Money Management and Grocery Shopping

Organisation piloting the Good Practice

JU Srednja poslovno-komercijalna i trgovačka škola, Sarajevo / Secondary School of Business, Commerce, and Trade.

Country

Bosna i Hercegovina

Description of the good practice

This activity involved teaching students with developmental difficulties and various impairments the basics of money management through a real-world grocery shopping experience. Students learned how to plan a grocery list, budget their spending, identify items in a store, and make payments at the cash register. The activity emphasized practical financial literacy and independence in daily life.

Background

The practice was implemented to address the students’ need for financial independence and familiarity with shopping in a structured environment. Many of the students lacked opportunities to practice handling money, planning expenses, or navigating a grocery store. This activity aimed to build their confidence in managing small budgets, making informed choices, and interacting with store employees.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

1. Planning

  • Define the learning objectives (e.g., counting money, understanding pricing, and interacting with store staff).
  • Create a simple grocery list and assign budgets tailored to the students’ levels of ability.
  • Coordinate with a nearby grocery store to organize the visit. Ensure the environment is supportive and accessible.
  • Brief parents/guardians about the activity and secure consent.

2. Execution

  • Prepare the students beforehand by discussing the activity, practicing counting money, and identifying items on the list.
  • At the grocery store, guide the students through selecting items, comparing prices, and staying within their budget.
  • Help them interact with the cashier, pay for the groceries, and collect their change.
  • Ensure teachers and assistants are available to support students during the process.

3. Evaluation

  • Review the experience with the students to discuss what they learned and how they felt about the activity.
  • Organize a follow-up task where students create their own grocery lists or simulate grocery shopping in class.
  • Gather feedback from parents/guardians and grocery store staff for further improvements.

Target group/s of the practice

Students with developmental difficulties and various impairments.

Number of students involved

10-15 students with developmental difficulties and some sort of impairment.

Benefits, impact on the students and learning outcomes

Benefits

  • Increased confidence in handling money and making purchases.
  • Improved decision-making skills through budgeting and prioritizing needs.
  • Greater independence in navigating everyday tasks.

Impact

  • Students learned to manage small budgets and recognize the value of money.
  • They experienced a sense of accomplishment in completing a real-world shopping task.

Learning outcomes

  • Understanding how to plan and stick to a budget.
  • Familiarity with grocery shopping processes, from finding items to making payments.
  • Enhanced communication and social skills through interactions with store staff.

Suggestions for future users of this good practice

  • Start with small budgets and simple shopping lists to avoid overwhelming the students.
  • Use visual aids, such as pictures or diagrams, to help students identify items and prices.
  • Practice role-playing with fake money and mock shopping setups before the actual visit.
  • Choose a grocery store that is less crowded and has supportive staff.
  • Encourage parents to reinforce the activity at home by involving students in household shopping tasks.

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro

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