What should represent a country? A Primary School Assembly and Classroom Discussion

Explore the latest Picture News resource here This week’s Picture News poster and big question exploring what should represent a country Children often explore money through play before they fully understand how it works. It might be setting up a shop in the classroom, handing over invisible coins, using toy money or swapping buttons and glass gems as payment. As they grow, money becomes more real - coins in a purse, notes handed over at a shop, or pocket money saved carefully in a jar or piggy bank. And actually more likely these days, not seeing money at all , with the huge increase in contactless payments and Apple Pay through mobile phones. This week’s Picture News story builds on those familiar experiences . The Bank of England has announced that future UK banknotes may feature British wildlife, such as animals or plants, instead of historical figures. This has led to discussion about what appears on banknotes now, what might change in the future, and what people think should be shown. Banknotes in the news: a primary school assembly discussion In assembly, children learn that UK banknotes are designed and issued by the Bank of England, and that the images chosen are used to show what a country wants to celebrate, whether that is important people, culture or aspects of the natural world. They explore what currently appears on UK money, including the British monarch and well-known figures from history, and consider the suggestion that future notes could instead celebrate British wildlife. Examples such as hedgehogs, puffins, barn owls and bluebells help bring this idea to life. This provides a starting point for thinking about what should be shown on banknotes, and how these decisions are made. Assembly resource used to support discussion about the potential changes to UK banknotes Media literacy in primary school assemblies and classroom discussion This story has prompted a range of views , with many people sharing their opinions about the possible change online, which can then filter down to children, making this discussion a useful opportunity to explore media literacy skills. Children can begin to consider the difference between fact and opinion, and how both can appear in news stories. Using the examples in the resource, children are encouraged to look at statements from the story and decide whether they are facts or opinions, explaining their reasoning. This helps them to recognise how information can be presented in different ways. Media literacy resource exploring the difference between fact and opinion The discussion can then extend to thinking about which information feels more trustworthy, whether opinions can change, and why different people may respond to the same story in different ways. Questions to support classroom discussion Teachers might explore questions such as: What should represent a country? Why? What appears on UK banknotes now? What could appear on banknotes in the future? Would you choose people, places, wildlife or something else? Why? Can different people have different opinions about what should be shown? Using current events in primary school assemblies and lessons What should represent a country? Exploring this question encourages children to think about what is shown on something used every day, and how those choices are made. Stories like this help children connect current events with their own ideas, perhaps even encouraging them to consider what they would choose to represent their country and why. The reflection page supports the final part of the assembly, helping to draw together learning and reflection Explore the latest Picture News resource here