associate teachers - curriculum · for the learner’s ability. also, consider sharing each...

Writers’ Group

Mary McKendry, Castle Tower School (Loughan Campus), Ballymena (Editor)

Nora O Baoill, Fleming Fulton School, BelfastMura Kennedy, Fleming Fulton School, BelfastStephen Porter, Riverside School, Antrim

Associate TeachersDeclan Callan, Glenveagh School, BelfastBonor Clarke, Sandelford School, ColeraineNichola Kelly, Parkview School, Lisburn

A CCEA Publication ©2009

www.nicurriculum.org.uk

Cover Photograph: Bubbles Photo Library - Angela Hampton

1 Knowing and Growing Thematic Unit My Choices Now

Unit Title: Knowing and GrowingSub Theme: My Choices Now

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as a contributor to society

Key Elements: Personal understanding, mutual understanding, moral character, spiritual awareness, ethical awareness, citizenship, media awareness, economic awareness

Attitudes and Dispositions: personal responsibility, concern for others, openness to new ideas, commitment/determination/resourcefulness, curiosity, tolerance, self-belief, community spirit, integrity/moral courage, respect

Learning Experiences: investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, skills integrated, ongoing reflection, enquiry based, supportive environment

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 the key elements and statements of the Northern Ireland Curriculum.

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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Knowing and Growing Thematic Unit My Choices Now

Statements of Minimum Requirement

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

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

Home EconomicsIndependent LivingInvestigate a range of factors that influence consumer choices and decisions

Education for 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

Personal DevelopmentSelf–awarenessExplore and express a sense of self

Personal DevelopmentSelf-awarenessExplore personal morals, values and beliefs

Personal DevelopmentSelf-awarenessInvestigate the influences on a young person

Personal DevelopmentSelf-awarenessDevelop skills and strategies to improve own learning

Home EconomicsIndependent LivingDevelop a range of skills to promote independence through planning, managing and using resources


Make connections between learning in different contexts

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What choices do I have?

... explore and express a sense of self.

Discuss with your learners the concept of choice. Ask them to share a choice theymade that week (if they find this difficult, allow them to practise by choosing asweet/snack/favoured pop group, etc.).

Explain that our lives are shaped by the choices we make. They may be simplechoices (we don’t think too much about them) or difficult ones (we think aboutthem a lot before deciding). Together, come up with examples of simple choiceswith simple consequences (what to eat for breakfast) and difficult choices withserious consequences (who to marry).

Discuss how the choices we make can tell others about the kind of person weare and our interests (for example liking spicy food, reading books, enjoying heavymetal music or flower arranging, playing outdoor sports, wearing bright clothes,etc.).

Using the adjective grid in Resource 1, help your learners to identify positiveelements in their personalities. Then, explore how these attributes are expressedin the choices they make every day. They can use the blank spaces to add anyadjectives they think of.

Resource 1: Positively Me!

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 orange are Thinking Skills and Personal Capabilities

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

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

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What choices do I have?

... explore and express a sense of self.

Using PP: Me and My Choices Book, allow your learners to create their owninteractive book about themselves and their choices. The template allows them torecord their everyday choices. They can use information from their completedResource 1 to create the first page of their book and then add details, images andany other additional choices on a regular basis.

You can extend the activity by allowing them to share their book with the rest of the class.

Accommodate differentiation by allowing for as few or as many pages as is suitablefor the learner’s ability. Also, consider sharing each learner’s book with their parentto inform them of choices the learner would like to make now and in the future.

PP: Me and My Choices Book

You can make links to Using Mathematics by:Together creating graphs, bar charts, pie charts, etc. that celebrate the class’similarities and differences in their choices.




Who influences my choices?

... analyse decisions and justify choices.

Investigate choices and the influences that affect these by playing the game inResource 2.

Resource 2: My Influences Game

Extend the game by conducting a class role play. Gather the game’s cards. Seatyour learners in a circle and ask for a volunteer to sit in the centre. Allow thevolunteer to select one of the Choices Cards. Allow each learner in the circle toselect an Influences Card. Read the Choices Card aloud and give the other learnerstime to prepare to role play the influence on their card. After everyone in the circlehas played their role, the volunteer must make their decision.

To close the activity, lead a discussion using the following focused questions:− Was it easy to resist the influence?− Who had the most influence?− Can you think of another influence that wasn’t included on the cards?− What about the feelings/needs of the volunteer? Did these influence their

choice?− Did you ever have to make a choice like this? What happened?− What have we learned from this that will help us make good choices in the

future?

Generate possible solutions, try out alternative approaches and evaluate outcomes

Make links between cause and effect

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

Generate possible solutions, try out alternative approaches, evaluate outcomes



How do I make good choices?


Making healthy choices is fundamental to independence, autonomy and theprevention of substance abuse. Giving your learners a technique for making choiceswill allow them to practise their decision-making in a safe environment and help them to be more in control of their decisions.

Using PP: How to Make Good Choices allow your learners to discover and practise thesteps to good decision-making (Stop-Think-Decide). Once you reach the final slide,you can select one of the provided scenarios and allow your learners to verbaliseand explore each step in the decision-making process just presented.

PP: How to Make Good Choices

Once they have practised making choices using the Stop-Think-Decide method,allow them to suggest choice scenarios of their own. Alternatively, and to allow fordifferentiation, suggest some scenarios that pose greater consequences (forexample breaking a confidence, smoking, cycling without a helmet, talking tostrangers). You can pose these to the class, particular groups or one-on-onedepending on their ability. Your learners will best learn and internalise the techniqueif you refer to it regularly when discussing situations that occur in and outside of school.

You can make links to Art & Design or Technology by:Making a traffic light. This can be a useful alternative teaching aid to thePowerPoint for your more visual or kinaesthetic learners.

Paper plates and paints or a simple electronic circuit•




How do I make good choices?


Examine good methods for examining options and reaching decisions. Use thethinking frames provided to help your learners visualise and work through thedecision-making process.

PP: Making Decisions

Resource 3: Decision-Making Thinking Frames

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What affects my food choices?

… explore personal morals, values and beliefs around food choices.

Remind your learners about the healthy food choices that they learned about in theMy Body unit. Stress the importance of remembering the tips for a balanced diet:− Eat lots of fresh fruit and vegetables.− Eat more fish.− Avoid foods with lots of fat or sugar.− Eat less salt.− Drink plenty of water.

Using Resource 4, together, investigate a variety of diet choices (for examplevegetarianism/Fairtrade, anorexia, bulimia, special diets, food allergies, etc.)

Resource 4: Different Diets

You can find out about additional specialised diets on www.tesco.com

You can find out more about Fairtrade aims and products on www.fairtrade.org.uk

Using Resources 4 and 5, choose two diaries at a time with their corresponding twodiets and work with your learners to pair the food diary with its diet.

Resource 4: Different Diets

Resource 5: Food Diaries

To incorporate what they have learned, as a class prepare healthy snacks for breakthat could provide an option for each of the diets you’ve been learning about. Wesuggest that you do not prepare the anorexia diet.


Using Mathematics -Develop financial capability

Examine options and weigh up pros and cons

Sequence, order, classify and make comparisons



How can I manage my money choices?

... explore ways of managing money and consider the consequences of financial choices.

Discuss with your learners the difference between wanting and needing something.Clarify that we do not need everything that we want.

Allow your learners to complete Resource 6 to help them understand, recognisethe difference between and prioritise their wants and needs.

Resource 6: Need or Want?

Continue your exploration of wants and needs, this time by introducing the themeof money management. Discuss personal budgets in their simplest form: planningfor spending and saving.

PP: Budgeting!

Resource 7: Your Money

Allow your learners to complete a personal budget.

Resource 8: My Budget

Give your learners opportunities to examine the following items:− cash/debit cards − credit cards− post office/building society savings books− online bank websites− PIN numbers − DLA/benefits leaflets.

A collection of bank cards, lodgement booklets, benefit booklets, etc.•

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How can I manage my money choices?

... explore ways of managing money and consider the consequences of financial choices.

Further SuggestionsYou can extend the learning by together examining the advantages of online access to a bank account. Some local banks will come to schools to explain the role of banks.

You can also create opportunities for differentiation by visiting the following websites,which identify and illustrate different methods of payment.

Access to www.moneyinstructor.com and www.msmoney.com •


Examine options, weigh up pros and cons

Using Mathematics -Develop financial capability



What influences my consumer choices?

... examine options and weigh up pros and cons.

Many factors influence our decisions. If your learners realise that these influencesexist, they may make better decisions.

To start, assist your learners to make a list of things or people who influence them.You may find the Influences Cards from Resource 2 useful.

Resource 2: My Influences Game

Organise trips to a local shop and supermarket to investigate prices of groceries.Alternatively, allow your learners to explore prices by using supermarket websites.Have them record each product’s details on Resource 9. Then, explore withthem why prices might be different and whether price is the only thing thatdetermines where we shop.

Resource 9: Stop and Shop

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




What influences my consumer choices?

... examine options and weigh up pros and cons.

Using either products or product images, explore with your learners differentbrands. How familiar are they with different brands? You could:− allow them to sort products/images into piles of brands they recognise and

those they don’t;− focus on recognisable brand colours and shapes by creating sets of two or three

similar products and allowing them to identify the recognisable brand from among the generic/less recognisable brands (Coke, Jammie Dodgers, Kellogg’s Cornflakes, Pringles, Crayola, and Cadbury’s all have distinctive packaging shapes/colours);

− prepare a selection of branded products and allow them to identify which brands their families buy regularly;

− prepare a selection of brands produced locally; and− prepare pairs of one branded item with a generic counterpart (for example

ketchup, trainers, mp3 players, crayons), and identify the differences in cost. Allow your learners to examine the products, then discuss whether they’d pay more for the brand. Why or why not?

A selection of branded and generic products•

Using Resource 10, allow your learners to discover and compare the differencesin generic and branded clothing costs. They can obtain the information by eithervisiting a real shop or by using catalogues in the classroom.

Resource 10: Fashion Costs

A selection of clothing catalogues•


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

Sequence, order, classify and make comparisons



Will my interests influence my future?

... identify personal interests and talents.

Create Trees of Interests. Provide each learner with a blank tree template andallow them to choose which leaves to cut out and stick on to their Tree of Interests.(One leaf is blank, so learners may add any interest not listed. They may also createtheir own leaves or even cut and paste pictures onto their tree.)

This can provide a starting point for exploring what choices they may wish topursue in the future.

Resource 11: Tree of Interests

Discuss with your learners what things they might like to do once they’ve finishedschool. Your learners can complete Resources 12-14 to explore and analyse theiroptions.

Resource 12: My Future Choices 1

Resource 13: My Future Choices 2

Resource 14: What Should I Do?

Arrange for visits to work placements or invite staff from adult centres, supportedemployment agencies or further education to talk to your learners about what theirpost school options are, what courses are on offer, if they feel the courses suit theirinterests/strengths, etc.

Explore how to prepare for leaving school and to find employment. See ourEducation for Employability pack for extension guidance and resources.

CCEA’s Education for Employability WOW Factor•Copies of the What Next? workbook, available on www.mencap.org.uk•Copies of I Can Get a Job, available on www.mencap.org.uk•

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Communication -Listen to and take part in discussions and explanations


Using Mathematics -Identify and collect information

Using ICT -Present ideas and information in digital media



How will my choices influence my future?

… evaluate information and evidence.

As a class, discuss the future. Together, consider what the future may mean to them.You could use the following focused questions to prompt discussion, and then allowyour learners to complete Resource 15:− Where will you live? − Who will you live with?− How will you get money?− How will you socialise?− What will you do if you need help?

Resource 15: In the Future

Using one of the blank decision-making thinking frames in Resource 3, workthrough some of the focused questions/choices, above, with your learners.

Resource 3: Decision-Making Thinking Frames


Communication -Communicate information, ideas, opinions




Which other people make decisions that influence my life?

... evaluate and appreciate other people’s choices.

Through discussion and by completing the Resource sheets and OA: My Choices,explore with your learners who may make decisions:− in the family;− in school; and− in the community.

Resource 16: Who Decides at Home?

Resource 17: Who Decides at School?

Resource 18: Who Decides in the Community?

OA: My Choices

You can make links to Art & Design by:Gathering a selection of pictures of local leaders to create a collage.

A collection of images of local leaders, paper and paste•

Together discuss why some decisions are very important and have to be made bymore than one person (for example where a family goes on holiday, where the classgoes on a trip, who wins a talent competition, if an army should go to war, if thestreet should have a party, etc.).

Resource 19: Group Decisions

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Communication -Speak clearly and structure talk so that ideas can be understood by others

Generate possible solutions

Communication -Adapt ways of speaking to audience and situation



How are group decisions made?

... respect the views and opinions of others.

Together, explore the different ways in which groups of people can make decisions.Then, allow your learners to complete Resource 20 to explore how to fairly decidewhere to go on an imaginary class trip.

Resource 20: Class Trip

Help your learners understand that everyone deserves to have their opinionconsidered. Use Resource 21 to help reinforce this message by having yourlearners sort the cards into fair and unfair ways of making group decisions.

Resource 21: Fair and Unfair Decision Cards

Examine the different ways in which the opinions of individuals can be shared.Methods might include: − speaking to a person of authority;− videoing your opinion and sending it to a TV station;− emailing a radio station; − role playing in class to explore relevant issues and the methods used to resolve

them; and − creating a petition.

Resource 22: How am I Heard?




How are group decisions made?

... respect the views and opinions of others.

Discuss what would be the most appropriate method of decision-making forthe scenarios below: − How should we select the class prefect?− How should we decide who does each school chore?− How should we decide who goes first in a game?

Use the following focused questions to help prompt discussion:− How can we make these decisions fairly?− What happens if the majority votes for the same person every time?− How do you cope if the decision is not one you like?

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

Make predictions, examine and distinguish fact from fiction

Using Mathematics -Organise and present information in mathematical formats

Using ICT -Present and publish ideas and information using a range of digital media



What is voting? ... understand the importance of voting and the methods used.

Together, explore why it is important to vote (it helps everyone have a say indecisions), and then use Resources 23−25 to explore the different ways people canvote. You can also find voting resources on the Mencap website.

Resource 23: Who Needs Your Vote?

Resource 24: Voting 1

Resource 25: Voting 2

Access to the Mencap site at www.mencap.org.uk•

Use the following focused questions to investigate occasions when people vote(for example TV competitions like X Factor or Big Brother) and how the votingworks:− Does the person with the most votes always win? Why or why not?− What happens if your favourite does not win?− Does the best performer always win? Why or why not?− Have you ever voted for your favourite?− Do you think these competitions are fair? Why?− How does having a vote make you feel?

Investigate the fair and unfair ways a political party gets votes (for examplecampaigns, ads, speeches, TV appearances, etc.).

Resource 26: Winning Your Vote 1

Resource 27: Winning Your Vote 2





Divide your learners into groups and run a ‘campaign’ on a decision that you wantthe class to make (for example summer outing destination, who will be head boy/girl, or achievement awards).

Ask each group to design posters on their choice and think of ways in which theycould convince people to vote for their idea.

As a class, practise the act of voting by having your learners vote for their favouriteTV soap.

You can make links to Using Mathematics by having your learners use picturesfrom magazines to create a pictogram of the results.

Further SuggestionsOrganise a set of class/school Excellence Awards. Have each learner decide which talent or gift they feel they excel at (be certain that all talents are recognised). Then, help your learners to organise a campaign to convince the class to vote for them. Make rosettes, posters and badges.

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Together, explore how school councils work. Invite one of your link schools to talk about their school council. If your school does not have a council, your learners could:− vote to decide if you should have a council;− plan how to negotiate with the principal and other learners to set up a council;− determine how many representatives there should be on the council;− plan fair representation for each class; − set targets for setting up the council; − discuss issues that they feel the school council should consider; and− explore the possible consequences of decisions made by the council (for example, if you want a pool table, where will it go, who will pay for it, when will it be used?).

Make certain to break up the work into sub-tasks.Access to www.citizen.org.uk/education/sen/• pdf/school_cncl.pdf for learning activities and resources based on school councils


Resources


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Positively Me!

Write your name in the big, empty box in the middle of the page. Go to the box with the first letter of your name and circle or underline a word in that box that describes you. Then do the same for the other letters in your name.

Resource 1

A able, athletic, awesome, assertive, agreeable

B best, busy, brilliant, beautiful, brave

C cheerful, clever, cool, creative, co-operative, caring, charming

D dynamic, delightful, desirable, dear, dramatic

E excellent, entertaining, eager, enthusiastic, energetic

F friendly, fantastic, fabulous, fun

G great, gorgeous, generous, gentle, good

H happy, healthy, helpful, heroic, honest, handsome

I intelligent, interesting, independent, intense

J joyful, jolly, jovial, joking

K kind, keen, kindly, kind-hearted, knockout

L likeable, loveable, lovely, listening, lively

Name:M marvellous, merry, magnificent, mature, memorable, mannerly

N nice, neat, natural, noble, nifty

O outstanding, original, organised

P precious, proud, popular, perfect, pretty, pleasant

Q quiet, quick, quality R rapid, rare, respectful, responsible

S sensational, sensitive, sensible, select, soothing, strong, star, special

T terrific, tremendous, tenacious, tender

U uplifting, unbeatable, unique

V vital, vivacious, vibrant, (also VERY plus any other adjective)

W wonderful, wholesome, wise, winning

X eXtraordinary, eXcellent

Y young, youthful, yummiest

Z zingy, zestful, zippy


My Influences Game (1 of 4) Resource 2

Objective:The intention of this game is for learners to recognise the influences that may affect their choices.

Instructions:Round 1Print and cut up the Choices Cards and place them face down on a table.Print and cut up the Influences Cards and place them face up on the table.

Each learner, in turn, chooses a card and turns it over. The learner (or classroom assistant) reads the scenario and the learner is asked: “What would you choose?”

Once the learner has chosen, ask them to identify from the Influences Cards who or what might influence their choice.

Round 2Place all of the Choices Cards face up this time.Place all of the Influences Cards face down.

Each learner, in turn, chooses a Choices Card. Then (without peeking), he or she chooses three of the Influences Cards.

The learner turns over the Influences Cards to see who they are. Allow a small amount of time for the learner to think about/imagine what the people on the Influences Cards might say to influence them in their decision. Remind your learners that influences can be good or bad.


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My Influences Game (Choices Cards) (2 of 4) Resource 2

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You are going to buy a new pair of trainers.

You are thinking about what you would like to be when you are older.

You are deciding what you will wear today.

Someone has called you a name.You are deciding what to have for breakfast.

Your Mum wants you to make your bed, and your friend calls

to see if you can come out to play.

You have been given your pocket money.

You need to choose a drink in a café.

You find your uncle’s cigarettes and lighter.


At a family party, a friend dares you to take a drink of your Dad’s beer.

Your birthday is coming up and you are deciding how to celebrate.

You are deciding what to have for lunch.

You find a purse with money in it lying in the street.

Dinner is over and the dishes have to be done.

You are buying a CDfrom the local shop.

You are deciding what television programme to watch.

You are deciding if you will visit your friend.

You have lost your coat and you are deciding whether to tell

your mum or not.

My Influences Game (Choices Cards) (3 of 4) Resource 2

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My Influences Game (Influences Cards) (4 of 4) Resource 2

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pop star sports star someone from TV

Mummy Daddy sister

brother teacher friend

classroom assistant Granny Granddad


Decision-Making Thinking Frames (Making Decisions) (1 of 2) Resource 3

Question or problem

Option 2Option 1 Option 3

ConsPros ConsPros ConsPros

Decision


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Resource 3

Question or problem

Option 2Option 1

ConsPros ConsPros

Decision

Decision-Making Thinking Frames (Making Decisions) (2 of 2)


Different Diets (1 of 2) Resource 4

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Gluten Free Diet

Some people can not eat gluten, which is found in flour and wheat products.

This means they can not, for example, eat:• bread• pasta• cakes• somebreakfastcereals (unless made gluten free)• sausages• fishinbatter• packetsoupsorsauces.

Nut Allergy Diet

People who have a nut allergy have to be very careful of the food they eat.

They must not, for example, eat:• nutsofanykind• nutoilsanddressings• muesli• healthbars• boughtpastriesorcakes• sataysaucesandsomeother Asian foods• pestosauce• marzipan• sometypesofchocolate.

Diabetic Diet

If a person is diabetic, their body does not make insulin, so they take injections. Diabetics need to eat regularly, being careful not to skip any meals. They should eat low sugar foods and high fibre (slow burning) foods.

They should always keep healthy snacks available.


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Resource 4

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Different Diets (2 of 2)

Vegetarian Diet

Vegetarians do not eat meat or fish. Usually they do take milk, cheese and eggs (animal products). They have to be careful to eat enough iron (dark green vegetables and brown bread) and protein (cheese, beans or textured vegetable protein (TVP)).

Fairtrade Diet

The Fairtrade Foundation helps farmers in poor parts of the world. It makes sure they get a fair price for their products and have good working conditions.

Lots of supermarkets sell Fairtrade groceries. These products may be more expensive, but they help farmers to survive.

Anorexia Diet

Anorexia is an eating disorder where people starve themselves. It can begin in young people who are convinced they are overweight despite the fact they are very underweight. They eat very little and exercise excessively.


Food Diaries (1 of 3) Resource 5

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John’s Diet Laura’s Diet

Glass of orange juice Muesli/porridge with

Milk Green tea

Piece of fruit

Vegetable and bean soup Wheaten bread

Slice of carrot cake Water

Mushroom risotto with parmesan cheese

Fruit crumbleIce cream

Green tea or coffee

Porridge with a sliced Fairtrade banana

MilkFairtrade orange juice

Fairtrade sandwich andyoghurt from a restaurant

Fairtrade coffee

Beef stir fry withFairtrade rice

Chocolate muffin made with Fairtrade ingredients

Fairtrade coffee or tea


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Resource 5

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Food Diaries (2 of 3)

Cathy’s Diet Danny’s Diet

Glass of orange juiceWeetabix with milk

Cereal bar (low sugar)Diet Coke

Vegetable soupBrown bread sandwich (ham and salad)

Meat/chickenBoiled potatoes

Carrots and broccoliFresh fruit with

plain yoghurt

Glass of milkWheaten breadSliced banana

Glass of orange juicePorridge with milk

Packet of small rice cakes

Baked potato with baked beans

Ice cream (check label)

Meat/chickenBoiled potatoes

Carrots and broccoliFruit salad and ice cream(check label on ice cream)

Cup of tea or coffeeGluten-free biscuits


Food Diaries (3 of 3) Resource 5

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Clare’s Diet Jane’s Diet

Half a grapefruitGlass of hot water

with lemon

Bottle of water

Green leaf salad(no dressing)Black coffee

Steamed fishand vegetables

Bottle of water

Glass of orange juicePorridge/cornflakes

with milkToast with butter and

marmalade

Banana

Tuna salad sandwichYoghurt (check label)

Water

Homemade beef casseroleBaked potato

Fruit crumble withcustard

Cup of tea


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Resource 6

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Need or Want?

need want need want need want



Circle the correct answer for you.


Your Money Resource 7

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We all need to learn how to look after our money.

Everyone should try to plan how they spend their money - this is called a budget.

Decide how to spend your money.

Do you think you should be able to buy anything you want?

Or should you save for things like a concert, holiday or bike?

Look at the budget on the next page. Is this how you would plan your budget?

- a

-


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Resource 8

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My Budget

INCOME - Money I have received

Sample Budget My Budget

pocket money £10

earnings £3

birthday/Christmas money

other £3

TOTAL £16

EXPENSES - Money I have spent

snacks/sweets £5

DVD/games £4

social activities

clothes

other

SAVINGS - Money I have not spent £7

YOU OWE


Stop and Shop

Find these products in a local shop and a large supermarket. Fill in the blanks for each product and then compare the prices.

Resource 9

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Product Size/Weight Local Shop Supermarket

Kellogg’s Cornflakes

sliced bread

bunch of bananas

bag of Tate & Lyle sugar

fresh tomatoes

Heinz baked beans

1 litre of milk


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Resource 10

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Fashion Costs

Price the clothes the girl is wearing in Dunnes or Primark or New Look.

Price the clothes with a brand/”label” such as Adidas, Nike or Roxy.

Is there a difference in the price between the clothes with brand labels and those at Dunnes/Primark/New Look?

top

trousers

trainers

£

top

trousers

trainers

£


Tree of Interests (1 of 2)

Below is your Tree of Interests. There are also leaves that name different interests. Cut out the leaves with your interests on them and stick them to your tree.

Resource 11

Name:


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Resource 11

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Tree of Interests (2 of 2)

drawing talking stories problem-solving questions

building things acting imagining being

alone team work

outdoors books music singing games

computers fashion dancing animals plants

sports patterns listening experimenting quizzes

painting gluing writing reading


My Future Choices 1In the future, you will have to choose what to do when you leave school. Can you draw a line from the description to the correct place?

Resource 12

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A bit like school!

Someone would help you work

Earn money for doing a job

Spend time with others

Stay at home

employment

adult centre

further education

home

supported employment

My choice would be


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Choice Good point Bad point

stay at home

adult centre

supported employment

further education

employment

Resource 13

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My Future Choices 2These are some of the choices you will have when you leave school. Think of 1 good point and 1 bad point for each choice.


What Should I Do? Resource 14

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I would like to have a job,but I might need help.

I would like to learn moreabout how to use a computer.

Choices: employment further education supported employment adult centre

I want to play games, spend timewith friends and go on trips.

I would like to earn some money.

Can you help decide what these pupils should do when they leave school?


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Resource 15In the Future

I will live... with my family on my own

I will get money... from the government from working

I will spend my free time... in clubs and with friends on my own

I will travel by... using public transport asking my family

I will eat by... cooking my own meals helping to cook meals

If I need help I will ask... my family or friends my teacher

In the

Future

In the future, you will have to make some choices. What will your choice be in these situations?


Who Decides at Home? Resource 16

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Decision Parent or carer Brother or sister You

What to have for dinner

What to watch on TV

When to paint the house

When to cut the grass

What time you go to bed

What to wear on Saturday

Who makes these decisions in your home? Tick the correct box.


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Resource 17

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Who Decides at School?

Decision Principal Teacher Caretaker

When to give homework

When to wash floors

When to have holidays

When to empty bins

What time school ends

What to do for maths

Who gets pupil of the week

250÷5

A B C

Who makes these decisions in your school? Tick the correct box.


Who Decides in the Community? Resource 18

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The opening times of the shopping centre

If people have parked correctly

When the bins are emptied

If people can get a loan

If people are breaking the law

If people are healthy

police officer

council

medical staff

manager

traffic manager

bank manager

Who makes these decisions in your community? Draw a line from the decision to the person who would make it.


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Resource 19

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Group Decisions

Decision 1 Person’s Decision Group Decision

Where to go on a family holiday

What pen to write with

What chocolate bar to buy

Who wins X Factor

Where to go on a class trip

If an army should go to war

What shirt to buy

Who becomes Prime Minister

Is it one person’s decision or a group decision? Place a tick in the correct box.


Class Trip

Imagine you are planning a class trip. How could you decide where to go? Which of these do you think would be the fairest way to decide?

Resource 20

1.

3. I think only people with black hair should decide.

2.We should ask

everyone to put their hands up - the venue

that gets the most hands wins.

4.We should have a

secret vote. Everyone can make their decision

without anyone else knowing what they

voted for.

I think I should decide for everyone.

I think the fairest way to decide is number because

.


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Resource 21

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Fair and Unfair Decision Cards (1 of 2)

one person decides only men decide people with brown hair decide

glasses wearers don’t decide only people who can walk decide only white skinned people decide

Copy and cut out the cards. Then sort them into fair and unfair ways to make group decisions.


Resource 21

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Fair and Unfair Decision Cards (2 of 2)

toss a coin mark choice on a board put choices in a hat and pick one

show of hands hold a meeting to talk about it secret vote by everyone


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How am I Heard? Resource 22

Ideas Bank: taking part in a survey e-mailing a newspaper calling the radio station

signing a petition taking part in a protest talking to someone

Supportus!

How are these people giving their opinions?


Who Needs Your Vote? Resource 23

Ideas Bank: X Factor contestant government politician councillor

I want to make decisions about the country.

I want to win the record deal!

I want to help people in our local area.


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Resource 24Voting 1

Ideas Bank: postal vote telephone vote secret vote show of hands

People can vote in different ways. What ways are shown in these pictures?


Voting 2 Resource 25

voting for someone on a TV show

voting for a politician

voting in a newspaper poll

voting to make a class decision

putting up your hand

making a phone call

secret vote

postal vote

People can vote in different ways. Draw a line from the thing we vote on to the way we vote for it.


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Resource 26Winning Your Vote 1

People try to win your vote in many ways. Look at the pictures below to see some of the ways people try to win your vote. Match the pictures to the description.

1. Television advert Picture

2. Meeting the people Picture

3. Poster Picture

4. Giving a speech Picture

5. Newspaper article Picture

6. Radio interview Picture

a. b. c.

d. e. f.


Winning Your Vote 2 (1 of 2) Resource 27

Fair Unfair

Can you decide which of these pictures show fair and unfair ways of winning votes?


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Resource 27Winning Your Vote 2 (2 of 2)

give a speech pay people to vote for you

stop people voting foranother person

use posters

use the media bully people into voting talk to people shout at people

My BodyLearning for Life and Work (SLD)

Knowing and Growing:Thematic Unit

associate teachers - curriculum · for the learner’s ability. also, consider sharing each...

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