This paper presents a first approximation to assigning a set of financial competencies to the syllabus of the three cycles of primary education in Spain.

Financial competences include concepts, skills and attitudes. Their acquisition is conceived transversally and through the design of learning situations. The insertion of financial competences involves two knowledge areas, namely: mathematics and natural, social and cultural environment knowledge. In the third cycle, education on civic and ethical values is also impacted. Our proposal also includes the area of foreign language.

The approach is consistent with both, the framework of Financial competencies for children and young people in the European Union (European Commission and the OECD International Network on Finance Education) and Spanish education regulations, collected in Royal Decree 157/2022 on organization and minimum teaching requirements for Primary Education.

We base our approach on the following steps: i) consolidation of requirements by the aforementioned documents ii) sorting by cycle and knowledge area iii) theoretical justification of our proposal. The complete work consists of five steps, of which only three are developed in the paper.

Keywords: Financial competencies, Primary education.