So, if you travel from Northern Ireland to Norway, you cannot use Sterling to pay for things. However, you can exchange your Sterling for Norwegian Kroner. This is called Foreign Exchange. It’s a bit like barter which we explained earlier. This means that someone from Northern Ireland will have Norwegian money to buy food and pay for buses in Norway but using Norwegian money instead of Sterling.

Foreign exchange is when people convert one currency for another. In the example of someone travelling from Northern Ireland to Norway, they converted their Sterling for Norwegian Kroner. In many cases, they must pay a fee for this money exchange service.

The value of different money can change Different countries use different currencies. Here in Northern Ireland, we use Sterling, in Ireland they use the Euro, in the USA, they use the US Dollar.

If someone were to visit Disneyland in the USA, they would need to buy US Dollars before they travel there, as they do not use Sterling in the USA as currency. The price a US Dollar costs to buy changes every day. This is because the number of people who need dollars changes every day.

So, when people buy US Dollars, they must pay in Sterling and the cost of the Dollar may change from day-to-day. This is also called the Exchange Rate or Foreign Exchange. It’s a little like the price parents pay for petrol or diesel to drive the family car, it goes up and down.

When it comes to money in your pocket, money from some countries is more valuable than money from other countries.

If 1 Norwegian Krone is worth 20 pence, what would 5 Norwegian Kroner be worth in Sterling?

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Class activityWhere is Sterling not used?

19 countries across Europe currently use the Euro as their currency, these are:

Austria, Belgium, Cyprus, Estonia, Finland, France, Germany, Greece, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Portugal, Slovakia, Slovenia, Spain.

Other countries also use the Euro but for this exercise, we are only considering the offi cial countries (others include Vatican City, Monaco, Andorra and San Marino).

Class Challenge• Identify each country listed above on the map

• List all of the countries starting with the letter ‘S’ that use the Euro

• How many countries starting with the letter ‘L’ use the Euro

• The Florin was fi rst developed in which Italian city?

• Pick a selection of countries and fi nd out 5 facts about each country.

Challenge – Identify where Northern Ireland, Norway, and Switzerland are located on the map.

1 Swiss Franc is worth £1. If I want to convert 1 Swiss Franc into Sterling, but must pay 20 pence to exchange it, how much would I receive in Sterling?

A. £1.20 B. £1.00 C. £0.80

Trading Money Across BordersCountries that don’t use Sterling or Euro

While we use Sterling in Northern Ireland, some countries use a different currency. Here are some examples:

Croatia = Croatian Kuna Switzerland = Swiss Franc Norway = Norwegian Krone

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CurrencyDifferent countries have different currencies.

But what is currency? It is the acceptable form of money in that country!

In Northern Ireland Sterling is our currency.£

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Generous Uncle MikeGemma and Amy are twins. Their birthday is just a few weeks away and their Uncle Mike has promised to give them some money if they can show they are good savers. But, to make this interesting, he promises to pay them in the currency of the last two countries he recently visited; Hong Kong and the USA. But first, they have to show how they would save £50 over the next 4 weeks.

Saving Reward on offer:

$30 Hong Kong Dollars $30 US Dollars

Question 1

Which Dollars would you choose? Why?

Question 2

Calculate the value of both the Hong Kong and US Dollars.

Each US Dollar is worth about £0.90 (90 pence) Each Hong Kong Dollar is worth about £0.10 (10 pence)

1. $30 US Dollars = £

2. $30 Hong Kong Dollars = £

Word Focus

Barter – To trade one item for another, with the goal of getting a ‘fair’ trade.

Foreign Exchange – When people convert one currency for another.

Currency – The day-to-day money used in different countries.

Exchange Rate – The amount of Sterling you would receive if you wanted to exchange money from other countries.

Euro – The official currency in many European countries.

Answer 1: £27 (You receive £27 in exchange for $30 US dollars)Answer 2. £3 (You receive £3 in exchange for $30 Hong Kong Dollars)

Digital Currency – Money that exists in digital or electronic form.

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Class Learning Objective Activity

P2 & P3 The meaning of money List off how many Sterling coins & notes there are

P2 & P3 Notes and coins have different value

Ask students to list Sterling coins in order of greatest value to lowest value (hint starting at £2)

P2 & P3 The value of money Ask students to work out the fewest number of coins it would take to buya. 1 litre of Milk costing £1.20b. 1 KG of Sugar £0.85c. 1 lb (454g) of Butter costing £2.45

P4 to P7 Different countries produce money

Ask students to list the name of the money used in the following countries: USA, Japan, China, India

P4 to P7 The meaning of Sterling Various banks in the United Kingdom are permitted to issue banknotes. Can you name them?(The Bank of England issues notes for use in England and Wales. The Bank of Scotland, Royal Bank of Scotland and Clydesdale Bank issue notes for Scotland. Notes in Northern Ireland are issued by Bank of Ireland, First Trust Bank, Danske Bank and Ulster Bank)

P4 to P7 The value of money A visiting tourist from New York arrives in Northern Ireland with US Dollars (and no debit or credit card). In order to pay for a bus from Belfast to Derry/Londonderry, what will the tourist need to do in order to pay for the bus fare?

Additional class activities

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Lesson 2

Earning & Income







Lesson SummaryOllie the Owl found the history of money lesson quite interesting. But what Ollie doesn’t know is where money comes from, or how people get it.

In this lesson, we are going to explore some of the ways people work to earn money. Additionally, we will explore some of the skills people need to work, and types of jobs people do. Plus, we will also examine how people make choices that impact how much they get paid for the work they do.

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Earning MoneyThere are lots of ways you can earn and receive money, here are 5

1. Earning – many people work for an employer and are paid for their work.

2. Self-employed – some people work for themselves. Joiners, plumbers, electricians are examples of people that can be self-employed. They pay themselves.

3. Inventors – sometimes people with great ideas are paid for those ideas (also called inventions).

4. Promotion – famous people like sports stars get paid to say they like items such as clothes, food and cars.

5. Gifts – it is also possible to receive money from not working at all. One example it when people receive gifts, such as money we may receive on special occasions, like on a birthday.

Discussion Time

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Companies pay more for some jobs than others. Why?

• Some jobs are much more diffi cult to do than others. A car mechanic can earn a certain amount of money, but a mechanic that can fi x a space rocket might be very rare and so they could earn more money for the amount of time they work.

• It might take years to train for a job, but once the training is completed, the person might earn much more than before they trained.

• In more cases, people might have a unique skill that many people really like. A great singer, artist, or sports star might earn a lot.

• For many people, the more skills they learn often means they can earn more money when they become adults.

What is Income Tax?Income Tax is money adults pay to the Government from their salary or wages when they earn income.

Tax is like sharing, and it is used for lots of things in the community. Taxes are used to pay for roads, ambulances, doctors, education, and even fi re brigades.

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Laura wanted to be a pilot

When Laura was growing up, she dreamed of being an airline pilot. She simply loved the idea of travelling all over the world to see new places and meet new people.

When she was a secondary school student, Laura got to visit the part of the plane where pilots work; the cockpit. It was amazing. Laura was even more determined to become a pilot.

After studying aviation and training, she became a pilot.

Today, Laura fl ies all over the world doing what she loves. The airline company Laura works for pay her money called a salary. It is a set amount of money each year which she earns for fl ying.

Laura does not keep all of the money she earns. She must give some of it away, this is called Income Tax.

Justin loves ice-cream

Justin always had a fascination with food and how it was made. He especially liked ice-cream. After fi nishing college, Justin worked in a job where he was paid wages, this is income for the work he did each day.

But Justin had a dream. He always wanted to work for himself and to be his own boss, to be self-employed. His ideal job was to be an ice-cream maker. He would make fantastic ice-cream and sell it. One day, he got a chance to start his own business. He took an ice-cream making class and he also learned how to start a business, which included learning how to make and sell his ice cream, understand his customers and make a profi t to pay himself for his work.

Soon, Justin was selling ice-cream all over Northern Ireland. Justin was very different to Laura, who worked as a pilot. Justin worked for himself, Laura worked for an airline company.

Like Laura, Justin also paid tax on the income he earned. Even people that work for themselves must pay income tax. The income tax Justin paid was also used to pay for teachers, nurses and many other services.

Meet Laura & Justin

Question Time• Neither Justin or Laura can keep all of the money they earn. What must they pay?

• What are taxes used for?

• Do people ever work for free?

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Class Activity – What would you like to do when you grow up?Students can form small groups to discuss the questions below and share their views with the wider class, or work individually.

Which of these two options do students find most appealing?

Option 1: I want my dream job when I grow up

“I want be a doctor when I grow up. I want to help people who are sick and I want to help them get better. This is my dream job. I will study really hard to become a doctor”.

Option 2: I want to work for me!

“I want to start my own business and be my own boss. I think this would be great because I have some great ideas and I know people would buy the stuff I would make. Plus, I could go to work when I liked and travel the world.”

Class Activity – Earning Income OptionsWhich of these two options do students find most appealing?

Option 1: Work for a company

1. Earning money – when you work for a company, they are required to pay you regularly.

2. Flexibility – your employer will require you to work to their rules, which means you must be at work during set hours of the day.

3. Change – you can move from one company to other if you like.

Option 2: Work for yourself

1. Earning money – when you work for yourself, you may earn lots of money sometimes and little money other times.

2. Flexibility – when you work for yourself, you can decide when to start work and when you finish work.

3. Change – when you work for yourself, you may do a variety of different jobs in the same day.

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Vet Electrician Doctor Pilot Architect Plumber Dentist Fireman Mechanic

Match that job (Choose the correct word to complete the following sentences)

Steve was having diffi culty walking, his foot was really sore, so he made an appointment with a ____________.

Tom runs a farm. One day, one of his cows got sick. Tom called the ____________.

Fiona’s tooth was a little sore so she called her ____________ to have it looked after.

Joan’s car was making a funny noise. So, she took it to the ____________ to check out what the problem was.

Justin’s electricity was not working, he called the ____________ to check out what the problem was.

Eileen will fl y to London from Belfast, the person fl ying the plane is called a ____________.

Tony is able to design houses, he is an ____________.

Stephen makes sure the water for the house fl ows in the taps, he is a ____________.

John is a ____________, his job is to put out fi res when they happen.

Class Activity – Job ChallengeStudents can work in groups or individually to name all the jobs people have in the following areas. How many jobs can they identify?

Hospital

Film Production Company

School

Bank

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What is my job?(Nurse, Gardener, Car Mechanic, Fireman, Farmer)

What are my tasks?(choose the correct image to match the job)

Watering Fix engines Check temperature

Tend animals and till fi elds

Put out fi res

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Flame Background

Flame Background

What tools do I use?(choose the correct image to match the job)

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P2 & P3 People have jobs that pay money

Thinking about some people students see every day, get them to list the jobs they do (for example lollipop lady, bus driver, shop assistant).

P2 & P3 Children might receive money from allowances or earnings from household tasks

Ask students to identify 5 tasks that students might do at home that might be suitable.

P4 to P7 People are paid for their work in wages or salaries

Explore the difference between a wage and a salary (Hint: a wage is income received for the hours worked. A person that receives a salary is paid a fixed amount regardless of the hours they work).

P4 to P7 People work for employers or for themselves

Identify as many jobs that are either for an employer and self-employed (Tip – some jobs can be both).

P4 to P7 Income from work & non-work

List some other ways people can receive money from non-work (gifts, royalties, etc.).

P4 to P7 People can improve their ability to earn by gaining new skills, knowledge & experiences.

Discuss examples of how learning new skills can improve earning options.


Word Focus

Self-employed – People who work for themselves are self employed

Employee – People who work for someone else or for a company are called employees.

Wages & Salary – money people are paid from working, it is their earnings.

Tax – Money people pay to the government from the money they earn.

Income – Money people receive.

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Lesson 3

Needs & Wants







Lesson SummarySo far, Ollie the Owl has learned that money is a really fl exible and valuable tool. It has been used for thousands of years and many people work really hard to earn it.

In this lesson, Ollie the Owl will learn about the many reasons people choose to use and spend money. In particular, Ollie the Owl is going to learn about the many infl uences that impact our decisions to spend. Ollie will also learn the difference between a NEED and a WANT.

The difference between NEEDS and WANTS is very important.

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We are going to consider needs and wants

Needs are things we must have to survive, like food and clothes.

Wants are things you would like to have but you can manage without, like designer clothes and sweets.

Discussion Time

ActivityList some everyday needs.

List some everyday wants.

Have you ever bought something and regretted buying it later? Why?

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A tale of two friends

Meet Peter

This year, Peter is expecting to receive some money for his birthday. He has done really well at school and his football team has also been winning a lot of games recently.

Peter really likes the new ads he sees on TV, online and in magazines with some of his favourite sport stars. The ad is promoting a new jersey which has just been released. Peter knows his friends like the new ads too. When his hero is wearing the latest football kit, Peter wants it right now.

Peter might not know that the sports company selling the new jersey is paying Peter’s favourite sports star a lot of money to wear the latest jersey. They are doing this because they know that if people see celebrities and stars in ads, it can influence people to buy those items.

Peter doesn’t need the latest jersey, but the advertisements have convinced him otherwise.

Meet Keith

Keith lives next door to Peter. He and Peter have been best friends for years. Keith is not especially good at sports, but he does okay in class.

Keith is really into fashion and likes to look well. In many ways, Keith and Peter are very much alike, they hang out and both of them really like to wear the latest fashion.

When it comes to money, Keith knows how difficult it is to save. There is so much temptation to spend. He also understands that most celebrities are paid to say they like stuff. They do this to get people like he and Peter to spend their money on items like clothes, mobile phones and sports kit.

Keith tries to think before he buys. When he NEEDS a new pair of shoes, he searches for the best deals and only buys when he finds the best value for money.

When Keith sees something that he likes, he asks himself if he really needs it or just wants it. Last week, he saw a new jacket he wants to buy. His first impulse was to buy the jacket but stopped himself and eventually decided that he didn’t need it.

Keith likes to have his own money... he’s happy with that. Last month, a new laptop that he really needed went on a 1- day sale. Keith bought it for half price and saved over £300.

If Keith had always spent all of his money on stuff he wanted but didn’t really need, he would not have been able to buy his laptop for such a great price. So for Keith, patience paid off big time!

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Did you know ?Celebrities are paid to say that they like a product. This includes wearing a particular brand of shoes, eating a particular type of food or drinking a particular brand of water or soft drink.

Companies spend time creating really nice ads for social media, TV and magazines that make their products look really exciting. But sometimes, you can fi nd a similar product from another company at a better price.

Shops use a variety of sounds, colours and even smell to encourage you to purchase more items in their shops.

Companies conduct research into how people think and feel about their products and then use this information to help them to encourage people to visit their shop or website.

Question Time• Considering the stories of Peter and Keith, is there a time you may have purchased an item

you may not have needed and regretted later? Discuss.

• Hands Up! Who do you identify with more, Peter or Keith?

Peter – “It’s important to sometimes spend a lot of money to fi t in and to look well.”

Keith – “Fitting in and looking well are important, but not at the cost of having no money for other important things.”

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Discussion Time1. Name a celebrity / sports star you admire.

2. Would you buy something because that is what your favourite celebrity / sports star likes? Why?

3. Name some recent ads you have seen and say what you think of them.

Class Activity – £100 ChallengeIf you were given £100 today, what would you do with it?

SAVE all of it, SPEND all of it, SAVE some and SPEND some of it?

List where you would save the £100:

List what you would spend it on:

SAVE:

SPEND on (please list):

£

NEED or WANT Below is a list of items we want you to identify as a NEED or a WANT. Please work your way through the list and indicate if you feel it is a NEED or a WANT.

Tip – every time you think about spending money, ask yourself if it’s for a NEED or a WANT

NEED

WANT

Air Puppy Water Housing Toothpaste Posh Car Food

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P2 & P3 Needs are essential items in life

Ask children to list 5 important things they and adults need. (Hint: water, food).

P2 & P3 Wants are nice to have Ask children to list 3 things they would like to have now. (Hint: the same shoes their favourite celebrity likes).

P4 to P7 Make children aware of advertising infl uence

Ask children to discuss if they have really wanted something after they had seen an advertisement for it.

P4 to P7 Make children aware of celebrity infl uence

Ask children to discuss if they have really wanted something after they had seen a famous celebrity or sports star using it.

P4 to P7 Advertising impact on money

Ask children if they would spend all of their money to dress like a favourite sports star or other celebrity if this meant having little money for other things later. Get reasons why.


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Lesson 4

Spending & Saving







Lesson SummaryOllie the Owl now understands a little better where money comes from and the many ways to spend it. In this lesson we are going to examine in detail ways people actually create a plan to save and spend their money.

Planning helps people make choices about how to use their money. Saving means choosing not to spend all of your money today in order to have some for the future.

Ollie will also examine some of the choices people make when it comes to saving and spending and some of the handy tools to help along the way.

Finally, Ollie will examine how different people manage their own money and consider what you might do with yours.

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Discussion Time

Meet John

This year, John received some cash gifts from several of his aunts and uncles. They wanted him to pick something he would like for his birthday. In total, John received over £200.

Of all of the things that he had thought about spending money on, many were now an option. So, he set about his spending plans and drew up a list of items that he wanted to get right away. Some of the items could be purchased in a shop, while he could get others online, with the help of his parents.

His shopping list included trainers, games and a new bike. There was also a jacket that he liked, one of his favourite celebrities wore something similar.

Within a week, John had succeeded in buying most of the items on his list. He had to do without the bike that he wanted, as the jacket cost more than he expected. That said, John spent his full £200.

The following week, when his friends asked if he would be interested in going on a weekend camping trip, John had to decline, as he had no more money. The cost of the trip was £45. Thinking back, John realised that if he had chosen to save some of the money he received, he could have gone with his friends.

Meet Karen

Karen lives around the corner from John and while they are not friends, she sees him around a lot. Recently, she noticed he was wearing a new jacket and trainers.

Similar to John, she too has generous aunts and uncles.

Her birthday was a few weeks before John’s and much like John, she received cards and gifts of cash, £150 in total.

Karen also likes to spend, but she prefers to shop around for the best value. She is not afraid to wait for sales and other ‘price-drop’ events at her favourite shops. Plus, she learned that by keeping a little money saved for future events, it gives her more options to do things that she would have to miss out on if she spent all her money in one go.

For example, of the £150 she received from her aunts and uncles, she spent £50 and saved £100. And, when her friends called to see if she wanted to join them at the movies, she knew she could say yes, since she had some money saved.

But the best of all was when she found out that her favourite top was marked down from £30 to £10. Well, that was the real winner for Karen! In this case, her patience resulted in a £20 saving for the top that she had her eye on for a while.

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Discussion Time While John and Karen received similar amounts of money for their birthday, each had a very different approach to using it. John was really excited and rushed out to buy the things he had been wanting to have for a long time. Karen was more patient. While she also had things she wanted to buy, she was willing to wait to see if she could get the best value.

If you received a sum of money who would you be more like and why?

• John

• Karen

• A bit of both

£200 Question – group discussionAsk the class to break into groups of 4 – 6 children to discuss what they would do if the class was awarded a budget of £200. They can chose to spend it all on something now that they think the class needs this month. They can keep it all for something later in the year or they can chose to spend some and save some.

In this group exercise, get the children to get the majority view if they would:

A. Spend it all

B. Save it all

C. Spend some and save some

D. If C. list how much of the £200 would they save

£200 Question – How did your group choose?SAVE – Yes, our group voted to save all of it: £

SPEND – Yes, our group voted to spend it all: £

BOTH – Yes, our group voted to save some & spend some: £

In this case, list how much you would save and how much you would spend:

Amount to save: £ Amount to spend: £

List items purchased:

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A family tripWithin their groups ask the children to plan a trip in Northern Ireland for a family with two adults and two children aged 8 and 10 years old. There are lots of things to spend the money on and the children need to decide what they will purchase.

Allow the children to plan their trip without a budget and then to plan the trip again if they have a budget of £400. This will allow them to compare costs of different items.

Ask them to draw a check mark beside their choice.

Transport

Public transit (train / bus) £120

Car £60

Food

Supermarket A shop £80

Supermarket B shop £55

Restaurants and takeaways £150

Half supermarket shop and some takeaway £100

Accommodation

Stay with relatives Free

Hotel with no pool £200

Hotel with pool £250

Activities

Rent bikes £40

Rock climbing £50

Cinema £30

Scenic walk Free

33

Your Money. Your Choice.

Below are some everyday spending options. It can be tempting to want to buy what our favourite star wears. So, what would you do? Mark the item that works best for you.

At the end of this exercise, add up how much you spent.

Challenge – You are given £200 to spend as you please on some new clothes. There are no restrictions on what you do. You can buy the latest styles and gadgets or head for the bargain aisles.

Class Activity - Dress me upSpend or Save Time!

OR

OR

OR

a

a

a

b

b

b

a b

Total Spent £

a

b £150

£45

a

b £60

£25

a

b £110

£40

++

+

=

34

Meet Kevin

“Hey, I think I lost some money”

Kevin was convinced he had lost some money. How else could £50 disappear so quickly? After just a few hours with his friends, all he could fish out of his pockets was £3.50. The first thing Kevin did was to go through all of his pockets. Nothing there but a snack wrapper, a used bus ticket, and an empty crisp bag (cheese & onion).

Next, he checked his backpack, maybe somehow he might find £20. But he was all out of luck there too! He did find a receipt for the local cinema, the movie was great. Oh, and there was a receipt from the local takeaway... and, yes, there was a 10% off voucher for ice-cream, he might have purchased some at the cinema. Finally, Kevin did find a sweet packet, it seems he might have bought some at the cinema also. And, come to think of it, he did buy a drink... and one for each of his friends too.

Maybe he didn’t lose all of the money he couldn’t account for, but he couldn’t have spent all of it except for £3.50, could he?

That’s exactly what happened, this is the breakdown: Bus fares £7, movie £10, takeaway and snacks (for him and his friends) £15.50, top-up credit £10, ice-cream after movie £2.50, soft drink £1.50. Total cost = £46.50. Kevin didn’t lose any money, he got carried away, and simply spent it. Maybe next time he’ll consider budgeting a little better.

Meet Laura

Laura used to spend like Kevin. She would sometimes be convinced that she lost money, or that she received the wrong change, or that she was overcharged at the cinema. But more often than not, her money problems were the result of poor money habits; she simply didn’t think about how she spent.

Laura turned her spending habits around by developing a plan that had a few simple parts.

1. She looked at the price of what she would buy.

2. She calculated if she could afford to buy it with the money she carried with her.

3. She always asked for a receipt.

4. She checked to see that the price she was charged was the price advertised.

5. She also checked her change to make sure she received back the correct amount.

You see, Laura realised how easy it was to spend and how difficult it was to save money so she just needed to keep a closer eye on it. And to do this, she simply planned a little better. It’s called budgeting, which is a lot like a roadmap for money.

For Laura, it really wasn’t a lot of extra work, just a question of getting into the habit, like brushing her teeth. The more she planned and budgeted, the easier it got. Thanks to budgeting, Laura also managed to have a little extra money for when she really needed it!

35

Hands Up! Who do you identify with more, Kevin or Laura?

Kevin – Spending is fun.Laura – Budgeting requires effort, but can be worth it.

Were you paying attention?

1. List 4 items that Kevin purchased?

2. For each item, how much did Kevin pay?

3. What ways could Kevin save?

Tell us your story

Have you ever spent more money than you remembered?

Do you think it is a good idea to save money? Tell us why?

36

Question Time

“I really want to get a new games console, but it is expensive. Should I ask my family for a loan?”

It all depends on the cost of the console, how much money you might be able to save by yourself and most important, if you do ask for a loan, what might they ask for in return (housework?). Before you decide to borrow, why don’t you explore whether or not you might be able to buy the console on your own.

The best thing you can do is follow these easy steps:

1. Add up all the money you have now (if you have none, that’s okay).

2. Add up any money you expect to receive (gifts, jobs and pocket money) in the next six months.

3. Next, track and record how much you spend each day or week (use the budget planner included in this guide).

4. Work out if you spend all of your money or if you have some left over that you might be able to save.

5. If you want to buy that console, consider some items you could stop spending on. This will allow you to save.

6. Ask a parent or teacher to work out how long it will take to save for the console.

7. Start your plan and stick to your savings goal.

8. Don’t forget to shop around for the best offer on the console.

Ollie the Owl’s budgeting worksheetA beginners budgeting worksheet to track money coming in and money going out!

Money in (income)

Pocket money £

Jobs £

Gifts £

Savings £

Other £

Other £

Other £

TOTAL £

Money out (expenses)

Hobbies £

Clothes £

Entertainment £

Food and drinks £

Other £

Other £

Other £

TOTAL £

Subtract the total EXPENSES from total INCOME to see if you spend less than you receive.

37

Are you a now or later person?

I want it now!

If it’s my money, I should be able to spend it when and where I want to. I mean, that is what money is for… to spend it, right?

I don’t mind waiting!

I don’t mind saving as I know I will have the money to buy the items I really need when the time comes.

Reflection Time

List the top 4 items you would like to have now?

How much does each item cost?

ItemCost

£ Don’t know

£

£

£

£

5 Reasons to Spend Wisely, Plan Smartly and Save!

1. Planning helps people make choices about how they use their money.

2. Saving means choosing to put some money aside for future goals and emergencies.

3. Peer pressure, advertisers and celebrities sometimes tempt people to spend more money so they look stylish or ‘fit in’.

4. A spending and saving plan is a guide to help people balance money coming in (income) (earnings, gifts) and money going out (expenses). This is also referred to as a budget.

5. Planning helps people make choices about how they use their money. This can include shopping around for the best price and deciding to set a spending limit the next time you visit a shop or go to the cinema.

38

Class Learning Objective

Activity

P2 & P3 Taking time to save can be good

Discuss ways money can be saved and how that money can be used (Hint: in a piggy-bank, in a bank, in a post office)

P2 & P3 With patience, money grows

Have children collect all 1p and 2p, 5p, 10p and 20p coins and do this until they get to £1, £2 and even £5 and discuss how they will use the money.

P4 to P7 Tracking money spend is important

Ask children to develop a simple way to track spending – either at a personal level or household (Hint: collect all receipts and keep in envelope).

P4 to P7 Money is precious & limited

Create a system to track money spent.

P4 to P7 Details of spending is powerful as it can help us make better spending decisions

Collect shopping receipts for 1 week and calculate how much was spent on bread, milk and cereal (Hint: ask how much would be spent in 1 month / 1 year).

Now ask children to track how much they think they spend on items and if they think they could get better value elsewhere.


Word Focus

Saving – Money you chose to put aside to spend on something in the future.

LOAN – When you borrow something that belongs to someone else. You must return it. Adults can borrow money, but when they repay it, they must also pay interest which is a cost of borrowing the money.

Planning – Helps people make choices about how they spend their time or money.

Spending – When you give money to pay for products or services.

39

Lesson 5

Budgeting & Planning







Lesson SummarySo far, Ollie the Owl has discovered a lot about the history of money, how people earn it and some of the temptations to spend it. Ollie has also learned how different people can have a different approach to saving and spending; some people are good at spending, while others are really good at resisting the urge to spend all of their money at once and save for later.

In this lesson we will examine how people budget. Budgeting allows people to plan their money over time. Ollie has realised that while it can be diffi cult to earn money, it is just too easy to spend it, so budgeting is a smart way for people to manage their money for the times they really need it.

40

Discussion Time

5 interesting facts about budgets1. The origin of the word BUDGET is based on the Latin word

‘bulga’, which means little pouch or knapsack.

2. The word budget is sometimes thought to have its origins in Celtic or Old Irish where the word ‘bolg’ means bag.

3. In medieval times, budgets were little more than a very large room where royalty stored items of value such as gold and other precious metals and items of great value.

4. A budget is a record of how you manage your money (how much you earn or receive and how much you spend or save).

5. Budgets are used by Governments, companies, schools, sports clubs and even families to keep track of their money.

To budget Peter almost always has enough money to go to movies and to spend on things he likes. How does he do it?

Simply put, Peter budgets his money. It’s a habit he developed over time as he quickly learned that the number of days he received money was a lot less than the number of days he could actually spend it.

Peter worked out the days he absolutely needed to have money, and the number one priority for Peter was movies. So, he set up his movie fund where he could afford his favourite movies...and popcorn!

In fact, what Peter does in his own way is very similar to what families, Governments, sports clubs, and many more places do to manage their money. It’s called budgeting and it is a really effective way to spread money over time to ensure funds are available for when they’re needed. And, as Peter knows, if he spent all his money without budgeting, there would be little available for when he needed it most.

or not to budget“I live for today!”

Some people, including adults, really live for the moment.

For some people, budgeting might seem a little too serious when people should be having fun. It’s hard to argue against enjoying life every day.

The real trick with budgeting is taking the time to keep an eye on what money is received income (from gifts and also some odd jobs) and matching it against how much is spent. A really simple trick to tracking spending is by simply asking for a receipt every time you spend money and then, at the end of the week or month, simply adding up all of the receipts and matching it against your income. If you notice you are spending too much too quickly, at least you will know it and can take some steps to make changes that help you save better.

41

Discussion TimeWe explored two different cases of budgeting. In the first, there was a lot of detail on how one person planned their money to ensure they always had enough for the events that mattered greatly to them. In the other case, we briefly explored what can be a common reaction to those that don’t have a money management plan.

Do you think it is important to budget money for the future?

Yes No

Tell us the reason for your answer. Annabel’s Fashion Centre

Item AmountT-shirt (Black) £16.95T-shirt (White) £16.95T-shirt (Blue) £16.95Jeans £39.95Jacket £45.99Top (Hoodie / Blue) £26.95

Total Sterling £163.74Cash Payment

Sept. 15, 2019

Toppins Pizza

Item AmountMedium Pizza £12.00Large Drink £2.50


Sept. 15, 2019

Star Wave Electronics

Item AmountPink Phone Case £8.00White Phone Case £10.00


Sept. 15, 2019

Flash Cosmetics Ltd.

Item AmountGlitter Nail £6.00Nail Kit (Paint) £6.00False Nail £6.00


Sept. 15, 2019

Wise Advice from Ollie the Owl

“Always ask for a receipt when you spend your money. Getting a receipt is your right and receipts are a great way of tracking how you spend your money.”

Money Detective

• Sheena spent almost all of her money. True or false?

• What shop did Sheena spend most of her money in?

• How much did Sheena spend on jeans?

• At the end of the day, how much did Sheena have left over from her £300?

• Do you think Sheena is a smart shopper? Yes No (Explain your answer and use an extra sheet of paper if you want to)

• Sheena wants to save £100 for new headphones. How could she do this? (Explain your answer and use extra paper if you need to)

Sheena’s parents and grandparents gave her £300 for her birthday. She was told she could use the money as she liked (normally, her parents insist she save most of her money). So, Sheena went on a spending spree. Following are all the receipts from Sheena’s day of spending. Look at the receipts, check her spending and see if you can answer the following questions on how Sheena spent her cash.

Class Activity – Eye on Spending

42

How to set and achieve a personal savings goalStep 1 – setting a money goal. The most important things you need to consider when setting your money goals is TIME and SAVINGS. If you have a goal to save £240, fi rst, you need to calculate how long you will take to reach this goal. If the goal is to save £ 240 in 12 months, this means that on average, you must save £20 every month to reach your goal.

Step 2 – you require income and knowledge. Without the income, you will not be able to reach the goal, but remember Lesson 3, you could explore whether or not you might be able to work or assist around your home to earn a little money. On the matter of knowledge, you will need to know how you spend money on a regular basis. Budgeting and tracking your spending will inform you on this. Tip – get a receipt each time you spend.

Step 3 – you will need to be patient and believe you can reach your savings goal. Remember the points we made in Lesson 2 on Needs & Wants. There can be many temptations on you to spend. Sometimes savings goals can appear too diffi cult at fi rst, but if the goal is really important then you will be thankful when you stay the course and achieve it!

Tips1. Identify your savings goal

2. Identify all of the money you receive each week or month

3. Identify how much you spend each week or month

4. Identify how much you can save each week or month

5. Be determined to reach your goal

6. If things go wrong, adapt. Change your timeline or goal, but never give up!

NB - Use the budgeting and planning tool with this guide.

43

Reflection TimeList 4 things you would like to buy today?

For each item, how much does it cost?

Planning TimeOf the 4 items listed, would you categorise it as a NEED or a WANT?

Of the 4 items, would you have enough money to buy it immediately or would you have to save up? If you would have to save,how long do you think it would take you?

Money received Money spent Balance

Monday £ £ £

Tuesday £ £ £

Wednesday £ £ £

Thursday £ £ £

Friday £ £ £

Saturday £ £ £

Sunday £ £ £ Wee

k 1

Ollie the Owl’s Savings Goal Planner

How to use this planner

Simply start by tracking how much money you receive (money in). This can include money you receive from parents, family, birthdays, special occasions.

Next, record how much money you spend (money out). If you spend more than you receive, you won’t reach your money goal. If you spend less, you are heading in the right direction and you are in a good place to reach your money goal.

Finally, set your money goal, put your plan in action and stick to it!

Use this along with the Income & Spending Planner.

Ollie the Owl’s Daily Budgeting Calendar

44


Monday £ £ £

Tuesday £ £ £

Wednesday £ £ £

Thursday £ £ £

Friday £ £ £

Saturday £ £ £

Sunday £ £ £ Wee

k 2


Monday £ £ £

Tuesday £ £ £

Wednesday £ £ £

Thursday £ £ £

Friday £ £ £

Saturday £ £ £

Sunday £ £ £ Wee

k 3

45

Ollie the Owl’s Saving Goal Planner

Amount to SAVE Time to Reach Goal Save per

€ Days Weeks Days Weeks

Save Goal Actual Saved Total Saved

Week 1 £ £ £

Week 2 £ £ £

Week 3 £ £ £

Week 4 £ £ £

Week 5 £ £ £

Week 6 £ £ £

Week 7 £ £ £

Week 8 £ £ £

Week 9 £ £ £

Week 10 £ £ £

Week 11 £ £ £

Week 12 £ £ £

Week 13 £ £ £

Week 14 £ £ £

Goal Amount saved Time to reach goal

£ £ Days Weeks

46

Word Focus

Budget – a useful tool for managing money.

Receipt – a record that money has been paid. It can be printed on paper or provided electronically.


P2 & P3 It is important to plan

John needs to take the bus. The journey costs £1. How many coin combinations can John use to pay for the journey (list a minimum of 5).

P2 & P3 Plans help you succeed

It will take John 1 hour to get to his destination. If John needs to get there by 12 noon, what is the latest John should set off on the journey to get there?

P2 & P3 It is important to plan for the unexpected

List 5 reasons why John might not get to his destination on time.

P4 to P7 It is important to plan

Alison earns £20 per week and likes to spend, but she needs to save £300 for a school trip in 12 months’ time. What are the options Alison has to meet the £300 goal?

P4 to P7 Plans help people succeed

Alison realised that the school trip is sooner than expected and takes place in 6 months’ time, what is the most Alison can spend per week if she is to reach her goal starting today.


SummaryBudgeting is a really useful way of managing your money. If you wish to have money for times that are really important to you, one way of doing this is by saving.

The trick to budgeting is using the right tools and being patient. You can be really smart when you exercise your right to get a receipt every time you spend money in a shop or online. Receipts are a great way to keep a record that you paid for the item you purchased, and also a really handy way to track your spending too!

It is also good to remember that when you have money, there will be many temptations to spend it.

Remember, use your money for the things that really matter to you. Set your goal and if you are really determined, you will reach it!

47

Lesson 6

Money News







Lesson SummarySince Ollie the Owl has explored so many important points, the concept of money is now a lot clearer.

Today, there are new ways we use money, but central to most of the new technologies, including cashless payments, is they are all backed by our money – Sterling. We’ll examine how we might use some of the more popular technologies and the impact of doing so. For example, while we may not actually carry Sterling notes and coins to pay for goods and services, we are still using Sterling to make those payments. How we do this can have an impact on our savings and budgeting habits.

We will also explore the development and rise of new digital currencies, such as Bitcoin, Eurethrum and Litecoin. These currencies represent a new kind of money, which is not backed or guaranteed by our Government.

48

Discussion TimeEvin likes cashless

Evin really likes new ideas. And he was excited to read how much easier it is becoming across Northern Ireland to manage his money without using cash. It’s something that is called ‘cashless’. For Evin, it means being able to leave home in the morning and travel to and from his destination without using any Sterling notes or coins. Plus, it also allows him to visit shops and pay for his purchases without having to fi ddle around for money or loose change.

Recently, to put the ‘cashless’ world to the test, Evin travelled from Londonderry/Derry to Belfast. He chose to travel by train.

Using his ‘contactless’ debit card, Evin was able to pay for the train ticket and purchase a snack and hot drink during his journey – all without using any Sterling notes or coins. Plus, at his destination, he needed to use a taxi, which he was able to pay for using a taxi app. And fi nally, on his trip back home, Evin purchased a meal using only his debit card, which allowed him to pay using its contactless feature.

Cathy loves cash

Cathy is pretty good with money. She has a generous aunt, who is also her godmother, so she sometimes gives Cathy a £20 note. She is also generous to Cathy on her birthday.

Cathy is a good saver.

But what Cathy likes most of all is cash. While she also has a contactless debit card like Evin, Cathy much prefers to pay for the things she needs and wants with cash.

Cathy feels that she spends less money when she pays with cash than when using her contactless card. She is confi dent she will think a little more about her purchases each time she makes one.

On one occasion, when she was about to buy a new pair of shoes, Cathy was forced to search for an extra £10 in her handbag. The shoes cost £60 and she could only locate £50. After some searching, Cathy found the other £10. But while she was searching for it, she thought, “do I really need these shoes?” and “hmmm, maybe not today”.

Class ActivityWhat do you think?

Is Cathy right? Is cash better? Why?

Is Evin right? Is cashless better? Why?

Do you think there is benefi ts to each option? What are they?

Reflection TimeWhat does cashless payments mean to you?

Which do you prefer, cashless or cash?

Provide a reason for your answer.

49

3 Ways Northern Ireland is Going Cashless

Most companies pay their employees by a system called ‘electronic transfer’, which means that no cash is actually used to pay them.

Earning1

More and more people use online banking to check their balance and make payments.

Banking3

More and more shops accept payments from their customers using ‘contactless’ payments.

Shops2

50

The shift from cash to cashless

From beads to bytes – the changing face of money through the ages.

Glass beads were once considered so valuable that they were regularly used as currency between the 16th and 20th centuries. In fact, it is often claimed that Dutch settlers purchased Manhattan in New York, USA for a few dollars’ worth of glass beads.

Today, a new currency called Bitcoin is attempting to replace Sterling, Euros and Dollars as a new form of world currency. However, they are not supported or backed by the Government.

So, the lesson is that the concept of money is always changing. Who knows? Perhaps one day, rainwater will be a really valuable currency, and this will make Northern Ireland a very rich place indeed!

It might be cashless, but you still need real money to make it work

Even with all this talk of cashless payments and digital money, the truth is that real money is not going to disappear any time soon. Take two people in a shop, each buying a loaf of bread. If one pays using a debit card (cashless) and the other uses cash, both will still need to have enough money in their wallet or their bank account to make the payment for the bread happen. You see, how we pay for goods may change over time, but how we get money will mostly stay the same – we have to earn it!

Bitcoin – Digital Money

What would you do if you got a birthday gift of 1 Bitcoin? “Uh, what is Bitcoin?”, I hear you ask. Well, it’s Digital Currency.

Bitcoin was invented in 2009. Unlike everyday money, like a £1 coin, which is manufactured by the Royal Mint, Bitcoin is ‘manufactured’ or ‘mined’ using really powerful computers and complicated maths. But, while Sterling is backed by a promise issued by our Government, new money like Bitcoin, Litecoin, Ethereum, Zcash, Dash and Ripple are developed and managed by organisations. So, what you have to keep in mind is whether or not people prefer to trust money from our Government, Sterling, or ones from a mysterious group of people, like Bitcoin.

Supports

51

List 5 places where you can pay using a cashless method (card, phone etc).

List 5 places where you may not be able to use cashless and may need real money.

Activity Time

Question timeIf I never carry cash and only pay using cashless or contactless payments, how can I really manage my money? How will I know how much I spent? How can I really save for the things I need?

Going cashless does make paying for lots of things easier in shops and also online.

The first ‘electronic’ money started in the mid-1800s in the USA when a company called Western Union introduced transfer of money via telegram. Cashless makes it simpler to transport the value of money without having to use lots of trucks to move it all around.

The real trick to managing your money, regardless of whether you pay using cash or choosing cashless is to actually get receipts, keep a log of your spending, budgeting and questioning whether you really need to buy an item or just want it. Then you also need to plan and save along the way. If you do this, you’ll have a much better chance of having the money you need when you really need it. for when the time comes.

Summary1. Cashless is still Sterling. Despite the fact that you may not actually

be required to carry Sterling notes and coins to pay for goods and services, the money that backs cashless payments is still our currency, Sterling.

2. Sterling. The Bank of England and 7 commercial banks are authorised to issue Sterling bank notes in the UK. All notes are fully backed by the issuing bank to ensure maximum protection for consumers. The Bank of England are responsible for regulating the issuance of banknotes.

3. New types of money. New digital money such as Bitcoin is not Sterling, so the value of those new types of currency are not protected or managed by our Government.

4. Keeping records. When you spend money, regardless of how you pay (cash or cashless), it is still very important to keep a record and to manage your spending if you want to set and achieve a money goal.

52

1 Money – In centuries past, the value of money was often directly linked to an item of value. Gold and silver were popular options. Today, the value of money is linked to a promise, where Governments back the value of the money.

2 Earning – There are many ways people can work to earn money.

3 Self-employed – Some people choose to work for themselves instead of working for others to earn money.

4 Gifts – In addition to working for income, people can also receive money as gifts.

5 Needs – These are items that are very diffi cult to live without, like water, a home and clothes.

6 Wants – These are items that one can live without, like expensive trainers, luxury cars and expensive clothing that a celebrity may be promoting.

7 Advertising and promotion – Sometimes we may WANT something after we see it on a TV advertisement featuring a well-known celebrity or our favourite sporting star. But we should ask if we really NEED it.

8 Tax – This is money we pay from income. It is used to pay for a vast range of public services.

9 Saving – This is the process of not spending all of your money at once, so that you have a little on hand for special events in the future.

10 Budgeting – This is the process of managing your money over time to ensure you do not spend more than you receive.

11 Receipts – Getting receipts is a great way of tracking how much you spend and can be really useful if you have a money goal.

12 Cashless – More and more people are making payments using cashless options in shops and other retailers. But cashless is still Sterling.

The 12 most important lessons Ollie learned

The 12 most important lessons Ollie learned

CONGRATULATIONS YOUR CLASS HAS COM

PLETED

The Ollie the Owl’s Financial W

ellbeing Challenge

Bank of Ireland UK is a trading name of Bank of Ireland (UK) plc.

Registered in England & Wales (No. 7022885), Bow

Bells House, 1 Bread Street, London, EC4M 9BE.

Thank you for using this financial wellbeing resource pack. We welcome your feedback, so please feel free to share your thoughts with [email protected]

While every reasonable effort is made in preparing this guide, we do not accept any liability whatsoever for any errors, omissions, reliance on, or use of the information in this guide. To the extent permitted by law, Bank of Ireland accept no responsibility for any loss or damage claimed to arise from reliance on, or action taken, as a result of any information contained in, or accessed through this guide, whether such information is provided by us or by a third party. The content and views expressed in this guide are general in nature and the information can change from time to time. You are advised to verify any information on which you will rely. We sometimes refer or link to external organisations or sites over which Bank of Ireland has no control and accepts no responsibility. Any such references or links are provided for convenience only and are not an endorsement of the contents of those websites or those organisations.

Bank of Ireland UK is a trading name of Bank of Ireland (UK) plc. Registered in England & Wales (No. 7022885), Bow Bells House, 1 Bread Street, London, EC4M 9BE.

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OMI028587 Ollie the Owl Teacher Guide Oct 19 VER08...A little bit of money history Today, money is used for all forms of buying and selling. But did you know that money was actually