(pdf) sen thematic unit in out and beyond: who's … · mar y mckendr y, castle tower school...

Who’s WhoLearning for Life and Work (SLD)

In, Out and Beyond:Thematic Unit

Writers’ Group

Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)Helena Downey, Foyle View School, LondonderryPaula Jordan, Sperrinview School, DungannonAlison Millar, Sperrinview School, Dungannon

Associate WriterGrainne Dunn

A CCEA Publication ©2009

www.nicurriculum.org.uk

Cover Photograph: Getty Images - Yellow Dog Productions

In, Out and Beyond Thematic Unit Who’s Who1

Unit Title: In, Out and BeyondSub Theme: Who’s Who

Thinking Skills and Personal Capabilities: Self-Management

Curriculum Objective: To develop the young person as a contributor to the economy and the environment

Key Elements: Personal understanding, mutual understanding, citizenship, employability

Attitudes and Dispositions: Personal responsibility, curiosity, flexibility, openness to new ideas, respect, community spirit

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, media-rich, skills-integrated, active and hands on, offers choice, challenging and engaging, supportive environment, positive reinforcement, varied to suit learning style, ongoing reflection, enquiry-based

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.

2

In, Out and Beyond Thematic Unit Who’s Who

Statements of Minimum Requirement

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

Personal DevelopmentSelf-awarenessDevelop skills and strategies to improve own learning

EmployabilityCareer ManagementEngage in the personal career planning process to investigate and reach decisions about post-14 options

EmployabilityCareer Management Investigate a variety of both familiar and unfamiliar jobs

Investigate a variety of both familiar and unfamiliar jobsCareer ManagementAccess guidance (on career management)

EmployabilityWork in the Local and Global EconomyDescribe different types of work and investigate the range of employment in the local area, including any changes in employment trends, taking account of the implications for career planning Local and Global

CitizenshipDemocracy and Active ParticipationInvestigate various ways to participate in school and society

EmployabilityCareer ManagementAssess personal skills and achievements to date; identify areas of interest and set targets for self-improvement

3 In, Out and Beyond Thematic Unit Who’s Who

Manage behaviour in a range of situations

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Who am I? ... share information about themselves.

To introduce the topic, discuss together what features the learners could include in pictures of themselves, such as colour of hair, colour of eyes and favourite clothes.You could make links to Art & Design by: Having the learners draw or paint self-portraits or create life-size templates of their bodies.

Where appropriate, allow the learners to give a short talk about themselves or introduce a peer to the class. They could mention, for example, physical appearance and favourite pastimes. Alternatively, you could describe various members of the group for the learners to identify.

Talk about the learners’ names and how important these are. Encourage them to ask at home who chose their names and why. Create a display of names, and add photographs and fingerprints or handprints.

Work with each learner to make a unique profile of their lives, consisting of a personal timeline of significant events such as birthdays, starting school and holidays.

Use or adapt the group circle activity ‘When the Wind Blows’, from Active Learning and Teaching Methods for Key Stage 3, to develop this theme and as a means of exploring similarities and differences between the learners. (See www.nicurriculum.org.uk or the CPD disc in the Curriculum Support and Implementation box.)

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

4


Using ICT -Create, develop and present information using a range of digital media



Who are the people in my class?

… recognise and identify learners in their class using appropriate methods of selection.

Check the learners’ knowledge by discussing what pupils are in their class. Ask focused questions, such as:− Are there boys and girls in the class?− What are their names?− What are their ages?

Make cards showing the names of all the learners in the group and add some extra, different names – perhaps other pupils in the school or famous people. Ask ‘Who’s in our class?’ and have them sort the cards.

Have the learners bring in, or take during class, photographs of themselves. Create and label a display called ‘Our Class’.

If appropriate, provide a set of photographs of learners from different classes in the school. Ask the learners to work collaboratively to select the photos of those in their class. Extend the activity to sorting the pictures into various groups that the learners may belong to, for example sports teams, the school band or other clubs.

Use Resources 1 and 2 to record the names and pictures (either drawings or photographs) of the pupils in their class, the school band, bus or football team.

Resource 1: My Class

Resource 2: Who’s Who?

Communication -Listen to and take part in discussions


Focus, sustain attention and persist with tasks

Communication -Develop, express and present ideas in a variety of forms and formats, using traditional and digital resources



Are we all the same?

… understand that humans are both the same and different.

Together discuss similarities and differences between the learners in the group or school. Ask focused questions to help them to concentrate and make close observations:− What colour of hair do they have?− What age are they?− What height are they?− Do they live in the same town?

Give the learners opportunities to make displays of the information they gather, including photographs, drawings or simple block graphs.

You could also use the photos as the basis of a ‘guess who’ game, encouraging the learners to devise questions to ask.

• Acollectionoflearnerphotographs

As a useful preparation for Resource 3, spend some time discussing and comparing the learners’ likes and dislikes. Give each learner opportunities to make the others aware of likes and dislikes they have which are not visible. Ask, for example:− What are your favourite foods?− What is your favourite animal?− What hobbies do you have?

Look through the topics that appear on the cards in Resource 3 for more ideas.

Prepare a set of cards to play a game together. Place the cards in a pile on the table, and have the learners take turns to turn over a card and complete the sentence with a classmate’s name. Allow the other members of the group to decide if they are correct.

Resource 3: Similarities And Differences Game

Seek advice when necessary

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

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

6




Are we all the same?

… understand that humans are both the same and different.

The learners can complete the activity in Resource 4, a form of recording surveyresults, as a paper exercise. Alternatively, they could use the C2K PrimaryCompanion (RM Starting Graph, ‘My World 3’ chart). Where appropriate, they couldinput information into the computer to create a chart.

Resource 4: Pupil Pictogram

Provide copies of Resource 5 or 6, whichever is more appropriate for your learners.For Resource 5 they will need coloured pens or pencils for drawing. Carry out aclass investigation of the topics listed, and have the learners write or draw theresults on their worksheet.

Resource 5: How We Are The Same! [Writing]

Resource 6: How We Are The Same! [Drawing]


Be aware of personal strengths, limitations and interests

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



How do I help in school?

… explore the jobs done by pupils in school.

Discuss with the learners what a ‘job’ is. Highlight that we use the word in different ways: it can refer to a task or chore that we do (perhaps regularly), or it can be a type of employment, for example a shop assistant or a secretary.

Ask the learners what types of jobs they do:− at home; and − at school.

Ask focused questions to prompt them to justify their statements and opinions, such as:− Do you enjoy doing these jobs?− Do you get paid?

Use Resource 7 to focus on some specific tasks they might be involved in.

Resource 7: Home Or School?

Make a copy of the cards in Resource 8. Have your learners sort them into ‘school’ and ‘home’ tasks, and help them to identify classroom duties that they could be involved in.

Resource 8: Jobs At Home And In School Cards

Make a copy of the chart in Resource 9 for each week. Fill in the names of different learners to make a rota for the various chores listed.

Resource 9: Who’s Doing The Classroom Chores This Week?

Use the record sheets in SLD Employability Pack Unit 1 to make a pictorial recordof jobs that the learners do at home and in school. There are two levels of worksheetavailable.

Set personal targets and review them

8


Using ICT -Manage and present stored work

Organise and plan how to go about a task

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

Communication -Listen to and take part in discussions and explanations



Who works in my school?

… investigate the jobs people do in their school.

Examine the variety of jobs within school, asking the learners to name and classify them as best they can. Write up a list. Then use Resource 10 to record answers and remind them of anyone they have missed, circling the pictures of staff who work in the school.

Resource 10: Who Works In A School Like This?

The SLD Employability Pack contains further resources relevant to this topic. For example, there are useful worksheets in Unit 1, and the job card pack provides photographs of jobs and equipment used in school. You could show these cards and ask the learners to identify the jobs illustrated, or play an ‘odd one out’ game.

Give the learners an opportunity to take photographs of various jobs in the school for a class display.

You can make links to Drama by:Playing Charades together, miming jobs for the others to guess. Use the job cards in Resource 11 as prompts.

Resource 11: Jobs In School: Charade Cards

See Active Learning and Teaching Methods for Key Stage 3 (at www.nicurriculum.org.uk or on the CPD disc in the Curriculum Support and Implementation box) for more ideas.




Who works in my school?

… investigate the jobs people do in their school.

Use the interactive multiple choice activity on PowerPoint to help the learners think about the different duties involved in particular jobs in school. Develop the theme by completing the table in Resource 12 together. The learners may need to tick more than one box in some rows, helping them to see that there are similarities as well as differences between jobs.

PP: Whose Job Is It Anyway?

Resource 12: What Do We Do?

Play the guessing game in Resource 13 with your learners in teams. For each job, begin by slowly reading the most difficult clue (worth five points), and keep reading until someone guesses the answer. Award the appropriate number of points, 1–5. Only allow each team to guess once for each clue.

Resource 13: Name That Job!

Give the learners an opportunity to complete the Online Activities to reinforce the theme.

OA: People Who Work In School

10


Communication -Adapt ways of speaking to audience

Organise and plan how to go about a task



What equipment and skills do people need to do their work?

… recognise that different jobs in school involve different types of equipment and skills.

Allow the learners to investigate the equipment associated with different jobs done in school and the clothes or uniforms that particular workers usually wear. This could involve discussions and interviews with people in school about their jobs.

As a follow-up to the investigation, have the learners complete Resources 14 or 15, 16 and 17.

Resource 14: Equipment People Use [Circling]

Resource 15: Equipment People Use [Drawing]

Resource 16: Lost Property

Resource 17: Dressing For Work: What To Wear?

Use Resource 18 to focus on some of the skills that people need to do particular jobs. If appropriate, encourage the learners to add their own ideas as well as referring to the Word Bank.

Resource 18: You Need To Be Able To …

Together discuss what abilities and qualities are necessary for one particular job in school. Use one of the two levels of worksheet available.

Resource 19: Wanted, For A School Near You! [Circling]

Resource 20: Wanted, For A School Near You! [Writing]




Where in school do people work?

… use a range of strategies to find out information.

Focus on the different environments that people in the school work in. Where appropriate, conduct visits to different parts of the school and allow the learners to use a camera or video camera to make a visual record. After they come back to class, ask them to complete Resource 21 or 22.

Resource 21: Sounds, Sights And Smells [Writing]

Resource 22: Sounds, Sights And Smells [Matching]

• Avideocameraand/ordigitalcamera

Provide copies of the map in Resource 23. Look together at the pictures of workers and discuss where in the school each one is most likely to be found. Have the learners cut out and stick the pictures onto appropriate areas of the map.

Resource 23: School Map

Compare own approach with others and in different contexts

Using ICT -Create, develop, present and publish ideas and information using a range of digital tools

12


Communication -Communicate information, ideas, opinions, feelings and imaginings



Who else works for our school?

… investigate the jobs done by other people who may come into school.

Together discuss what other people and jobs may be linked to the school (such as a postman, doctor, dentist and bin man), using Resource 24 to prompt ideas.

Resource 24: Have You Seen These People In School?

Investigate the reasons why these people might come to the school. Ask your learners to complete Resource 25 or 26, whichever is more appropriate.

Resource 25: Why Do These People Come To My School? [Writing]

Resource 26: Why Do These People Come To My School? [Matching]




Could I work in a school?

...investigateschool/education-based job opportunities.

Explore possible job opportunities in school or in the wider education community, such as assistant caretaker, canteen work or clerical work (photocopying, mailing etc.).

This should link in with the work experience programmes you have already implemented in your school.

Develop a career plan with individual learners, with a set of targets to help them achieve their chosen career.

Set personal targets and review them

14



Resources

Resource 1

16


My Class Resource 1

My Class

Draw or stick on photographs of the people in your class.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Resource 2

This is the school band!

Who’s Who? (1 of 3)Draw or stick on photographs of the people in your school who are in each of these groups.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

18


Resource 2

These pupils travel on my bus!

Who’s Who? (2 of 3)

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Resource 2

This is the school football team!

Who’s Who? (3 of 3)

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

20


Similarities And Differences Game (1 of 6) Resource 3

has the same eye colour as me!

has the same favourite sport as me!

has the same hair colour as me!

has the same favourite TV programme as me!

lives in the same town/area as me!

likes the same music as me!

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)



likes the same sweets as me!

has the same favourite food as me!

wears the same shoe size as me!

travels to school the same way as me!

likes the same colour as me!

has the same hobby as me!

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

22



has their birthday in the same month as me!

has the same favourite crisps as me!

has the same number of brothers and sisters as me!

has the same favourite animal as me!

has the same lunch as me!

has the same pet as me!

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)



has a different eye colour than me!

likes a different sport than me!

has a different hair colour than me!

likes different TV programmes than me!

lives in a different town/area than me!

likes different music than me!

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

24



likes different sweets than me!

has a different favourite food than me!

wears a different shoe size than me!

travels to school in a different way than me!

has a different favourite colour than me!

has a different hobby than me!

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)



has their birthday in a different month than me!

likes different crisps than me!

has a different number of brothers and sisters than me!

has a different favourite animal than me!

has a different lunch than me!

has a different pet than me!

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

26


Pupil Pictogram (1 of 2) Resource 4

Number of pupils

have blue eyes

have brown eyes

have dark hair

have fair hair

have a pet

like football

like music

Complete the chart by sticking faces in the box to show the number of pupils in each group.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Resource 4Pupil Pictogram (2 of 2)

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

28


How We Are The Same! [Writing] Resource 5

We surveyed pupils and found that in our class …

... the most common hair colour is

... the most common eye colour is

... the most popular type of food is

... the most popular hobby is

... the most popular type of music is

... the most common way of getting to school is

Carry out a class investigation and complete these sentences.


How We Are The Same! [Drawing] Resource 6

We surveyed pupils and found that in our class …

... the most common hair colour is ... the most popular hobby is

... the most common eye colour is ... the most popular type of music is

... the most popular type of food is ... the most common way of getting to school is

Carry out a class investigation and draw or colour in the boxes.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

30


Home Or School? Resource 7

Mark ‘H’ for home, ‘S’ for school or ‘B’ for both.

do messages dry dishes

answer the telephone tidy up

wash dishes look after pets

deliver roll book make bed

Are these jobs you would do at home or at school? Be careful, some jobs may be done in both!

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


answer the telephone serve dinner wash the dishes

tidy up clear table set the table

Jobs At Home And In School Cards (1 of 2) Resource 8

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

32


deliver messages deliver milk deliver the roll book

water the plants collect printing dry dishes

Jobs At Home And In School Cards (2 of 2) Resource 8

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Who’s Doing The Classroom Chores This Week? Resource 9

Job Name Job Name

collecting and giving out milk delivering messages

washing and drying the dishes answering the telephone

lunchtime helper collecting and returning the roll

tidying up turning the computer off

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

34


Who Works In A School Like This? Resource 10

teacher policeman bus driver builder occupational therapist

cleaner hairdresser

secretary speech therapist

doctor physiotherapist dentist mechanic caretaker

250÷5

A B C

Draw circles around the people who work in your school.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Jobs In School: Charade Cards (1 of 2) Resource 11

teacher caretaker cook secretary

principal physiotherapist speech therapist bus driver

250÷5

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

36


cleaner nurse art therapist music therapist

golf tutor aromatherapist classroom assistant occupational therapist

Jobs In School: Charade Cards (2 of 2) Resource 11

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


What Do We Do?Read the job information and decide which people do each thing as part of their job. Tick the boxes to show your answers.

Resource 12

Job Information Job

teacher secretary caretaker physiotherapist cook

uses a computer

wears a uniform

works in the kitchen

has a desk

works outside

has a class

works before and after school

goes to the hydropool

works at lunchtime

locks the school

gives homework

sends out letters

250÷5

A B C

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

38


Name That Job! Resource 13

Points Clue Points Clue Points Clue

5 I wear a uniform. 5 I can be a man or a woman. 5 I can be a man or a woman.

4 I don’t work in a classroom. 4 I start work early. 4 I do not wear a uniform.

3 I use a lot of equipment. 3 I stay at school until late. 3 Many people do my job in school.

2 I am busy around midday. 2 I have the keys to the school. 2 I give homework.

1 I make something for you to eat. 1 I look after the school building. 1 I teach a class.

I am the cook. I am the caretaker. I am the teacher.

5 I wear a uniform. 5 I do not wear a uniform. 5 I do not work in a classroom

4 I use equipment. 4 My job is very important. 4 I start work early in the morning.

3 I have a room in school. 3 I go to meetings. 3 I need to know my way about.

2 I take people to the hydropool. 2 I have an office. 2 I take you out on trips.

1 I help people with their movement. 1 I am in charge of the school. 1 I need to be able to drive.

I am the physiotherapist. I am the principal. I am the bus driver.

Divide the class into two teams. Read each clue slowly and, when the learners guess the correct answer, award the corresponding number of points (5, 4, 3, 2 or 1).


Equipment People Use [Circling] (1 of 4) Resource 14

a cooker a spoon a computer paper an apron

a bowl a wheelbarrow a printer a filing cabinet a sink

a whiteboard a ladder a desk knives a saucepan

What equipment do these people use? Circle the equipment these people would use in their job.

The cook uses …

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

40



a cooker knives a spade paper a bucket

a hoover a wheelbarrow an apron books a computer

a spoon a ladder a desk a mop a brush

The caretaker uses …

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)



a computer a pen a spade paper a saucepan

a spoon a sink an apron a filing cabinet a whiteboard

a bowl a ladder a desk a mop a telephone

The secretary uses …

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

42



a saucepan knives a spade paper a folder

a sink a wheelbarrow a filing cabinet books a computer

a whiteboard a ladder a desk a pen a brush

The teacher uses …

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Equipment People Use [Drawing] Resource 15

Job Equipment they use

caretaker

secretary

cook

teacher

What equipment do these people need to do their job? Draw pictures of the equipment they use.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

44


Lost Property Resource 16

ball saucepan penmusical

instrument school keys driving licence

music therapist teacher caretaker physiotherapist bus driver cook

250÷5

A B C

These items have been left in the school lost property box. Match the item to the person you think would use it most in their job.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


sweatshirt boots

apron track bottoms

name badge t-shirt

Dressing For Work: What To Wear? (1 of 3) Resource 17

I am a physiotherapist.

What should I wear?

You should wear …

What should this person wear to work? Circle the clothes that best suit his job.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

46


rubber gloves boots

hard hat oven gloves

apron hat

Dressing for Work: What to Wear? (2 of 3) Resource 17

I am a cook.

What should

I wear?

You should wear …

What should this person wear to work? Circle the clothes that best suit her job.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Dressing for Work: What to Wear? (3 of 3) Resource 17

slippers boots

shorts trousers

suit jumper

I am a caretaker.

What should I wear?

You should wear …

What should this person wear to work? Circle the clothes that best suit his job.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

48


understand road signs repair items make food type

answer the telephone tidy use kitchen equipment drive

You Need To Be Able To ... Resource 18

To be a caretaker, yocd to be able to To be a bus driver, you need to be able to

To be a secretary, you need to be able to To be a cook, you need to be able to

Word Bank

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Complete the sentences about different jobs. Use the ideas in the Word Bank to help you.


Wanted, For A School Near You! [Circling] Resource 19

Job title:

Hours of Work:

Qualities

cheerful angry mean

Must be able to:

use filing cabinet climb ladders use keys drive

cookset

homework do repairs use

photocopier

Complete this job advertisement for a person to work in your school. Circle the qualities and skills they will need. Draw a picture in the box.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

50


Wanted, For A School Near You! [Writing] Resource 20

Job title: The hours worked will be

The uniform is

The job involves

Qualities needed for the job are

Skills needed for the job are

Complete this job advertisement for a person to work in your school. Write about the qualities and skills they will need. Draw a picture in the box.


Sounds, Sights And Smells [Writing] Resource 21

RoomSounds Smells Sights

Classroom

Office

Kitchen

Garden

What sounds, smells and sights might you find in these rooms?

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

52


Sounds, Sights And Smells [Matching] Resource 22

water splashing telephone ringing birds chirping pupils eating lunch cooking seat belts clicking

dining room kitchen hydropool bus office garden

Draw a line to match each sound, sight or smell to the correct area of school.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


School Map (1 of 2) Resource 23

therapy rooms

office storeroom kitchen

classroommain entrance

classroom hall

Who works here? Look at this map of a school. Who might you find working in the different rooms? Cut out and stick on the pictures.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Resource 1

54


School Map (2 of 2) Resource 23

classroom assistant physiotherapist principal caretaker

speech therapist teacher music therapist cook

secretaryoccupational

therapist lunchtime supervisor aromatherapist

250÷5

A B C

Cut out and stick on the pictures on the map on the previous page.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Have You Seen These People In School? Resource 24

electrician chef pilot hairdresser

shop assistant doctor plumber postman

dentist nurse painter policeman

Circle the people you sometimes see in your school.

Resource 1

56


Why Do These People Come To My School? [Writing] Resource 25

The doctor comes to my school to The electrician comes to my school to

The dentist comes to my school to The postman or postwoman comes to my school to

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

Complete the sentences about what these people do in your school.


Why Do These People Come To My School? [Matching] Resource 26

An electrician ... A dentist … A doctor ... A postman … A bin man ...

… checks we are healthy.

... takes away the rubbish. … does repairs. ... checks our teeth. … delivers the mail.

Draw a line from the worker to the job they do in school.

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)

(pdf) sen thematic unit in out and beyond: who's … · mar y mckendr y, castle tower school...

Documents