Schools need evidence of learning — but they don’t need extra burden. Our approach focuses on pupil voice, vocabulary, reasoning and reflection, supported by a light-touch pilot evaluation.
We describe impact in a way that is familiar to school leadership: curriculum intent, implementation and impact — without over-claiming.
What we want pupils to learn
How it is taught
What changes we can observe
Low-stakes methods that support learning rather than testing it to death.
Short prompts, structured discussion
Practical language, used correctly
Simple evidence with minimal marking
What staff can notice in class
A practical way to decide ‘continue / adapt / stop’ using quick inputs from pupils and staff.
Baseline (5 minutes)
Pulse checks (2 minutes)
Review (10–15 minutes)
This is educational content designed to build understanding. It is not financial advice and should never require pupils to disclose personal information.
What we do / don’t do
Avoiding over-claiming
We describe observable changes (e.g., vocabulary use, scenario reasoning, confidence to discuss concepts) rather than making claims about future wealth outcomes.
If you’d like to scrutinise sequencing and delivery, the programme pages provide the overview.
KS1–KS2 (Ages 5–11)
Story-led learning that builds early money language and habits in an inclusive way.
Ages 11–18
Practical decision-making, future costs, inflation intro, saving/investing basics, and value creation.
We can share a simple, school-friendly set of prompts and templates for baseline, pulse checks and review.
