Professional Documents
Culture Documents
Associate Teachers
Declan Callan, Glenveagh School, Belfast
Bonor Clarke, Sandelford School, Coleraine
Nichola Kelly, Parkview School, Lisburn
www.nicurriculum.org.uk
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.
Make connections
What choices do ... explore and express a sense Discuss with your learners the concept of choice. Ask them to share a choice they
between learning in
of self. made that week (if they find this difficult, allow them to practise by choosing a
I have? sweet/snack/favoured pop group, etc.).
different contexts
Communication -
Explain that our lives are shaped by the choices we make. They may be simple
Communicate
choices (we don’t think too much about them) or difficult ones (we think about
information, ideas,
them a lot before deciding). Together, come up with examples of simple choices
opinions, feelings
with simple consequences (what to eat for breakfast) and difficult choices with
and imaginings
serious consequences (who to marry).
Using Mathematics -
Discuss how the choices we make can tell others about the kind of person we
Read, interpret,
are and our interests (for example liking spicy food, reading books, enjoying heavy
organise and
metal music or flower arranging, playing outdoor sports, wearing bright clothes,
present information
etc.).
in mathematical
formats
Using the adjective grid in Resource 1, help your learners to identify positive
elements in their personalities. Then, explore how these attributes are expressed
in the choices they make every day. They can use the blank spaces to add any
adjectives they think of.
Skills tabs printed in orange are Thinking Skills and Personal Capabilities
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
What choices do ... explore and express a sense Using PP: Me and My Choices Book, allow your learners to create their own
of self. interactive book about themselves and their choices. The template allows them to
I have? record their everyday choices. They can use information from their completed
Resource 1 to create the first page of their book and then add details, images and
any 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.
Generate possible
Who influences ... analyse decisions and Investigate choices and the influences that affect these by playing the game in
solutions, try
justify choices. Resource 2.
my choices? out alternative
approaches and
Resource 2: My Influences Game
evaluate outcomes
Extend the game by conducting a class role play. Gather the game’s cards. Seat
your learners in a circle and ask for a volunteer to sit in the centre. Allow the Make links between
volunteer to select one of the Choices Cards. Allow each learner in the circle to cause and effect
select an Influences Card. Read the Choices Card aloud and give the other learners
time to prepare to role play the influence on their card. After everyone in the circle
has 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?
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Generate possible
How do I make ... analyse decisions and Making healthy choices is fundamental to independence, autonomy and the
solutions, try
justify choices. prevention of substance abuse. Giving your learners a technique for making choices
good choices? will allow them to practise their decision-making in a safe environment and help
out alternative
approaches,
them to be more in control of their decisions.
evaluate outcomes
Using PP: How to Make Good Choices allow your learners to discover and practise the
Using ICT -
steps to good decision-making (Stop-Think-Decide). Once you reach the final slide,
Investigate, make
you can select one of the provided scenarios and allow your learners to verbalise
predictions and
and explore each step in the decision-making process just presented.
solve problems
through interaction
PP: How to Make Good Choices
with digital tools
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 for
differentiation, suggest some scenarios that pose greater consequences (for
example breaking a confidence, smoking, cycling without a helmet, talking to
strangers). You can pose these to the class, particular groups or one-on-one
depending on their ability. Your learners will best learn and internalise the technique
if you refer to it regularly when discussing situations that occur in and outside of school.
How do I make ... analyse decisions and Examine good methods for examining options and reaching decisions. Use the
justify choices. thinking frames provided to help your learners visualise and work through the
good choices? decision-making process.
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Make links
What affects my … explore personal morals, Remind your learners about the healthy food choices that they learned about in the
between cause
values and beliefs around My Body unit. Stress the importance of remembering the tips for a balanced diet:
food choices? food choices. − Eat lots of fresh fruit and vegetables.
and effect
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 two
diets and work with your learners to pair the food diary with its diet.
To incorporate what they have learned, as a class prepare healthy snacks for break
that could provide an option for each of the diets you’ve been learning about. We
suggest that you do not prepare the anorexia diet.
Examine options
How can I manage ... explore ways of managing Discuss with your learners the difference between wanting and needing something.
and weigh up pros
money and consider the Clarify that we do not need everything that we want.
my money choices? consequences of financial
and cons
choices. Allow your learners to complete Resource 6 to help them understand, recognise
Sequence, order,
the difference between and prioritise their wants and needs.
classify and make
comparisons
Resource 6: Need or Want?
Using Mathematics -
Continue your exploration of wants and needs, this time by introducing the theme Develop financial
of money management. Discuss personal budgets in their simplest form: planning capability
for spending and saving.
PP: Budgeting!
Resource 8: My Budget
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Examine options,
What influences ... examine options and weigh Many factors influence our decisions. If your learners realise that these influences
weigh up pros
up pros and cons. exist, they may make better decisions.
my consumer and cons
choices? To start, assist your learners to make a list of things or people who influence them.
Using Mathematics -
You may find the Influences Cards from Resource 2 useful.
Develop financial
capability
Resource 2: My Influences Game
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Examine options,
What influences my ... examine options and weigh Using either products or product images, explore with your learners different
weigh up pros
up pros and cons. brands. How familiar are they with different brands? You could:
consumer choices? − allow them to sort products/images into piles of brands they recognise and
and cons
Using Resource 10, allow your learners to discover and compare the differences
in generic and branded clothing costs. They can obtain the information by either
visiting a real shop or by using catalogues in the classroom.
Sequence, order,
Will my interests ... identify personal interests Create Trees of Interests. Provide each learner with a blank tree template and
classify and make
and talents. allow them to choose which leaves to cut out and stick on to their Tree of Interests.
influence my (One leaf is blank, so learners may add any interest not listed. They may also create
comparisons
future? their own leaves or even cut and paste pictures onto their tree.)
Communication -
Develop, express
This can provide a starting point for exploring what choices they may wish to
and present ideas
pursue in the future.
in a variety of
forms and formats,
Resource 11: Tree of Interests
using digital
and traditional
Discuss with your learners what things they might like to do once they’ve finished
resources, for
school. Your learners can complete Resources 12-14 to explore and analyse their
different audiences
options.
and purposes
Arrange for visits to work placements or invite staff from adult centres, supported
employment agencies or further education to talk to your learners about what their
post school options are, what courses are on offer, if they feel the courses suit their
interests/strengths, etc.
Explore how to prepare for leaving school and to find employment. See our
Education 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
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Make links
How will my … evaluate information As a class, discuss the future. Together, consider what the future may mean to them.
between cause
and evidence. You could use the following focused questions to prompt discussion, and then allow
choices influence your learners to complete Resource 15:
and effect
my future? − Where will you live?
Communication -
− Who will you live with?
Listen to and take
− How will you get money?
part in discussions
− How will you socialise?
and explanations
− What will you do if you need help?
Using Mathematics -
Resource 15: In the Future Identify and
collect information
Using one of the blank decision-making thinking frames in Resource 3, work
through some of the focused questions/choices, above, with your learners. Using ICT -
Present ideas and
Resource 3: Decision-Making Thinking Frames information in
digital media
Examine options,
Which other people ... evaluate and appreciate other Through discussion and by completing the Resource sheets and OA: My Choices,
weigh up pros
people’s choices. explore with your learners who may make decisions:
make decisions − in the family;
and cons
that influence − in school; and
Communication -
my life? − in the community.
Communicate
information, ideas,
Resource 16: Who Decides at Home?
opinions
OA: My Choices
Together discuss why some decisions are very important and have to be made by
more than one person (for example where a family goes on holiday, where the class
goes on a trip, who wins a talent competition, if an army should go to war, if the
street should have a party, etc.).
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Generate possible
How are group ... respect the views and Together, explore the different ways in which groups of people can make decisions.
solutions
opinions of others. Then, allow your learners to complete Resource 20 to explore how to fairly decide
decisions made? where to go on an imaginary class trip.
Communication -
Speak clearly and
Resource 20: Class Trip
structure talk so
that ideas can be
Help your learners understand that everyone deserves to have their opinion understood by
considered. Use Resource 21 to help reinforce this message by having your others
learners sort the cards into fair and unfair ways of making group decisions.
Communication -
Resource 21: Fair and Unfair Decision Cards Adapt ways of
speaking to
Examine the different ways in which the opinions of individuals can be shared. audience and
Methods might include: situation
− 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.
How are group ... respect the views and Discuss what would be the most appropriate method of decision-making for
opinions of others. the scenarios below:
decisions made? − 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?
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Make predictions,
What is voting? ... understand the importance of Together, explore why it is important to vote (it helps everyone have a say in
examine and
voting and the methods used. decisions), and then use Resources 23−25 to explore the different ways people can
distinguish fact
vote. You can also find voting resources on the Mencap website.
from fiction
What is voting? ... understand the importance of Divide your learners into groups and run a ‘campaign’ on a decision that you want
voting and the methods used. the 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 they
could convince people to vote for their idea.
As a class, practise the act of voting by having your learners vote for their favourite
TV soap.
You can make links to Using Mathematics by having your learners use pictures
from magazines to create a pictogram of the results.
Further Suggestions
Organise 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.
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
What is voting? ... understand the importance of Together, explore how school councils work. Invite one of your link schools to talk about
voting and the methods used. 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?).
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.
A able, athletic, awesome, B best, busy, brilliant, C cheerful, clever, cool, creative,
assertive, agreeable beautiful, brave co-operative, caring, charming
Name:
M marvellous, merry, magnificent, N nice, neat, natural, O outstanding, original,
mature, memorable, mannerly noble, nifty organised
Objective:
The intention of this game is for learners to recognise the influences that may affect their choices.
Instructions:
Round 1
Print 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 2
Place 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.
You are going to buy a You are thinking about what you You are deciding what
new pair of trainers. would like to be when you are older. you will wear today.
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You have been given your You need to choose a You find your uncle’s
pocket money. drink in a café. cigarettes and lighter.
At a family party, a friend dares you Your birthday is coming up and you You are deciding what
to take a drink of your Dad’s beer. are deciding how to celebrate. to have for lunch.
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25
5
10
You find a purse with money in it Dinner is over and the dishes You are buying a CD
lying in the street. have to be done. from the local shop.
Question or problem
Decision
Question or problem
Option 1 Option 2
Decision
Some people can not eat gluten, which People who have a nut allergy have to If a person is diabetic, their body
is found in flour and wheat products. be very careful of the food they eat. does not make insulin, so they take
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Vegetarians do not eat meat or fish. The Fairtrade Foundation helps Anorexia is an eating disorder where
Usually they do take milk, cheese and farmers in poor parts of the world. It people starve themselves. It can begin
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eggs (animal products). They have makes sure they get a fair price for in young people who are convinced
to be careful to eat enough iron (dark their products and have good working they are overweight despite the fact
green vegetables and brown bread) conditions. they are very underweight. They eat
and protein (cheese, beans or textured very little and exercise excessively.
vegetable protein (TVP)). Lots of supermarkets sell Fairtrade
groceries. These products may be
more expensive, but they help farmers
to survive.
Brown bread sandwich (ham and salad) Ice cream (check label)
Meat/chicken Meat/chicken
Boiled potatoes Boiled potatoes
Carrots and broccoli Carrots and broccoli
Fresh fruit with Fruit salad and ice cream
plain yoghurt (check label on ice cream)
(no dressing)
Black coffee Tuna salad sandwich
Yoghurt (check label)
Steamed fish Water
and vegetables
Homemade beef casserole
Bottle of water Baked potato
Fruit crumble with
custard
Cup of tea
- a
Everyone should try to plan how they spend their money - this is called a budget.
-
Look at the budget on the next page. Is this how you would plan your budget?
My Budget Resource 8
EXPENSES -
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YOU OWE
SAVINGS -
Money I have not spent £7
Find these products in a local shop and a large supermarket. Fill in the blanks for each product and then compare the prices.
sliced bread
bunch of bananas
fresh tomatoes
1 litre of milk
trousers
trainers
trousers
trainers
Is there a difference in the price between the clothes with brand labels and those at Dunnes/Primark/New Look?
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.
Name:
problem-
drawing talking stories questions
solving
building being
things acting imagining team work
alone
In 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?
My choice would be
41 Knowing and Growing Thematic Unit My Choices Now
42
stay at home
adult centre
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supported employment
further education
employment
Can you help decide what these pupils should do when they leave school?
In the future, you will have to make some choices. What will your choice be in these situations?
In the
I will live... I will travel by...
with my family using public transport
on my own asking my family
Future
in clubs and with friends my family or friends
on my own my teacher
Who makes these decisions in your home? Tick the correct box.
What to watch on TV
Who makes these decisions in your school? Tick the correct box.
A
B
C
Who makes these decisions in your community? Draw a line from the decision to the person who would make it.
Is it one person’s decision or a group decision? Place a tick in the correct box.
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?
We should ask
1. 2. everyone to put their
I think I should
decide for everyone. hands up - the venue
that gets the most
hands wins.
We should have a
I think only people secret vote. Everyone
3. 4.
with black hair can make their decision
should decide. without anyone else
knowing what they
voted for.
Copy and cut out the cards. Then sort them into fair and unfair ways to make group decisions.
one person decides only men decide people with brown hair decide
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glasses wearers don’t decide only people who can walk decide only white skinned people decide
toss a coin mark choice on a board put choices in a hat and pick one
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Support
us!
Ideas Bank: taking part in a survey e-mailing a newspaper calling the radio station
Voting 1 Resource 24
People can vote in different ways. What ways are shown in these pictures?
Ideas Bank: postal vote telephone vote secret vote show of hands
People can vote in different ways. Draw a line from the thing we vote on to the way we vote for it.
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.
a. b. c.
d. e. f.
Can you decide which of these pictures show fair and unfair ways of winning votes?
Fair Unfair
give a speech pay people stop people voting for use posters
to vote for you another person
use the media bully people into voting talk to people shout at people