Unit Title: In, Out and Beyond

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

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

Employability Work in the Local and Global Economy Describe different types of work and investigate the range of employment in the local area

Local and Global Citizenship Democracy and Active Participation Investigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community

Employability Work in the Local and Global Economy Investigate how work organisations contribute to the community

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

Personal Development Personal Health Develop strategies to promote personal safety

Personal Development Self-awareness Explore and express a sense of self

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

Local and Global Citizenship Democracy and Active Participation Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation

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

Key Question

Learning Intention Learners will have opportunities to …
... develop an awareness of their local area.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities
Communicate with a sense of audience and purpose Communication Contribute comments, ask questions and respond to others’ points of view

Where do I go to school?

Discuss your school together, asking the learners how they would describe it. Give them a copy of Resource 1 to draw a picture or paste in a photograph of the school and record the school address. Resource 1: My School Carry out an investigation together to find out some facts about the school, including the types of transport that the learners use to get there and a brief description of the surrounding area (for example ‘There are some houses, a post office and a park’). To complete the ‘report’, the learners can award their school a grade: A, B or C. Discuss the reasons for their choice of grade. Resource 2: Our School Report! Use Resource 3 to help the learners to locate their school in relation to their country and the world. Resource 3: Where’s My School?

Resource Sheet in this booklet Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk Skills tabs printed in yellow are Cross Curricular Skills Skills tabs printed in red are Thinking Skills and Personal Capabilities
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Key Question

Learning Intention Learners will have opportunities to …
... use evidence and interpret information.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

Do I live near my school?

Investigate where the learners live. Encourage them to describe the areas surrounding their homes and categorise them as town, village, city or countryside. Compile a display or chart to show the results. Use www.rac.co.uk/web/routeplanner to find the distances between the learners’ homes and school. Compare the distances to discover who lives nearest and furthest from school. Record the results on Resource 4. Resource 4: How Far Do We Live From School? Together make a record of how the learners travel to and from school. Use the chart in Resource 5 to record their findings. Resource 5: How Do We Get To School? Where possible, give the learners an opportunity to draw a map of their route to school.

Select, classify, compare and evaluate information Using Mathematics Identify and collect information Using ICT Access and manage data and information Using Mathematics Choose the appropriate mathematics to use in a particular situation

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

Key Question

Learning Intention Learners will have opportunities to …
… locate sources of information.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities
Use a range of methods for collating, recording and representing information Communication Listen to and take part in discussions Using Mathematics Read, interpret, organise and present information in mathematical format

Where do other people in my family go to school?

Investigate why we need different types of school by completing the matching activity in Resource 6 together. Resource 6: Types Of School In My Community Use Resource 7 to record where other members of the learners’ families go to school. Choose an appropriate method to display the class results, for example a bar graph or a pie chart. Resource 7: Where Do Members Of My Family Go To School?

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Key Question

Learning Intention Learners will have opportunities to …
... communicate effectively.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What other schools are nearby?

Together create a list of schools in the local area, beginning with the schools that the learners’ siblings attend. Use Resource 8 to record the names of five different schools. In each space, have the learners paste in a photograph, draw the school building or draw a pupil wearing the school uniform. Resource 8: Other Schools In Our Community Examine websites, make telephone calls, write letters or e-mail to find out more about these schools. You could also source information from family members, visits to the schools and articles in the local press. Compile a class scrapbook entitled ‘Schools in our Community’. Include, for example, photographs, descriptions and maps. You could use the basic template in Resource 9 for this, putting the learners into groups and setting each group the task of finding out about a different school. Resource 9: School Inspectors!

Communication Talk about, plan and edit work Break a task into sub-tasks

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

Key Question

Learning Intention Learners will have opportunities to …
… investigate and record their findings.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

Does my school have links with nearby schools?

Together discuss any other schools the learners may be familiar with through visits, joint projects, assemblies, shared competitions or video-conferences, etc. Where possible, arrange visits to other schools for the learners to find out information about them. They could do this through: − questionnaires; − interviews; or − informal discussions. Use Resource 10 to record their findings. Resource 10: School Report! If you have strong links with a particular school, use the PowerPoint template to create a presentation about school links. PP: Our School Links [Presentation Template] As a follow-up, you could organise a joint venture, for example a charity event or celebration, with the link school.

Use own and others’ ideas to locate sources of information Communication Find, select and use information from a range of sources Ask focused questions Select most appropriate method for a task

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Key Question

Learning Intention Learners will have opportunities to …
... investigate how learning can take place in a variety of places.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What other types of educational organisation are there in my community?

As a group, identify other educational organisations in the community that the learners are familiar with. These might include, for example: − further education colleges; − libraries; and − community-based youth clubs. Use Resource 11 to show how people can learn different things in different places in the community outside school. Resource 11: Where Else Do We Learn? Provide copies of a local newspaper to find specific examples of classes in the learners’ local community. Resource 12: What Else Can I Learn In My Community? To help develop the theme, some of the following extension activities may be appropriate for your learners: − Identify programmes taking place in a local further education college, and create a brochure about them for new students and parents. − Have some of the learners give a short talk to the class about a programme that they enjoy. − Create a map or other visual instructions showing how to get from the school to a particular organisation. − Create a short list of the learners’ favourite books and where to locate them in the library.

Use own and others’ ideas to locate sources of information Communication Speak clearly and adapt ways of speaking to audience and situation Communication Listen to and take part in discussions, role plays and presentations

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

Key Question

Learning Intention Learners will have opportunities to …
... identify and develop an awareness of the wider school community.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What other types of organisation does my school have links with?

Together as a group list the facilities linked to the school and specify what resources/activities they offer, for example a swimming pool, gym, football pitch, youth club, art or craft classes, theatre, cinema, parks or museums. Select and classify items from the list into ‘physical’ and ‘arts-based’ activities. Support the learners to make the connections between the benefits of appropriate leisure activities and a healthy lifestyle.

Select, classify, compare and evaluate information Communication Communicate information

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Key Question

Learning Intention Learners will have opportunities to …
… use their knowledge to answer questions.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities
Select most appropriate method for a task Using ICT Manage and present stored work

What can I see in my community?

Take the learners on a walk, if possible, or a bus trip around the school locality. Ask them to focus on the sights, smells and sounds they are aware of on the way. Take photographs, video buildings and/or record sounds during the trip, and make a presentation using the interactive ‘book’ template provided. PP: Buildings In Our Community Discuss the buildings that the learners saw on their trip, the sounds they heard and smells they noticed. Include both positive and negative aspects of their experience. Record these on Resource 13 or 14, whichever is more appropriate for your learners. Resource 13: Our Community [Writing] Resource 14: Our Community [Circling] • A digital camera and/or tape recorder

Discuss any tourist attractions in the learners’ local area, such as landmarks or places of historical importance. Give them a copy of Resource 15 to record details about one of these, or use Resource 16 to make a ‘photo album’. Resource 15: A Famous Place Resource 16: Places Of Interest Ask the learners to write about and draw, or paste in a photo of, their favourite local place. Resource 17: My Favourite Place

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

Key Question

Learning Intention Learners will have opportunities to …
… access and record information in a variety of ways.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

How do I get around my community?

Investigate different types of transport that are available in the local community. Carry out a survey together of the types of traffic that pass by the school. From a safe place off the road, have the learners observe and record on the worksheet in Resource 18 the types of vehicle they see pass by. You could ask each learner to look out for a different type of vehicle and share their results with the group later, back in class. Resource 18: Traffic Tally Use Resource 19 to help the learners to think about the types of transport they could realistically use in different situations. There might be more than one answer for each place. Individuals’ answers will depend on where they live and where the places listed are in their local area. Discuss what transport they think they would choose in each case, and why. Resource 19: How To Get Around! Organise an opportunity for the learners to visit a local bus or train station and interview someone who works there. Use Resource 20 to record their findings. Resource 20: Interview Record

Using Mathematics Read, interpret, organise and present information in mathematical formats Ask focused questions

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Key Question

Learning Intention Learners will have opportunities to …
... examine options for travelling.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities
Communication Communicate information, ideas and opinions Use a range of methods for representing information Plan and set goals Using ICT Investigate, make predictions and solve problems through interaction with electronic tools Use own and others’ ideas to locate sources of information

How do I keep safe when travelling in my community?

Go for a walk together in and around the school. Observe and discuss dangers that the learners can encounter when out walking. Look for signs that help us to know what to do so that we can stay safe, for example ‘emergency exit’, ‘stop’, ‘crossing’, ‘enter’ and ‘no smoking’. Create a photographic record of some of these signs. Use Resources 21 and 22 to introduce key features of the Green Cross Code. Encourage the learners to predict what might happen in a variety of situations where people do not behave safely. Resource 21: Crossing Safely Resource 22: Who’s Safe To Cross? Develop the learners’ awareness of the Green Cross Code by using the school grounds to practise the various steps. Award a certificate to learners who demonstrate correct use of the Green Cross Code. Resource 23: Green Cross Code Award Discuss how we should behave to keep ourselves and others safe when we are travelling by car or bus. Work through Resources 24 and 25 together. Resource 24: Car Safety Resource 25: Bus Safety

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

Key Question

Learning Intention Learners will have opportunities to …
... examine options for travelling.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

How do I keep safe when travelling in my community?

Give the learners an opportunity to do the interactive activities about road safety and to play the PowerPoint memory game together. The games prompt discussion about how particular people and things can help to keep us safe in different situations: police, firefighters, seat belts, traffic lights, zebra crossings, lifebuoys, safety helmets, street lamps and reflective clothing. OA: Road Safety PP: Safe In The Community: Memory Game You can make links to Art & Design by: Designing a poster to encourage safety. Refer to the following websites for more information and resources: www.dft.gov.uk/think is a government site about various aspects of road safety. www.streetwiseguys.co.uk has interactive road safety games. www.safetymatters.renault.co.uk/kids includes a series of interactive games and a teachers’ section providing other resources. www.drdni.gov.uk/index/accessible_transport.htm is a travel safe guide for people with learning difficulties.

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Key Question

Learning Intention Learners will have opportunities to …
… develop an understanding of community needs.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities
Select, classify, compare and evaluate information Communication Read a range of texts for information

What do people need in a community?

Together investigate what services people may need in a community. Sort the services listed in Resource 26 into the six categories shown. Resource 26: Sort The Services! Use a telephone directory, local guide or Yellow Pages to create a list of services in your local area. Classify them into health, leisure, transport, retail, safety and education. You could develop the list into a brochure of local services and businesses. Ask the learners to consider which services they feel are most important in a community and select ten from those pictured in Resource 27. Resource 27: Community Developer!

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

Key Question

Learning Intention Learners will have opportunities to …
... listen to and share information with others.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What leisure services are available in my community?

Discuss together things that the learners like to do in their spare time. Highlight that communities are different, and we can do different things in different places. Complete Resource 28 together, considering which activities the learners can do in their own locality and which they would have to travel to other communities to do. Resource 28: In Or Out Of My Community? Focus on the learners’ own local area, and explore which of the activities in Resource 29 can be done there. Resource 29: Local Leisure Use Resource 30 for the learners to record details about one specific activity that they could do in their community. Resource 30: Activity Information Sheet Work through the categorising activity in Resource 31 to highlight how we have to pay for some activities, but not all. Emphasise, in particular, how many activities are freely available to us. Ask if the learners can think of any more. Resource 31: Pay Or Free? Using Resource 32, explore further the cost of participating in specific activities. Resource 32: How Much Does It Cost?

Communication Listen to and take part in discussions Plan and set goals Communication Talk about, plan and edit work

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Key Question

Learning Intention Learners will have opportunities to …
... listen to and share information with others.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What leisure services are available in my community?

Encourage the learners to think about their personal preferences by ordering the ten activities in Resource 33 from their favourite to their least favourite. If they don’t take part in some of the activities, they should consider whether or not they think they would enjoy them. Resource 33: My Top Ten Interests Distribute the sheet of identity cards in Resource 34, and discuss how the learners could go about finding an activity in their community that each of the six people would enjoy. Provide copies of one of the two worksheets in Resource 35: the first involves writing answers and the second, matching. Resource 34: Identity Cards Resource 35: Where Should They Go? Set a group project, giving the learners an opportunity to create a brochure to advertise different leisure activities that are available in the area.

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

Key Question

Learning Intention Learners will have opportunities to …
... select and classify information.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What businesses are in my community?

Together list places where people work in the community, such as local shops and factories. Complete the survey in Resource 36 to focus on businesses in a particular street or shopping centre. Resource 36: Shop Survey Use Resource 37 to explore further the differences between types of business, including the distinction we can make between goods and services. Resource 37: Goods And Services Investigate different types of services in the community. Visit a local street together and record the types of places offering services that are located there. You could create a pictorial display of local streets, using photographs, for example of shop fronts (making sure to obtain permission for learners to photograph premises). Resource 38: Services Searcher! You can make links from this theme to SLD Education for Employability Unit 2: Looking at the Local Economy. Investigate local factories and the products they make. Arrange a visit to a local factory, and make a record of local products.

Use a range of methods for collating, recording and representing information Communication Use non-verbal methods to express ideas and engage with the listener

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Key Question

Learning Intention Learners will have opportunities to …
... select and classify information.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What businesses are in my community?

Make a set of job cards, laminated if possible, from Resource 39, and play ‘job charades’ together. If appropriate, ask the learners if they know the name of someone in their community or family who does each job. Resource 39: Community Job Charades Consider jobs that cannot be done in the learners’ local area (due to factors such as climate, geographical position or size of population). Talk through the examples in Resource 40. Resource 40: Jobs In My Community

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

Key Question

Learning Intention Learners will have opportunities to …
… develop an awareness of how people’s lives can change when they move to a new country.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

Why do people move to my area?

Explore reasons why people might move into a new community, including those listed in Resource 41. Resource 41: Why Do People Move To Our Community? Investigate what it is like to live in different parts of the world. The online resource at www.bbc.co.uk/schools/twocities compares Belfast and Mexico. Use stories from Oxfam’s ‘Cool Planet’ to explore reasons why people move from one country to another. www.oxfam.org.uk/coolplanet/kidsweb/children.htm Have the learners compare their own community with one other and consider some things that are better or worse in each place. Investigate different nationalities in the local workforce. Explore difficulties that migrant workers might experience when coming to work in a new country. Read Resource 42 together and discuss the issues it raises. Resource 42: Migrant Workers Together discuss how the learners could help to make migrant workers feel welcome in the community.

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

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Key Question

Learning Intention Learners will have opportunities to …
… identify positive and negative actions/behaviours and develop a sense of responsibility.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities
Select, classify, compare and evaluate information Communication Listen to and take part in discussions Communication Talk about and plan work Plan and set goals

What things do I like and dislike about my community?

Together consider positive and negative aspects of the learners’ community. Ask what makes the learners feel happy or sad in their community. Elicit different ways to finish the sentences: − Things I like are ... − Things I don’t like are ... Use Resource 43 to prompt discussion and develop the learners’ awareness of positives and negatives in their community. Resource 43: Good Or Bad? Identify positive and negative reports about the locality in local newspapers. Choose suitable stories to create a ‘good news’ display. Have the learners complete the plus/minus/interesting activity in Resource 44 by writing or drawing in the boxes. Resource 44: My Community To focus on ways to improve negative situations in the community, prepare a set of community dominoes cards from Resource 45 for each small group of learners. Explain that to make a chain of dominoes, they have to match each problem to its solution. Allow them to play the game together. Resource 45: Community Dominoes

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

Key Question

Learning Intention Learners will have opportunities to …
… identify positive and negative actions/behaviours and develop a sense of responsibility.

Possible Learning, Teaching and Assessment Activities

Skills and Capabilities

What things do I like and dislike about my community?

Talk about things that can go wrong in a community and the consequences they can have. Use the situations depicted in Resource 46 as prompts. Resource 46: What Could Happen Next? Allow each learner or group of learners to choose one of the pictures in Resource 46 to develop into a news story. Encourage them to write an imaginative description in the first column and police recommendations (advice about how to avoid similar situations) in the middle column. Resource 47: Daily News Explore together what type of things the learners and their families could do to help the community they live in. Use Resource 48 to help them identify various issues, such as their behaviour towards property and attitudes to others in the community. Resource 48: Community Helpers Explore together how the learners’ community could be made better. Ask them what things they would like to see in their community in the future. Resource 49: My Ideal Community

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

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

Resource 1

This is my school:

The address of my school is:

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

Our School Report!
Write a report for your school.

Resource 2

School name:

County:

Age of school:

Transport:

Number of pupils:

School area:

Town:

Grade:

A B C
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Where’s My School?
What country is your school in? Find and circle it on the map below. Where is the country on this map? Find it and colour it in.

Resource 3

Now find where your school is on this map and mark it with an ‘X’.

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

How Far Do We Live From School?
Record the distance you and your classmates live from school. Write each person’s name or draw a picture of them in the appropriate place in the diagram.

Resource 4

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Less than 5 miles Less than 10 miles

10 miles and over

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How Do We Get To School?
Find the most popular way of getting to school in your class by completing the chart below. Colour one box for each pupil who travels that way.
10 9 8 7 6
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Resource 5

5 4 3 2 1

TAXI

Family car

Bus

Taxi

Walk

Other

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

Types Of School In My Community
There are different types of school in every community. Can you match these schools to the descriptions?

Resource 6

Draw a line from the description to the school.
Boys and girls who attend this school are aged 4–11. Boys and girls who attend this school are over 11. Boys and girls who attend this school are under 4.

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SCHOOL

nursery school
29

primary school

secondary school
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Where Do Members Of My Family Go To School?
Write the names of other members of your family who go to school, and the names of their schools. Tick the nursery, primary or secondary column to show what type of school it is.

Resource 7

SCHOOL

Family member

Name of school

Nursery

Primary

Secondary

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

Other Schools In Our Community
Record the names and pictures of five other schools that are near your school.

Resource 8

Name:
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Name:

Name:

Other schools in our community
SCHOOL

Name:

Name:

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School Inspectors!
Select a school in your community and fill in the information.

Resource 9

Number of pupils

Age of pupils Picture of school
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School name
250÷5 A B C

Number of staff Uniform
In, Out and Beyond Thematic Unit What’s Out There

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

Resource 10

Name of school I have visited:

Reason for the visit:

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What I liked

What I did not like

Grade I would give this school (A is the highest, C is the lowest):

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

Resource 11

I wish I could learn how to dance better.

I need to find more information for my project.

You should go to

You should go to

I wish I knew how to use the computer better.

I wish I knew how to swim.

You should go to

You should go to

Word Bank

the library the leisure centre

dance lessons in the community centre night class at college
In, Out and Beyond Thematic Unit What’s Out There

What Else Can I Learn In My Community?
Look through your local newspaper. Find the names of any classes that are on in your local community, and write their names onto the books below.

Resource 12

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Our Community [Writing]
Go for a walk around a part of your community. Record aspects of your experience on the sheet below.

Resource 13

Area sights sounds smells

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Experience

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

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

Resource 14

Area

sights
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sounds

smells

shops

parks

people

river

traffic

bells

sirens

smoke

fumes

Experience
road works churches sites hotels road works animals music food flowers

animals

houses

factories

farms

children

birds

lawn mower

petrol

cut grass

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A Famous Place
Complete this poster about a famous place in your community. This is a famous place in my community

Resource 15

Name of place:

Why is it famous:

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

Places Of Interest

Resource 16

Name:

Name:

Name:

Find five places of interest in your local area.
Put pictures of them in the boxes. Write the names of the places in the spaces below.
Name: Name:

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

Resource 17

My favourite local place is:

The address is:

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I like it because:

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

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

Resource 18

cars

vans

TAXI
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taxis

motorcycles

buses

bicycles

lorries

tractors

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

Resource 19

TAXI

walk shopping centre

car/taxi

bus

train

airport

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zoo

zoo

hospital

dentist

seaside

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

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

Resource 20

How many people work here? Name: What do you like about your job?

Job title:

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What do you do?

What do you dislike about your job?

How do you think the service could be improved? What are the opening hours?
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Crossing Safely
Can you get across the road safely? Colour the BEST choices you could make in GREEN to show how to get from one pavement to the other safely.

Resource 21

p a v e m e n t

How?

Where?

Then?

What next?

If traffic is coming ...

If no traffic is coming ...

run across

at a roundabout

turn around

walk across road

... run

... wait

wait for traffic to stop

top of a hill

stand at a wall

look and listen for traffic

... let it pass and look again

... walk across and keep looking ... run across the road

look for a safe place

corner

stand on the pavement near the kerb stand on the road

look for traffic

... walk across the road

keep eyes shut

pedestrian crossing

run across road

... hold up your hand to stop it

... walk across

walk onto the road

double yellow lines

get ready to run

listen for traffic

... step onto the road

... wait until it comes

p a v e m e n t

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

Who’s Safe To Cross?
Look at these pictures and decide if these people are ready to cross the road or not.

Resource 22

Colour the traffic light
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talking on a mobile

looking left and right

holding an adult’s hand

wearing reflective clothing at night

green to go or red to wait.
listening for traffic listening to loud music running on the pavement playing on the pavement

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

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Green Cross Code Award

Resource 23

Green Cross Code Award
This is to certify that can use the Green Cross Code.
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Awarded by: Date:

Remember to Stop, Look and Listen!

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

Car Safety
How can you stay safe when travelling in a car? Choose the correct word to complete the sentence. Always wear a Do not lean out of the Get in and out of the car on the Do not block the driver’s view in the Keep hands away from the Do not Never grab the when the car is moving. at the driver. when the car is moving. side.

Resource 24

Word Bank
steering wheel door pavement shout window seat belt mirror

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

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Bus Safety
What should you do in these situations? Choose A or B. When you are waiting for the bus, you should ... a. wait in the queue b. push to the front of the queue When the bus starts off, you should ... a. throw things around the bus b. sit quietly

Resource 25

When you get onto the bus, you should ... a. make a lot of noise
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When you get near your stop, you should ... a. wait until the bus stops before you get up b. run to the front of the bus

b. sit quietly in a seat

When you get a seat, you should ... a. put on the seat belt b. put your legs up

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

Sort The Services! (1 of 2)
Decide which group these services belong to. Cut and paste the pictures into the correct box.

Resource 26

Supermarket

police station

supermarket

dentist

college

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petrol station

doctor
SCHOOL

swimming pool

train station

fire station

school

bus station

cinema

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

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Sort The Services! (2 of 2)
Services in the Community

Resource 26

health

education

leisure

retail

transport

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

Community Developer! (1 of 2)
Which ten services do you think are most important in a community? Select from the list below and copy and paste them into the plan.
Supermarket

Resource 27

supermarket

doctor’s surgery

church

school

hairdresser’s

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park
Newsagent

houses

bus station

cinema

cafe

newsagent’s
51

clothes shop

CD/DVD shop

library

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

52

Community Developer! (2 of 2)

Resource 27

I think these services are important in a community.

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

In Or Out Of My Community? (1 of 2)
Are these activities you could do in your community (home), or would you have to travel outside your community (away)? Stick the activities in the right columns.

Resource 28

Home

Away

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

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

Resource 28

zoo

visit a zoo
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go to the beach

go for a swim

visit a castle

go to a funfair

watch a film

go ice-skating

visit a farm

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

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

Resource 29

play tennis

walk on the beach

go to the cinema

go to art classes

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surf

go fishing

play golf

go swimming

play football
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go bowling

do aerobics

go to dance class
In, Out and Beyond Thematic Unit What’s Out There

56

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

Resource 30

Activity Information Sheet

aerobics
Where can I go to do it?
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swimming
Telephone number:

cinema

Opening hours:

museum

Price:

bowling

How did I find this information?

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

Pay Or Free? (1 of 2)
Decide which activities you have to pay for and which you can do for free in your community. Cut and stick the pictures into the correct columns.

Resource 31

Pay

Free

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

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Pay Or Free? (2 of 2)

Resource 31

go for a walk

go for a swim

play golf

go to the cinema

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read a book

go to the park

watch the ducks

fly a kite

go to a concert

go bowling

listen to music

play football with a friend

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

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

Resource 32

Activity
visit the museum

Cost per person

Activity
go to the gym

Cost per person

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go swimming

go to a night class

go to the cinema

go to a football game

go bowling

go to an aerobics class

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My Top Ten Interests (1 of 2)
List ten activities that you can do in your local area in the order you like them, with your favourite one first. Cut out and paste the activities shown.

Resource 33

My Top Ten Interests!
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
In, Out and Beyond Thematic Unit What’s Out There

My Top Ten Interests (2 of 2)

Resource 33

football painting walking
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cinema golf swimming gateway club museum

bowling cookery class

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

Resource 34

ID Card

ID Card

ID Card

Name: Tom Age: 1 Likes: playing indoors

Name: Susie Age: 40 Likes: watching films

Name: Mark Age: 10 Likes: sports

ID Card

ID Card

ID Card

Name: Bob Age: 70 Likes: history

Name: Adam Age: 15 Likes: having fun with friends

Name: Emma Age: 20 Likes: beauty and makeup

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

Where Should They Go? (1 of 2)
What activity do you think each person could do in your community? Write your answers in the spaces.

Resource 35

I think Tom should go to

I think Adam would like to go to

I think Susie should go to

I think Emma would like to go to

I think Bob should go to

I think Mark would like to go to

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Where Should They Go? (2 of 2)
Draw a line to where you think each person should go.

Resource 35

I think Tom should go to ...

I think Susie should go to ...

I think Bob should go to ...

I think Adam I think Emma would I think Mark would would like to go ... like to go to ... like to go to ...

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... the museum.

... fishing.

... the cinema.

... the spa.

... the soft play area.

... bowling.

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

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

Resource 36

Name of street/shopping centre:
Business type chemist’s Number Business type bank Number Business type phones Number

clothes
Supermarket

shoes

furniture

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supermarket
Newsagent

toys

jeweller’s

newsagent’s

cards

travel agent’s

cafe

electrical hair/beauty salon

sports

entertainment

bakery

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

Resource 37

Some businesses offer you goods. That means you can buy items from them. Some businesses offer you a service. That means they do something for you.

Where would you go if ...
a. ... you felt ill?

Car Repairs

Buns ‘R’ Us

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

c. ... you needed your coat cleaned?
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Coffee Corner
15 Main Street

Wash & Dry

d. ... you wanted to buy sweets?

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

Sweetie Shop

Dr Feelbetter’s Clinic
f. ... you wanted a coffee?

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

Services Searcher!
Where would you go in your community if you needed …

Resource 38

... to get your clothes dry cleaned?
Type of service:

... to put money in a safe place?
Type of service:

Name of a local service:

Name of a local service:

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... to book a holiday?
Type of service:

... to get your car repaired?
Type of service:

Name of a local service:

Name of a local service:

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

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Community Job Charades (1 of 3)

Resource 39

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vet

fireman

policeman

bus driver

milkman

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

Community Job Charades (2 of 3)

Resource 39

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dentist

doctor

teacher

shop assistant
69

bin collector

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

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Community Job Charades (3 of 3)

Resource 39

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crossing patrol

chef

mechanic

waitress

road worker

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

Jobs In My Community
These people are looking for jobs in your area. Write the names of the jobs they want. Circle the ‘ ’ if people can do these jobs in your community, and the ‘ ’ if they can’t. Job wanted: Job wanted: Job wanted:

Resource 40

Job wanted:

Job wanted:

Job wanted:

Word Bank

businesswoman

zoo keeper

factory worker

fruit picker child care assistant ski instructor

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

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Why Do People Move To Our Community?
For what reasons are these people moving to your area?

Resource 41

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Word Bank

for a home

to earn money

to get an education

to be safe

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

Migrant Workers (1 of 2)

Resource 42

This man is a migrant worker. He works in a factory in your community. Read this English translation of a letter that he sent to his brother, and find out what things he found difficult about coming to work in your area. Then answer the questions.

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

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Migrant Workers (2 of 2)

Resource 42

1. What did the man find difficult about reading and talking to others?

5. Why did he find shopping difficult?

2. Who did he miss when he first arrived?

6. Why does he want to move house?

3. Why did some people bully him at work?

7. Why did he find using buses difficult?

4. What does he buy that makes him happier?

8. In what ways did people help him to be happy?
(Think about things they may have shown him how to use, help getting information, etc.)

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

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

Resource 43

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car crime

people keeping you safe

graffiti

litter

clean streets
75

drugs

vandalism

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

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

Resource 44

What things do you like about your community?

What things do you not like about your community?

What things are interesting about your community?

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

Community Dominoes

Resource 45

����

��

litter

dogs run loose

respect property

graffiti

vandalism

being nice

clean walls

dog on lead

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being nasty

use a bin

dog on lead

being nasty

graffiti

respect property

being nice

����

��

litter

dogs run loose

clean walls

use a bin

vandalism

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

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78

What Could Happen Next?
Resource 46

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

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

Resource 47

Date:

Issue 1. Vol.5

50p

Picture of incident The local police say you should

Report by:
79 In, Out and Beyond Thematic Unit What’s Out There

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Community Helpers
How are these people helping their community?
Police, please!

Resource 48

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Word Bank
supporting local teams
������

using bins calling 999

keeping to speed limits using local shop

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

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

Resource 49

Shops

Leisure

My Community Ideas
Transport Other

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

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