Unit Title: In, Out and Beyond

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3 Unit Title: In, Out and Beyond Sub Theme: What s Out There Thinking Skills and Personal Capabilities: Managing Information Curriculum Objective: To develop the young person as a contributor to society Key Elements: Personal understanding, mutual understanding, moral character, citizenship, personal health, cultural understanding Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, community spirit, flexibility, respect, tolerance Learning Experiences: Linked to other curriculum areas, relevant and enjoyable, media-rich, skills-integrated, active and hands on The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the Northern Ireland Curriculum s key elements and Statements of Minimum Requirement. Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills. The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes. 1 In, Out and Beyond Thematic Unit What s Out There

4 2 Statements of Minimum Requirement These are the Statements of Minimum Requirement that are addressed in this unit: Employability Work in the Local and Global Economy Describe different types of work and investigate the range of employment in the local area Local and Global Citizenship Democracy and Active Participation Investigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community Employability Work in the Local and Global Economy Investigate how work organisations contribute to the community Local and Global Citizenship Equality and Social Justice Investigate how and why some people may experience inequality/ social exclusion on the basis of their material circumstances in local and global contexts Personal Development Personal Health Develop strategies to promote personal safety Personal Development Self-awareness Explore and express a sense of self Personal Development Personal Health Develop preventative strategies in relation to accidents in the home, school and on the road Local and Global Citizenship Democracy and Active Participation Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation In, Out and Beyond Thematic Unit What s Out There

5 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities Where do I go to school?... develop an awareness of their local area. Discuss your school together, asking the learners how they would describe it. Give them a copy of Resource 1 to draw a picture or paste in a photograph of the school and record the school address. Communicate with a sense of audience and purpose Resource 1: My School Carry out an investigation together to find out some facts about the school, including the types of transport that the learners use to get there and a brief description of the surrounding area (for example There are some houses, a post office and a park ). To complete the report, the learners can award their school a grade: A, B or C. Discuss the reasons for their choice of grade. Communication - Contribute comments, ask questions and respond to others points of view Resource 2: Our School Report! Use Resource 3 to help the learners to locate their school in relation to their country and the world. Resource 3: Where s My School? Resource Sheet in this booklet Online Activity (OA) or PowerPoint Activity (PP) available from Skills tabs printed in yellow are Cross Curricular Skills Skills tabs printed in red are Thinking Skills and Personal Capabilities 3 In, Out and Beyond Thematic Unit What s Out There

6 4 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities Do I live near my school?... use evidence and interpret information. Investigate where the learners live. Encourage them to describe the areas surrounding their homes and categorise them as town, village, city or countryside. Compile a display or chart to show the results. Use to find the distances between the learners homes and school. Compare the distances to discover who lives nearest and furthest from school. Record the results on Resource 4. Resource 4: How Far Do We Live From School? Together make a record of how the learners travel to and from school. Use the chart in Resource 5 to record their findings. Resource 5: How Do We Get To School? Where possible, give the learners an opportunity to draw a map of their route to school. Select, classify, compare and evaluate information Using Mathematics - Identify and collect information Using ICT - Access and manage data and information Using Mathematics - Choose the appropriate mathematics to use in a particular situation In, Out and Beyond Thematic Unit What s Out There

7 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities Where do other people in my family go to school? locate sources of information. Investigate why we need different types of school by completing the matching activity in Resource 6 together. Resource 6: Types Of School In My Community Use Resource 7 to record where other members of the learners families go to school. Choose an appropriate method to display the class results, for example a bar graph or a pie chart. Resource 7: Where Do Members Of My Family Go To School? Use a range of methods for collating, recording and representing information Communication - Listen to and take part in discussions Using Mathematics - Read, interpret, organise and present information in mathematical format 5 In, Out and Beyond Thematic Unit What s Out There

8 6 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What other schools are nearby?... communicate effectively. Together create a list of schools in the local area, beginning with the schools that the learners siblings attend. Use Resource 8 to record the names of five different schools. In each space, have the learners paste in a photograph, draw the school building or draw a pupil wearing the school uniform. Resource 8: Other Schools In Our Community Examine websites, make telephone calls, write letters or to find out more about these schools. You could also source information from family members, visits to the schools and articles in the local press. Compile a class scrapbook entitled Schools in our Community. Include, for example, photographs, descriptions and maps. You could use the basic template in Resource 9 for this, putting the learners into groups and setting each group the task of finding out about a different school. Resource 9: School Inspectors! Communication - Talk about, plan and edit work Break a task into sub-tasks In, Out and Beyond Thematic Unit What s Out There

9 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities Does my school have links with nearby schools? investigate and record their findings. Together discuss any other schools the learners may be familiar with through visits, joint projects, assemblies, shared competitions or video-conferences, etc. Where possible, arrange visits to other schools for the learners to find out information about them. They could do this through: questionnaires; interviews; or informal discussions. Use Resource 10 to record their findings. Resource 10: School Report! Use own and others ideas to locate sources of information Communication - Find, select and use information from a range of sources If you have strong links with a particular school, use the PowerPoint template to create a presentation about school links. PP: Our School Links [Presentation Template] As a follow-up, you could organise a joint venture, for example a charity event or celebration, with the link school. Ask focused questions Select most appropriate method for a task 7 In, Out and Beyond Thematic Unit What s Out There

10 8 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What other types of educational organisation are there in my community?... investigate how learning can take place in a variety of places. As a group, identify other educational organisations in the community that the learners are familiar with. These might include, for example: further education colleges; libraries; and community-based youth clubs. Use Resource 11 to show how people can learn different things in different places in the community outside school. Resource 11: Where Else Do We Learn? Provide copies of a local newspaper to find specific examples of classes in the learners local community. Resource 12: What Else Can I Learn In My Community? To help develop the theme, some of the following extension activities may be appropriate for your learners: Identify programmes taking place in a local further education college, and create a brochure about them for new students and parents. Have some of the learners give a short talk to the class about a programme that they enjoy. Create a map or other visual instructions showing how to get from the school to a particular organisation. Create a short list of the learners favourite books and where to locate them in the library. Use own and others ideas to locate sources of information Communication - Speak clearly and adapt ways of speaking to audience and situation Communication - Listen to and take part in discussions, role plays and presentations In, Out and Beyond Thematic Unit What s Out There

11 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What other types of organisation does my school have links with?... identify and develop an awareness of the wider school community. Together as a group list the facilities linked to the school and specify what resources/activities they offer, for example a swimming pool, gym, football pitch, youth club, art or craft classes, theatre, cinema, parks or museums. Select and classify items from the list into physical and arts-based activities. Select, classify, compare and evaluate information Support the learners to make the connections between the benefits of appropriate leisure activities and a healthy lifestyle. Communication - Communicate information 9 In, Out and Beyond Thematic Unit What s Out There

12 10 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What can I see in my community? use their knowledge to answer questions. Take the learners on a walk, if possible, or a bus trip around the school locality. Ask them to focus on the sights, smells and sounds they are aware of on the way. Take photographs, video buildings and/or record sounds during the trip, and make a presentation using the interactive book template provided. PP: Buildings In Our Community Discuss the buildings that the learners saw on their trip, the sounds they heard and smells they noticed. Include both positive and negative aspects of their experience. Record these on Resource 13 or 14, whichever is more appropriate for your learners. Select most appropriate method for a task Using ICT - Manage and present stored work Resource 13: Our Community [Writing] Resource 14: Our Community [Circling] A digital camera and/or tape recorder Discuss any tourist attractions in the learners local area, such as landmarks or places of historical importance. Give them a copy of Resource 15 to record details about one of these, or use Resource 16 to make a photo album. Resource 15: A Famous Place Resource 16: Places Of Interest Ask the learners to write about and draw, or paste in a photo of, their favourite local place. Resource 17: My Favourite Place In, Out and Beyond Thematic Unit What s Out There

13 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How do I get around my community? access and record information in a variety of ways. Investigate different types of transport that are available in the local community. Carry out a survey together of the types of traffic that pass by the school. From a safe place off the road, have the learners observe and record on the worksheet in Resource 18 the types of vehicle they see pass by. You could ask each learner to look out for a different type of vehicle and share their results with the group later, back in class. Resource 18: Traffic Tally Using Mathematics - Read, interpret, organise and present information in mathematical formats Use Resource 19 to help the learners to think about the types of transport they could realistically use in different situations. There might be more than one answer for each place. Individuals answers will depend on where they live and where the places listed are in their local area. Discuss what transport they think they would choose in each case, and why. Ask focused questions Resource 19: How To Get Around! Organise an opportunity for the learners to visit a local bus or train station and interview someone who works there. Use Resource 20 to record their findings. Resource 20: Interview Record 11 In, Out and Beyond Thematic Unit What s Out There

14 12 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How do I keep safe when travelling in my community?... examine options for travelling. Go for a walk together in and around the school. Observe and discuss dangers that the learners can encounter when out walking. Look for signs that help us to know what to do so that we can stay safe, for example emergency exit, stop, crossing, enter and no smoking. Create a photographic record of some of these signs. Use Resources 21 and 22 to introduce key features of the Green Cross Code. Encourage the learners to predict what might happen in a variety of situations where people do not behave safely. Communication - Communicate information, ideas and opinions Use a range of methods for representing information Resource 21: Crossing Safely Resource 22: Who s Safe To Cross? Plan and set goals Develop the learners awareness of the Green Cross Code by using the school grounds to practise the various steps. Award a certificate to learners who demonstrate correct use of the Green Cross Code. Resource 23: Green Cross Code Award Discuss how we should behave to keep ourselves and others safe when we are travelling by car or bus. Work through Resources 24 and 25 together. Resource 24: Car Safety Resource 25: Bus Safety Using ICT - Investigate, make predictions and solve problems through interaction with electronic tools Use own and others ideas to locate sources of information In, Out and Beyond Thematic Unit What s Out There

15 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities How do I keep safe when travelling in my community?... examine options for travelling. Give the learners an opportunity to do the interactive activities about road safety and to play the PowerPoint memory game together. The games prompt discussion about how particular people and things can help to keep us safe in different situations: police, firefighters, seat belts, traffic lights, zebra crossings, lifebuoys, safety helmets, street lamps and reflective clothing. OA: Road Safety PP: Safe In The Community: Memory Game You can make links to Art & Design by: Designing a poster to encourage safety. Refer to the following websites for more information and resources: is a government site about various aspects of road safety. has interactive road safety games. includes a series of interactive games and a teachers section providing other resources. is a travel safe guide for people with learning difficulties. 13 In, Out and Beyond Thematic Unit What s Out There

16 14 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What do people need in a community? develop an understanding of community needs. Together investigate what services people may need in a community. Sort the services listed in Resource 26 into the six categories shown. Resource 26: Sort The Services! Select, classify, compare and evaluate information Use a telephone directory, local guide or Yellow Pages to create a list of services in your local area. Classify them into health, leisure, transport, retail, safety and education. You could develop the list into a brochure of local services and businesses. Communication - Read a range of texts for information Ask the learners to consider which services they feel are most important in a community and select ten from those pictured in Resource 27. Resource 27: Community Developer! In, Out and Beyond Thematic Unit What s Out There

17 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What leisure services are available in my community?... listen to and share information with others. Discuss together things that the learners like to do in their spare time. Highlight that communities are different, and we can do different things in different places. Complete Resource 28 together, considering which activities the learners can do in their own locality and which they would have to travel to other communities to do. Communication - Listen to and take part in discussions Plan and set goals Resource 28: In Or Out Of My Community? Focus on the learners own local area, and explore which of the activities in Resource 29 can be done there. Communication - Talk about, plan and edit work Resource 29: Local Leisure Use Resource 30 for the learners to record details about one specific activity that they could do in their community. Resource 30: Activity Information Sheet Work through the categorising activity in Resource 31 to highlight how we have to pay for some activities, but not all. Emphasise, in particular, how many activities are freely available to us. Ask if the learners can think of any more. Resource 31: Pay Or Free? Using Resource 32, explore further the cost of participating in specific activities. Resource 32: How Much Does It Cost? 15 In, Out and Beyond Thematic Unit What s Out There

18 16 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What leisure services are available in my community?... listen to and share information with others. Encourage the learners to think about their personal preferences by ordering the ten activities in Resource 33 from their favourite to their least favourite. If they don t take part in some of the activities, they should consider whether or not they think they would enjoy them. Resource 33: My Top Ten Interests Distribute the sheet of identity cards in Resource 34, and discuss how the learners could go about finding an activity in their community that each of the six people would enjoy. Provide copies of one of the two worksheets in Resource 35: the first involves writing answers and the second, matching. Resource 34: Identity Cards Resource 35: Where Should They Go? Set a group project, giving the learners an opportunity to create a brochure to advertise different leisure activities that are available in the area. In, Out and Beyond Thematic Unit What s Out There

19 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What businesses are in my community?... select and classify information. Together list places where people work in the community, such as local shops and factories. Complete the survey in Resource 36 to focus on businesses in a particular street or shopping centre. Resource 36: Shop Survey Use a range of methods for collating, recording and representing information Use Resource 37 to explore further the differences between types of business, including the distinction we can make between goods and services. Resource 37: Goods And Services Investigate different types of services in the community. Visit a local street together and record the types of places offering services that are located there. You could create a pictorial display of local streets, using photographs, for example of shop fronts (making sure to obtain permission for learners to photograph premises). Communication - Use non-verbal methods to express ideas and engage with the listener Resource 38: Services Searcher! You can make links from this theme to SLD Education for Employability Unit 2: Looking at the Local Economy. Investigate local factories and the products they make. Arrange a visit to a local factory, and make a record of local products. 17 In, Out and Beyond Thematic Unit What s Out There

20 18 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What businesses are in my community?... select and classify information. Make a set of job cards, laminated if possible, from Resource 39, and play job charades together. If appropriate, ask the learners if they know the name of someone in their community or family who does each job. Resource 39: Community Job Charades Consider jobs that cannot be done in the learners local area (due to factors such as climate, geographical position or size of population). Talk through the examples in Resource 40. Resource 40: Jobs In My Community In, Out and Beyond Thematic Unit What s Out There

21 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities Why do people move to my area? develop an awareness of how people s lives can change when they move to a new country. Explore reasons why people might move into a new community, including those listed in Resource 41. Resource 41: Why Do People Move To Our Community? Investigate what it is like to live in different parts of the world. The online resource at compares Belfast and Mexico. Use stories from Oxfam s Cool Planet to explore reasons why people move from one country to another. Using ICT - Manipulate information and multimedia products using a range of assets Compare and evaluate information Have the learners compare their own community with one other and consider some things that are better or worse in each place. Investigate different nationalities in the local workforce. Explore difficulties that migrant workers might experience when coming to work in a new country. Read Resource 42 together and discuss the issues it raises. Resource 42: Migrant Workers Together discuss how the learners could help to make migrant workers feel welcome in the community. 19 In, Out and Beyond Thematic Unit What s Out There

22 20 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What things do I like and dislike about my community? identify positive and negative actions/behaviours and develop a sense of responsibility. Together consider positive and negative aspects of the learners community. Ask what makes the learners feel happy or sad in their community. Elicit different ways to finish the sentences: Things I like are... Things I don t like are... Use Resource 43 to prompt discussion and develop the learners awareness of positives and negatives in their community. Resource 43: Good Or Bad? Select, classify, compare and evaluate information Communication - Listen to and take part in discussions Identify positive and negative reports about the locality in local newspapers. Choose suitable stories to create a good news display. Communication - Talk about and plan work Have the learners complete the plus/minus/interesting activity in Resource 44 by writing or drawing in the boxes. Resource 44: My Community Plan and set goals To focus on ways to improve negative situations in the community, prepare a set of community dominoes cards from Resource 45 for each small group of learners. Explain that to make a chain of dominoes, they have to match each problem to its solution. Allow them to play the game together. Resource 45: Community Dominoes In, Out and Beyond Thematic Unit What s Out There

23 Key Question Learning Intention Learners will have opportunities to Possible Learning, Teaching and Assessment Activities Skills and Capabilities What things do I like and dislike about my community? identify positive and negative actions/behaviours and develop a sense of responsibility. Talk about things that can go wrong in a community and the consequences they can have. Use the situations depicted in Resource 46 as prompts. Resource 46: What Could Happen Next? Allow each learner or group of learners to choose one of the pictures in Resource 46 to develop into a news story. Encourage them to write an imaginative description in the first column and police recommendations (advice about how to avoid similar situations) in the middle column. Resource 47: Daily News Explore together what type of things the learners and their families could do to help the community they live in. Use Resource 48 to help them identify various issues, such as their behaviour towards property and attitudes to others in the community. Resource 48: Community Helpers Explore together how the learners community could be made better. Ask them what things they would like to see in their community in the future. Resource 49: My Ideal Community 21 In, Out and Beyond Thematic Unit What s Out There

24 22 In, Out and Beyond Thematic Unit What s Out There

25 Resources 23 In, Out and Beyond Thematic Unit What s Out There

26 24 My School Put a picture of your school in the box, and write your school s address. Resource 1 This is my school: The address of my school is: In, Out and Beyond Thematic Unit What s Out There

27 Our School Report! Resource 2 Write a report for your school. School name: County: Age of school: Transport: Number of pupils: School area: Town: Grade: A B C 25 In, Out and Beyond Thematic Unit What s Out There

28 26 Where s My School? Resource 3 What country is your school in? Find and circle it on the map below. Where is the country on this map? Find it and colour it in. Now find where your school is on this map and mark it with an X. In, Out and Beyond Thematic Unit What s Out There

29 How Far Do We Live From School? Resource 4 Record the distance you and your classmates live from school. Write each person s name or draw a picture of them in the appropriate place in the diagram. Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software Less than 5 miles Less than 10 miles 10 miles and over 27 In, Out and Beyond Thematic Unit What s Out There

30 28 How Do We Get To School? Resource 5 Find the most popular way of getting to school in your class by completing the chart below. Colour one box for each pupil who travels that way Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software Family car Bus Taxi Walk Other TAXI In, Out and Beyond Thematic Unit What s Out There

31 Types Of School In My Community Resource 6 There are different types of school in every community. Can you match these schools to the descriptions? Draw a line from the description to the school. Boys and girls who attend this school are aged Boys and girls who attend this school are over 11. Boys and girls who attend this school are under 4. Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software SCHOOL nursery school primary school secondary school 29 In, Out and Beyond Thematic Unit What s Out There

32 30 Where Do Members Of My Family Go To School? Resource 7 Write the names of other members of your family who go to school, and the names of their schools. Tick the nursery, primary or secondary column to show what type of school it is. SCHOOL Family member Name of school Nursery Primary Secondary Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software In, Out and Beyond Thematic Unit What s Out There

33 Other Schools In Our Community Resource 8 Record the names and pictures of five other schools that are near your school. Name: Name: Name: Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software Name: Other schools in our community SCHOOL Name: 31 In, Out and Beyond Thematic Unit What s Out There

34 32 School Inspectors! Resource 9 Select a school in your community and fill in the information. Number of pupils Age of pupils Mayer Johnson PCS Symbols Mayer Johnson LLC (contact Widgit Software Picture of school Uniform School name Number of staff A BC In, Out and Beyond Thematic Unit What s Out There

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