in, out and beyond - cceaccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/... · 1...

1 In, Out and Beyond Thematic Unit What’s Out There

Unit Title: In, Out and BeyondSub 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.

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In, Out and Beyond Thematic Unit What’s Out There

Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:

EmployabilityWork in the Local and Global EconomyDescribe different types of work and investigate the range of employment in the local area

Personal DevelopmentPersonal HealthDevelop strategies to promote personal safety

Personal DevelopmentSelf-awarenessExplore and express a sense of self

Local and Global CitizenshipDemocracy and Active ParticipationInvestigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community

Personal DevelopmentPersonal Health Develop preventative strategies in relation to accidents in the home, school and on the road

EmployabilityWork in the Local and Global EconomyInvestigate how work organisations contribute to the community

Local and Global CitizenshipDemocracy and Active ParticipationInvestigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation

Local and Global CitizenshipEquality and Social JusticeInvestigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts


Communicate with a sense of audience and purpose

Communication -Contribute comments, ask questions and respond to others’ points of view

Key Question Learning IntentionLearners 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.

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.

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 www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

Skills tabs printed in red are Thinking Skills and Personal Capabilities

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Using ICT -Access and manage data and information

Using Mathematics -Choose the appropriate mathematics to use in a particular situation



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 www.rac.co.uk/web/routeplanner 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


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



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?

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Communication -Talk about, plan and edit work



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 e-mail 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!

Break a task into sub-tasks


Use own and others’ ideas to locate sources of information

Communication -Find, select and use information from a range of sources

Ask focused questions

Select most appropriate method for a task



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 outinformation about them. They could do this through: − questionnaires;− interviews; or− informal discussions.

Use Resource 10 to record their findings.

Resource 10: School Report!

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.

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Communication -Listen to and take part in discussions, role plays and presentations


Communication -Speak clearly and adapt ways of speaking to audience and situation



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.



Communication -Communicate information



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.

Support the learners to make the connections between the benefits of appropriate leisure activities and a healthy lifestyle.

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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.

Resource 13: Our Community [Writing]

Resource 14: Our Community [Circling]

• Adigitalcameraand/ortaperecorder

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

Select most appropriate method for a task

Using ICT -Manage and present stored work


Using Mathematics -Read, interpret, organise and present information in mathematical formats

Ask focused questions



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

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.

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

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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.

Resource 21: Crossing Safely

Resource 22: Who’s Safe To Cross?

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

Communication -Communicate information, ideas and opinions

Use a range of methods for representing information

Plan and set goals

Using ICT -Investigate, make predictions and solve problems through interaction with electronic tools





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:

www.dft.gov.uk/think is a government site about various aspects of road safety.

www.streetwiseguys.co.uk has interactive road safety games.

www.safetymatters.renault.co.uk/kids includes a series of interactive games and a teachers’ section providing other resources.

www.drdni.gov.uk/index/accessible_transport.htm is a travel safe guide for people with learning difficulties.

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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!

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.

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!


Communication -Read a range of texts for information



Plan and set goals

Communication -Talk about, plan and edit work



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.

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.

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?

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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.


Use a range of methods for collating, recording and representing information

Communication -Use non-verbal methods to express ideas and engage with the listener



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 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).

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.

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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


Using ICT - Manipulate information and multimedia products using a range of assets

Compare and evaluate information



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 www.bbc.co.uk/schools/twocities compares Belfast and Mexico.

Use stories from Oxfam’s ‘Cool Planet’ to explore reasons why people move from one country to another.www.oxfam.org.uk/coolplanet/kidsweb/children.htm

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.

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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?

Identify positive and negative reports about the locality in local newspapers. Choose suitable stories to create a ‘good news’ display.

Have the learners complete the plus/minus/interesting activity in Resource 44 by writing or drawing in the boxes.

Resource 44: My Community

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



Communication -Talk about and plan work

Plan and set goals




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

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Resources


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Resource 1

This is my school: The address of my school is:

My SchoolPut a picture of your school in the box, and write your school’s address.


Our School Report! Resource 2

School name: County:

Age of school: Transport:

Number of pupils: School area:

Town: Grade: A B C

Write a report for your school.


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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’.

Where’s My School? Resource 3


How Far Do We Live From School? Resource 4

Less than 5 miles

Less than 10 miles

10 miles and over

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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.


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How Do We Get To School? Resource 5

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Family car Bus Taxi Walk Other

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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.


Types Of School In My Community Resource 6

Draw a line from the description to the school.

Boys and girls who attend this school are aged 4–11.

Boys and girls who attend this school are over 11.

Boys and girls who attend this school are under 4.

There are different types of school in every community. Can you match these schools to the descriptions?

SCHOOL

nursery school primary school secondary school

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Where Do Members Of My Family Go To School? Resource 7

Family member Name of school Nursery Primary Secondary

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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


Other Schools In Our Community Resource 8

Other schools in our community

Name:

Name:

Name:

Name:

Name:

SCHOOL

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Record the names and pictures of five other schools that are near your school.


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School Inspectors!

Resource 9

Picture of school

Number of pupils

Age of pupils

Number of staff

250÷5

A B C

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Select a school in your community and fill in the information.

Uniform

School name


Name of school I have visited:

Reason for the visit:

Grade I would give this school (A is the

highest, C is the lowest):

School Report! Resource 10

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Have you ever visited another school? What did you think about it? Record your experiences below.

What I liked

What I did not like


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Where Else Do We Learn? Resource 11

You should go to You should go to

You should go to You should go to

Word Bankthe library dance lessons in the community centre

the leisure centre night class at college

I wish I could learn how to dance better.

I need to find more information for my

project.

I wish I knew how to swim.

I wish I knew how to use the computer

better.

There are other places in the community where people learn things. Where should these people go?


What Else Can I Learn In My Community? Resource 12

Look through your local newspaper. Find the names of any classes that are on in your local community, and write their names onto the books below.

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Our Community [Writing] Resource 13

Area

sights sounds smells

Experience

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Go for a walk around a part of your community. Record aspects of your experience on the sheet below.


Our Community [Circling] Resource 14

Area

sights sounds smells

Experience

shops parks people river traffic bells sirens smoke fumes

road works churches sites hotels road works animals music food flowers

animals houses factories farms children birds lawn mower petrol cut grass

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Go for a walk around a part of your community. Record aspects of your experience by circling pictures on the sheet below.


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A Famous Place Resource 15

Name of place:

Why is it famous:

Complete this poster about a famous place in your community.

This is a famous place in my community


Places Of Interest Resource 16

Find five places of interest in your local area.

Put pictures of them in the boxes.

Write the names of the places in the spaces below.

Name:

Name:

Name: Name:

Name:


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My Favourite Place Resource 17

My favourite local place is:

The address is:

I like it because:

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Complete the sentences and put in a picture of your favourite place in your community.


Traffic Tally Resource 18

Transport Numbers Transport Numbers

cars vans

taxis motorcycles

buses bicycles

lorries tractors

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Carry out a survey of the types of traffic that pass by your school. Remember to stay safe!


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How To Get Around! Resource 19

walk car/taxi bus train

shopping centre

airport

zoo

hospital

dentist

seaside

zoo

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How could you travel if you had to go to these places? Tick the boxes to show the transport you could use.

TAXI


Interview Record Resource 20

Name:

How many people work here?

Job title: What do you like about your job?

What do you do? What do you dislike about your job?

What are the opening hours?

How do you think the service could be improved?

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Visit a local bus or train station and interview a person who works there.


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Crossing Safely Resource 21

pavement

How? Where? Then? What next? If traffic is coming ...

If no traffic is coming ... p

avement

run acrossat a

roundaboutturn around

walk across road

... run ... wait

wait for traffic to stop

top of a hill stand at a walllook and listen

for traffic... let it pass and

look again

... walk across and keep looking

look for a safe place

cornerstand on the

pavement near the kerb

look for traffic... walk across

the road... run across

the road

keep eyes shutpedestrian crossing

stand on the road

run across road

... hold up your hand to stop it

... walk across

walk onto the road

double yellow lines

get ready to run

listen for traffic

... step onto the road

... wait until it comes

Can you get across the road safely? Colour the BEST choices you could make in GREEN to show how to get from one pavement to the other safely.


Who’s Safe To Cross? Resource 22

Colour

the

traffic

light

green

to go

or

red

to wait.

talking on a mobile

looking left and right

holding an adult’s hand

wearing reflective clothing at night

running on the pavement

playing on the pavement

listening for traffic

listening to loud music

Look at these pictures and decide if these people are ready to cross the road or not.

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Green Cross Code Award Resource 23

Green Cross Code AwardThis is to certify that

can use the Green Cross Code.

Awarded by:

Date:

Remember to Stop, Look and Listen!

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Car Safety Resource 24

How can you stay safe when travelling in a car? Choose the correct word to complete the sentence.

Always wear a

Do not lean out of the

Get in and out of the car on the side.

Do not block the driver’s view in the

Keep hands away from the when the car is moving.

Do not at the driver.

Never grab the when the car is moving.

Word Banksteering wheel door pavement shout window seat belt mirror


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Bus Safety Resource 25

What should you do in these situations? Choose A or B.

When you are waiting for the bus, you should ...

a. wait in the queue

b. push to the front of the queue

When you get onto the bus, you should ...

a. make a lot of noise

b. sit quietly in a seat

When you get a seat, you should ...

a. put on the seat belt

b. put your legs up

When the bus starts off, you should ...

a. throw things around the bus

b. sit quietly

When you get near your stop, you should ...

a. wait until the bus stops before you get up

b. run to the front of the bus

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Sort The Services! (1 of 2) Resource 26

police station supermarket dentist college

petrol station doctor swimming pool train station

fire station school bus station cinema

Supermarket

SCHOOL

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Decide which group these services belong to. Cut and paste the pictures into the correct box.


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Sort The Services! (2 of 2) Resource 26

health education leisure

retail transport safety

Services in the Community


Community Developer! (1 of 2) Resource 27

supermarket doctor’s surgery church school hairdresser’s

park houses bus station cinema cafe

newsagent’s clothes shop CD/DVD shop library leisure centre

Supermarket

Newsagent

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Which ten services do you think are most important in a community? Select from the list below and copy and paste them into the plan.


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I think these services are important in a community.

Community Developer! (2 of 2) Resource 27


In Or Out Of My Community? (1 of 2) Resource 28

Home Away

Are these activities you could do in your community (home), or would you have to travel outside your community (away)? Stick the activities in the right columns.


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In Or Out Of My Community? (2 of 2) Resource 28

visit a zoo go to the beach go for a swim visit a castle

go to a funfair watch a film go ice-skating visit a farm

zoo

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Local Leisure Resource 29

play tennis walk on the beach go to the cinema go to art classes

surf go fishing play golf go swimming

play football go bowling do aerobics go to dance class

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Circle the leisure activities that you can do in your local area.


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golf

Activity chosen:

Where can I go to do it?

Telephone number:

Opening hours:

Price:

How did I find this information?

aerobics

swimming

cinema

museum

bowling

Activity Information Sheet Resource 30

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What activities can you do in your local area? Choose an activity from the list below, or choose one of your own, and complete the activity information sheet. Find information in local newspapers, brochures, advertisements or the internet, or by visiting or telephoning the provider.

Activity Choices Activity Information Sheet


Pay Or Free? (1 of 2) Resource 31

Pay Free

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Decide which activities you have to pay for and which you can do for free in your community. Cut and stick the pictures into the correct columns.


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Pay Or Free? (2 of 2) Resource 31

go for a walk go for a swim play golf go to the cinema

read a book go to the park watch the ducks fly a kite

go to a concert go bowling listen to music play football with a friend

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How Much Does It Cost? Resource 32

Activity Cost per person Activity Cost per person

visit the museum

go to the gym

go swimming

go to a night

class

go to the cinema

go to a football

game

go bowling

go to an aerobics

class

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Find out how much it would cost to do these activities in your local area. What extra costs might you have to pay? (For example, you might buy popcorn at the cinema or pay for a locker at the pool.)


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My Top Ten Interests (1 of 2) Resource 33

My Top Ten Interests!1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

List ten activities that you can do in your local area in the order you like them, with your favourite one first. Cut out and paste the activities shown.


My Top Ten Interests (2 of 2) Resource 33

football cinema

painting golf

walking swimming

bowling gateway club

cookery class museum

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Identity Cards Resource 34

ID Card

Name: TomAge: 1

Likes: playing indoors

ID Card

Name: SusieAge: 40

Likes: watching films

ID Card

Name: MarkAge: 10

Likes: sports

ID Card

Name: Bob Age: 70

Likes: history

ID Card

Name: AdamAge: 15

Likes: having fun with friends

ID Card

Name: EmmaAge: 20

Likes: beauty and makeup

Find an activity in your local area that these people could do. Use local newspapers, brochures or the internet to find information.


Where Should They Go? (1 of 2) Resource 35

I think Tom should go to I think Adam would like to go to

I think Susie should go to I think Emma would like to go to

I think Bob should go to I think Mark would like to go to

What activity do you think each person could do in your community? Write your answers in the spaces.


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Where Should They Go? (2 of 2) Resource 35

I think Tom should go to ...

I think Susie should go to ...

I think Bob should go to ...

I think Adam would like to go ...

I think Emma would like to go to ...

I think Mark would like to go to ...

... the museum. ... fishing. ... the cinema. ... the spa.... the soft play

area. ... bowling.

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Draw a line to where you think each person should go.


Shop Survey Resource 36

Name of street/shopping centre:

Business type Number Business type Number Business type Number

chemist’s bank phones

clothes shoes furniture

supermarket toys jeweller’s

newsagent’s cards travel agent’s

cafe electrical sports

entertainment hair/beauty salon bakery

Total:

Supermarket

Newsagent

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Count the number of each type of shop in your local shopping centre or street.


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Goods And Services Resource 37

Some businesses offer you goods. That means you can buy items from them.

Some businesses offer you a service. That means they do something for you.

Car Repairs Buns ‘R’ Us

Coffee Corner Wash & Dry

Sweetie Shop Dr Feelbetter’s Clinic

Where would you go if ...

a. ... you felt ill?

b. ... you wanted to buy a cake?

c. ... you needed your coat cleaned?

d. ... you wanted to buy sweets?

e. ... your dad needed to get the car serviced?

f. ... you wanted a coffee?

15 Main Street

Decide what types of businesses these are and if they offer goods or services, then answer the questions.

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Services Searcher! Resource 38

... to get your clothes dry cleaned? ... to put money in a safe place?

Type of service:

Name of a local service:

Type of service:


... to book a holiday? ... to get your car repaired?

Type of service:


Type of service:


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Where would you go in your community if you needed …


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Community Job Charades (1 of 3) Resource 39

vet fireman policeman

bus driver milkman postman

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dentist doctor teacher

shop assistant bin collector hairdresser

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crossing patrol chef mechanic

waitress road worker groundsman

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Jobs In My Community Resource 40

Job wanted:

Job wanted:

Job wanted:

Job wanted:

Job wanted:

Job wanted:

Word Bank businesswoman zoo keeper factory worker fruit picker child care assistant ski instructor

Can you think of any other jobs people cannot do in your community?

These people are looking for jobs in your area. Write the names of the jobs they want. Circle the ‘ ’ if people can do these jobs in your community, and the ‘ ’ if they can’t.


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Why Do People Move To Our Community? Resource 41

Word Bank for a home to earn money to get an education to be safe

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For what reasons are these people moving to your area?


Migrant Workers (1 of 2) Resource 42

My dear brother,How are you all? I’m working very hard here. My English is much better now and I can read newspapers and talk to others. I reallymissed my family at the start, but I have made some friends now. Some people were bullying me at work because I don’t come from here, but everyone is much friendlier now. I didn’t like the food either, but I can buy things I like in the supermarket. It’s strange getting used to using different money.I’m moving to a bigger house soon. The one I’m living in now is small, and there are too many of us living there. We use buses to getaround, but when I arrived here at first I couldn’t understandthe timetables and I got lost. I don’t have problems nowas people have helped me in many ways. Say hi to Mum from me.

I’ll write again soon,

Your brother

This man is a migrant worker. He works in a factory in your community. Read this English translation of a letter

that he sent to his brother, and find out what things he found difficult about

coming to work in your area. Then answer the questions.


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Migrant Workers (2 of 2) Resource 42

1. What did the man find difficult about reading and talking to others? 5. Why did he find shopping difficult?

2. Who did he miss when he first arrived? 6. Why does he want to move house?

3. Why did some people bully him at work? 7. Why did he find using buses difficult?

4. What does he buy that makes him happier?8. In what ways did people help him to be happy?

(Think about things they may have shown him how to use, help getting information, etc.)


Good Or Bad? Resource 43

car crime people keeping you safe graffiti litter

clean streets drugs vandalism leisure facilities

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Which of these do you like to see in your community? Draw a happy or a sad face to show how you feel about them.


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My Community Resource 44

What things do you like about your community?

What things do you not like about your community?

What things are interesting about your community?

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Write about or draw things that you like, don’t like and find interesting about your community.


Community Dominoes Resource 45

litter dogs runloose

vandalism being nice

being nasty use a bin

graffiti respect property

dogs runloose

cleanwalls

respectproperty graffiti

clean walls

dog onlead

dog onlead

being nasty

being nice litter

use a bin vandalism

��

��

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What Could Happen Next? Resource 46

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Daily News Resource 47

The local police say you should

Date: Issue 1. Vol.5 50p

Picture of incident

Report by:

Choose one of the community danger pictures and create a story about it.


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Community Helpers Resource 48

Word Bank

supporting local teams using bins

keeping to speed limits calling 999

using local shop

Police, please!

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How are these people helping their community?


My Ideal Community Resource 49

My Community

Ideas

Shops

Transport

Leisure

Other

What things would you like to see or be able to do in your community in the future? Decide what you would like in these areas. Add more branches if you need them!

in, out and beyond - cceaccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/... · 1...

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