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.
1
In, Out and Beyond Thematic Unit What’s Out There
2
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
Personal Development
Personal Health
Develop strategies to
promote personal safety
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
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
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
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
Where do I go to
school?
Learning Intention
Learners will have
opportunities to …
... develop an awareness of their
local area.
Possible Learning, Teaching and Assessment Activities
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.
Skills and
Capabilities
Communicate
with a sense of
audience and
purpose
Communication Contribute
comments,
ask questions
and respond to
others’ points
of view
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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In, Out and Beyond Thematic Unit What’s Out There
4
Key Question
Do I live near my
school?
Learning Intention
Learners will have
opportunities to …
... use evidence and interpret
information.
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
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.
Select, classify,
compare
and evaluate
information
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.
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
Where do other
people in my family
go to school?
Learning Intention
Learners will have
opportunities to …
… locate sources of information.
Possible Learning, Teaching and Assessment Activities
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?
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
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In, Out and Beyond Thematic Unit What’s Out There
6
Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
What other schools
are nearby?
... communicate effectively.
Together create a list of schools in the local area, beginning with the schools that
the learners’ siblings attend. Use Resource 8 to record the names of five different
schools. In each space, have the learners paste in a photograph, draw the school
building or draw a pupil wearing the school uniform.
Communication Talk about, plan
and edit work
Break a task
into sub-tasks
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!
In, Out and Beyond Thematic Unit What’s Out There
Key Question
Does my school
have links with
nearby schools?
Learning Intention
Learners will have
opportunities to …
… investigate and record their
findings.
Possible Learning, Teaching and Assessment Activities
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.
Skills and
Capabilities
Use own and
others’ ideas to
locate sources
of information
Communication Find, select and
use information
from a range of
sources
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.
7
Ask focused
questions
Select most
appropriate
method for a task
In, Out and Beyond Thematic Unit What’s Out There
8
Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
What other types
of educational
organisation
are there in my
community?
... investigate how learning can
take place in a variety of places.
As a group, identify other educational organisations in the community that the
learners are familiar with. These might include, for example:
− further education colleges;
− libraries; and
− community-based youth clubs.
Use own and
others’ ideas to
locate sources of
information
Use Resource 11 to show how people can learn different things in different places in
the community outside school.
Resource 11: Where Else Do We Learn?
Provide copies of a local newspaper to find specific examples of classes in the
learners’ local community.
Resource 12: What Else Can I Learn In My Community?
To help develop the theme, some of the following extension activities may be
appropriate for your learners:
− Identify programmes taking place in a local further education college, and
create a brochure about them for new students and parents.
− Have some of the learners give a short talk to the class about a programme that
they enjoy.
− Create a map or other visual instructions showing how to get from the school to
a particular organisation.
− Create a short list of the learners’ favourite books and where to locate them in
the library.
Communication 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
What other types
of organisation
does my school
have links with?
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
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, classify,
compare
and evaluate
information
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.
9
Communication Communicate
information
In, Out and Beyond Thematic Unit What’s Out There
10
Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
What can I see in
my community?
… use their knowledge to
answer questions.
Take the learners on a walk, if possible, or a bus trip around the school locality. Ask
them to focus on the sights, smells and sounds they are aware of on the way.
Take photographs, video buildings and/or record sounds during the trip, and make a
presentation using the interactive ‘book’ template provided.
PP: Buildings In Our Community
Discuss the buildings that the learners saw on their trip, the sounds they heard and
smells they noticed. Include both positive and negative aspects of their experience.
Record these on Resource 13 or 14, whichever is more appropriate for your learners.
Resource 13: Our Community [Writing]
Resource 14: Our Community [Circling]
•
Skills and
Capabilities
Select most
appropriate
method for a
task
Using ICT Manage and
present
stored work
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
How do I get
around my
community?
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
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.
Using
Mathematics Read, interpret,
organise
and present
information in
mathematical
formats
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.
Ask focused
questions
Resource 19: How To Get Around!
Organise an opportunity for the learners to visit a local bus or train station and
interview someone who works there. Use Resource 20 to record their findings.
Resource 20: Interview Record
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In, Out and Beyond Thematic Unit What’s Out There
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
How do I keep safe
when travelling in
my community?
... examine options for
travelling.
Go for a walk together in and around the school. Observe and discuss dangers that
the learners can encounter when out walking.
Look for signs that help us to know what to do so that we can stay safe, for example
‘emergency exit’, ‘stop’, ‘crossing’, ‘enter’ and ‘no smoking’. Create a photographic
record of some of these signs.
Use Resources 21 and 22 to introduce key features of the Green Cross Code.
Encourage the learners to predict what might happen in a variety of situations where
people do not behave safely.
Resource 21: Crossing Safely
Communication Communicate
information,
ideas and
opinions
Use a range of
methods for
representing
information
Plan and set
goals
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
Skills and
Capabilities
Using ICT Investigate, make
predictions and
solve problems
through
interaction with
electronic tools
Use own and
others’ ideas to
locate sources
of information
Resource 25: Bus Safety
In, Out and Beyond Thematic Unit What’s Out There
Key Question
How do I keep safe
when travelling in
my community?
Learning Intention
Learners will have
opportunities to …
... examine options for
travelling.
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
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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In, Out and Beyond Thematic Unit What’s Out There
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Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
What do people
need in a
community?
… develop an understanding of
community needs.
Together investigate what services people may need in a community. Sort the
services listed in Resource 26 into the six categories shown.
Resource 26: Sort The Services!
Use a telephone directory, local guide or Yellow Pages to create a list of services
in your local area. Classify them into health, leisure, transport, retail, safety
and education. You could develop the list into a brochure of local services and
businesses.
Skills and
Capabilities
Select, classify,
compare
and evaluate
information
Communication Read a range
of texts for
information
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
What leisure
services are
available in my
community?
Learning Intention
Learners will have
opportunities to …
... listen to and share
information with others.
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
Discuss together things that the learners like to do in their spare time.
Communication Listen to and take
part in discussions
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.
Plan and set
goals
Communication Talk about, plan
and edit work
Resource 29: Local Leisure
Use Resource 30 for the learners to record details about one specific activity that
they could do in their community.
Resource 30: Activity Information Sheet
Work through the categorising activity in Resource 31 to highlight how we have to
pay for some activities, but not all. Emphasise, in particular, how many activities
are freely available to us. Ask if the learners can think of any more.
Resource 31: Pay Or Free?
Using Resource 32, explore further the cost of participating in specific activities.
Resource 32: How Much Does It Cost?
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In, Out and Beyond Thematic Unit What’s Out There
16
Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
What leisure
services are
available in my
community?
... listen to and share
information with others.
Encourage the learners to think about their personal preferences by ordering the ten
activities in Resource 33 from their favourite to their least favourite. If they don’t take
part in some of the activities, they should consider whether or not they think they
would enjoy them.
Skills and
Capabilities
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
What businesses
are in my
community?
Learning Intention
Learners will have
opportunities to …
... select and classify
information.
Possible Learning, Teaching and Assessment Activities
Skills and
Capabilities
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.
Use a range
of methods
for collating,
recording and
representing
information
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).
Communication Use non-verbal
methods to
express ideas and
engage with the
listener
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.
17
In, Out and Beyond Thematic Unit What’s Out There
18
Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
What businesses
are in my
community?
... select and classify
information.
Make a set of job cards, laminated if possible, from Resource 39, and play ‘job
charades’ together. If appropriate, ask the learners if they know the name of
someone in their community or family who does each job.
Skills and
Capabilities
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
Why do people
move to my area?
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
Explore reasons why people might move into a new community, including those
listed in Resource 41.
Using ICT Manipulate
information
and multimedia
products using a
range of assets
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
Compare
and evaluate
information
Have the learners compare their own community with one other and consider some
things that are better or worse in each place.
Investigate different nationalities in the local workforce. Explore difficulties that
migrant workers might experience when coming to work in a new country. Read
Resource 42 together and discuss the issues it raises.
Resource 42: Migrant Workers
Together discuss how the learners could help to make migrant workers feel
welcome in the community.
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In, Out and Beyond Thematic Unit What’s Out There
20
Key Question
Learning Intention
Learners will have
opportunities to …
Possible Learning, Teaching and Assessment Activities
What things
do I like and
dislike about my
community?
… identify positive and negative
actions/behaviours and develop
a sense of responsibility.
Together consider positive and negative aspects of the learners’ community. Ask
what makes the learners feel happy or sad in their community. Elicit different ways
to finish the sentences:
− Things I like are ...
− Things I don’t like are ...
Use Resource 43 to prompt discussion and develop the learners’ awareness of
positives and negatives in their community.
Resource 43: Good Or Bad?
Identify positive and negative reports about the locality in local newspapers.
Choose suitable stories to create a ‘good news’ display.
Have the learners complete the plus/minus/interesting activity in Resource 44 by
writing or drawing in the boxes.
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
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
What things
do I like and
dislike about my
community?
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
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
22
In, Out and Beyond Thematic Unit What’s Out There
Resources
23
In, Out and Beyond Thematic Unit What’s Out There
24
My School
Resource 1
Put a picture of your school in the box, and write your school’s address.
This is my school:
The address of my school is:
In, Out and Beyond Thematic Unit What’s Out There
Our School Report!
Resource 2
Write a report for your school.
25
School name:
County:
Age of school:
Transport:
Number of pupils:
School area:
Town:
Grade:
A B C
In, Out and Beyond Thematic Unit What’s Out There
26
Where’s My School?
What country is your school in?
Find and circle it on the map
below.
Resource 3
Where is the country on this map?
Find it and colour it in.
Now find where your school is on
this map and mark it with an ‘X’.
In, Out and Beyond Thematic Unit What’s Out There
How Far Do We Live From School?
Resource 4
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
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.
Less than 5 miles
Less than 10 miles
10 miles and over
27
In, Out and Beyond Thematic Unit What’s Out There
28
How Do We Get To School?
Resource 5
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
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
6
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
Resource 6
There are different types of school in every community. Can you match these schools to the descriptions?
Draw a line from the description to the school.
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
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.
SCHOOL
nursery school
29
primary school
secondary school
In, Out and Beyond Thematic Unit What’s Out There
30
Where Do Members Of My Family Go To School?
Resource 7
Write the names of other members of your family who go to school, and the names of their schools.
Tick the nursery, primary or secondary column to show what type of school it is.
SCHOOL
Name of school
Nursery
Primary
Secondary
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Family member
In, Out and Beyond Thematic Unit What’s Out There
Other Schools In Our Community
Resource 8
Record the names and pictures of five other schools that are near your school.
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Name:
Name:
Name:
Other schools in
our community
SCHOOL
Name:
31
Name:
In, Out and Beyond Thematic Unit What’s Out There
32
School Inspectors!
Resource 9
Select
a school in your community and fill in the information.
Number of pupils
Age of pupils
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Picture of school
School name
250÷5
A
B
C
Number of staff
Uniform
In, Out and Beyond Thematic Unit What’s Out There
School Report!
Resource 10
Have you ever visited another school? What did you think about it? Record your experiences below.
Name of school
I have visited:
Reason for the
visit:
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
What I liked
What I did not like
Grade I would give
this school (A is the
highest, C is the lowest):
33
In, Out and Beyond Thematic Unit What’s Out There
34
Where Else Do We Learn?
Resource 11
There are other places in the community where people learn things. Where should these people go?
I wish I could learn how
to dance better.
You should go to
You should go to
I wish I knew how to
use the computer
better.
You should go to
Word Bank
I need to find more
information for my
project.
I wish I knew how
to swim.
You should go to
the library
dance lessons in the community centre
the leisure centre
night class at college
In, Out and Beyond Thematic Unit What’s Out There
What Else Can I Learn In My Community?
Resource 12
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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.
35
In, Out and Beyond Thematic Unit What’s Out There
36
Our Community [Writing]
Resource 13
Go for a walk around a part of your community. Record aspects of your experience on the sheet below.
Area
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sights
sounds
smells
Experience
In, Out and Beyond Thematic Unit What’s Out There
Our Community [Circling]
Resource 14
Go for a walk around a part of your community. Record aspects of your experience by circling pictures on
the sheet below.
Area
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sights
sounds
smells
shops
parks
people
river
traffic
bells
sirens
smoke
fumes
road
works
churches
sites
hotels
road works
animals
music
food
flowers
animals
houses
factories
farms
children
birds
lawn mower
petrol
cut grass
Experience
37
In, Out and Beyond Thematic Unit What’s Out There
38
A Famous Place
Resource 15
Complete this poster about a famous place in your community.
This is a famous place in my community
Name of place:
Why is it famous:
In, Out and Beyond Thematic Unit What’s Out There
Places Of Interest
Name:
Resource 16
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:
39
Name:
In, Out and Beyond Thematic Unit What’s Out There
40
My Favourite Place
Resource 17
Complete the sentences and put in a picture of your favourite place in your community.
My favourite local place is:
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The address is:
I like it because:
In, Out and Beyond Thematic Unit What’s Out There
Traffic Tally
Resource 18
Carry out a survey of the types of traffic that pass by your school. Remember to stay safe!
Transport
cars
Numbers
Transport
Numbers
vans
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TAXI
41
taxis
motorcycles
buses
bicycles
lorries
tractors
In, Out and Beyond Thematic Unit What’s Out There
42
How To Get Around!
Resource 19
How could you travel if you had to go to these places? Tick the boxes to show the transport you could use.
TAXI
walk
car/taxi
bus
train
shopping
centre
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airport
zoo
zoo
hospital
dentist
seaside
In, Out and Beyond Thematic Unit What’s Out There
Interview Record
Resource 20
Visit a local bus or train station and interview a person who works there.
How many people
work here?
Name:
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Job title:
What do you do?
What do you like about your job?
What do you dislike about your job?
How do you think the service could be
improved?
What are the
opening hours?
43
In, Out and Beyond Thematic Unit What’s Out There
44
Crossing Safely
Resource 21
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.
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
top of a hill
stand at a wall
look and listen
for traffic
... let it pass and
look again
... walk across
and keep
looking
look for a safe
place
corner
stand on the
pavement near
the kerb
look for traffic
... walk across
the road
... run across
the road
keep eyes shut
pedestrian
crossing
stand on the
road
run across
road
... hold up your
hand to stop it
... walk across
walk onto the
road
double yellow
lines
get ready
to run
listen
for traffic
... step onto
the road
... wait until it
comes
wait for traffic
to stop
p
a
v
e
m
e
n
t
In, Out and Beyond Thematic Unit What’s Out There
Who’s Safe To Cross?
Resource 22
Look at these pictures and decide if these people are ready to cross the road or not.
Colour
talking on
a mobile
looking left
and right
holding an
adult’s hand
wearing reflective
clothing at night
running on
the pavement
playing on
the pavement
listening
for traffic
listening to
loud music
the
traffic
light
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green
to go
or
red
to wait.
45
In, Out and Beyond Thematic Unit What’s Out There
46
Green Cross Code Award
Resource 23
Green Cross Code Award
This is to certify that
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can use the Green Cross Code.
Awarded by:
Date:
Remember to Stop, Look and Listen!
In, Out and Beyond Thematic Unit What’s Out There
Car Safety
Resource 24
How can you stay safe when travelling in a car? Choose the correct word to complete the sentence.
Always wear a
Do not lean out of the
Get in and out of the car on the
side.
Do not block the driver’s view in the
Keep hands away from the
when the car is moving.
at the driver.
Do not
when the car is moving.
Never grab the
Word Bank
steering wheel
47
door
pavement
shout
window
seat belt
mirror
In, Out and Beyond Thematic Unit What’s Out There
48
Bus Safety
Resource 25
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What should you do in these situations? Choose A or B.
When you are waiting for the bus, you should ...
When the bus starts off, you should ...
a. wait in the queue
a. throw things around the bus
b. push to the front of the queue
b. sit quietly
When you get onto the bus, you should ...
When you get near your stop, you should ...
a. make a lot of noise
a. wait until the bus stops before
b. sit quietly in a seat
you get up
b. run to the front of the bus
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)
Resource 26
Decide which group these services belong to. Cut and paste the pictures into the correct box.
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Supermarket
police station
supermarket
dentist
college
petrol station
doctor
swimming pool
train station
bus station
cinema
SCHOOL
fire station
49
school
In, Out and Beyond Thematic Unit What’s Out There
50
Sort The Services! (2 of 2)
Resource 26
Services in the Community
health
education
leisure
retail
transport
safety
In, Out and Beyond Thematic Unit What’s Out There
Community Developer! (1 of 2)
Resource 27
Which ten services do you think are most important in a community? Select from the list below and copy
and paste them into the plan.
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Supermarket
supermarket
doctor’s surgery
church
school
hairdresser’s
park
houses
bus station
cinema
cafe
clothes shop
CD/DVD shop
library
leisure centre
Newsagent
newsagent’s
51
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)
Resource 28
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.
Home
53
Away
In, Out and Beyond Thematic Unit What’s Out There
54
In Or Out Of My Community? (2 of 2)
Resource 28
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zoo
visit a zoo
go to the beach
go for a swim
visit a castle
go to a funfair
watch a film
go ice-skating
visit a farm
In, Out and Beyond Thematic Unit What’s Out There
Local Leisure
Resource 29
Circle the leisure activities that you can do in your local area.
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play tennis
surf
play football
55
walk on the beach
go to the cinema
go to art classes
go fishing
play golf
go swimming
go bowling
do aerobics
go to dance class
In, Out and Beyond Thematic Unit What’s Out There
56
Activity Information Sheet
Resource 30
What activities can you do in your local area? Choose an activity from the list below, or choose one of
your own, and complete the activity information sheet. Find information in local newspapers, brochures,
advertisements or the internet, or by visiting or telephoning the provider.
Activity Choices
Activity Information Sheet
golf
Activity chosen:
aerobics
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Where can I go to do it?
swimming
Telephone number:
cinema
museum
bowling
Opening hours:
Price:
How did I find this information?
In, Out and Beyond Thematic Unit What’s Out There
Pay Or Free? (1 of 2)
Resource 31
Decide which activities you have to pay for and which you can do for free in your community.
Cut and stick the pictures into the correct columns.
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Pay
57
Free
In, Out and Beyond Thematic Unit What’s Out There
58
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Pay Or Free? (2 of 2)
Resource 31
go for a walk
go for a swim
play golf
go to the cinema
read a book
go to the park
watch the ducks
fly a kite
listen to music
play football
with a friend
go to a concert
go bowling
In, Out and Beyond Thematic Unit What’s Out There
How Much Does It Cost?
Resource 32
Find out how much it would cost to do these activities in your local area. What extra costs might you have
to pay? (For example, you might buy popcorn at the cinema or pay for a locker at the pool.)
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Activity
59
Cost per person
Activity
visit the
museum
go to
the gym
go
swimming
go to
a night
class
go to the
cinema
go to a
football
game
go
bowling
go to an
aerobics
class
Cost per person
In, Out and Beyond Thematic Unit What’s Out There
60
My Top Ten Interests (1 of 2)
Resource 33
List ten activities that you can do in your local area in the order you like them, with your favourite
one first. Cut out and paste the activities shown.
My Top Ten Interests!
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
In, Out and Beyond Thematic Unit What’s Out There
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My Top Ten Interests (2 of 2)
61
Resource 33
football
cinema
painting
golf
walking
swimming
bowling
gateway
club
cookery
class
museum
In, Out and Beyond Thematic Unit What’s Out There
62
Identity Cards
Resource 34
Find an activity in your local area that these people could do. Use local newspapers, brochures or the
internet to find information.
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)
Resource 35
What activity do you think each person could do in your community? Write your answers in the spaces.
63
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
In, Out and Beyond Thematic Unit What’s Out There
64
Where Should They Go? (2 of 2)
Resource 35
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Draw a line to where you think each person should go.
I think Tom
should go to ...
I think Susie
should go to ...
I think Bob
should go to ...
... the museum.
... fishing.
... the cinema.
I think Adam
I think Emma would I think Mark would
would like to go ...
like to go to ...
like to go to ...
... the spa.
... the soft play
area.
... bowling.
In, Out and Beyond Thematic Unit What’s Out There
Shop Survey
Resource 36
Count the number of each type of shop in your local shopping centre or street.
Name of street/shopping centre:
Business type
Number
Business type
Number
Business type
chemist’s
bank
phones
clothes
shoes
furniture
supermarket
toys
jeweller’s
newsagent’s
cards
travel agent’s
cafe
electrical
sports
entertainment
hair/beauty
salon
bakery
Number
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Supermarket
Newsagent
Total:
65
In, Out and Beyond Thematic Unit What’s Out There
66
Goods And Services
Resource 37
Decide what types of businesses these are and if they offer goods or services, then answer the questions.
Some businesses offer you goods.
That means you can buy items from them.
Some businesses offer you a service.
That means they do something for you.
Car Repairs
Buns ‘R’ Us
Where would you go if ...
a. ... you felt ill?
b. ... you wanted to buy a cake?
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c. ... you needed your coat cleaned?
Coffee Corner
Wash & Dry
d. ... you wanted to buy sweets?
15 Main
Street
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!
Resource 38
Where would you go in your community if you needed …
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... to get your clothes dry cleaned?
Type of service:
Type of service:
Name of a local service:
Name of a local service:
... to book a holiday?
67
... to put money in a safe place?
... to get your car repaired?
Type of service:
Type of service:
Name of a local service:
Name of a local service:
In, Out and Beyond Thematic Unit What’s Out There
68
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Community Job Charades (1 of 3)
Resource 39
vet
fireman
policeman
bus driver
milkman
postman
In, Out and Beyond Thematic Unit What’s Out There
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Community Job Charades (2 of 3)
69
Resource 39
dentist
doctor
teacher
shop assistant
bin collector
hairdresser
In, Out and Beyond Thematic Unit What’s Out There
70
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Community Job Charades (3 of 3)
Resource 39
crossing patrol
chef
mechanic
waitress
road worker
groundsman
In, Out and Beyond Thematic Unit What’s Out There
Jobs In My Community
Resource 40
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:
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?
71
In, Out and Beyond Thematic Unit What’s Out There
72
Why Do People Move To Our Community?
Resource 41
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For what reasons are these people moving to your area?
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)
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.
Resource 42
My dear brother,
How are you all? I’m working very hard here. My English is much
better now and I can read newspapers and talk to others. I 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
73
In, Out and Beyond Thematic Unit What’s Out There
74
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?
Resource 43
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Which of these do you like to see in your community? Draw a happy or a sad face to show how you feel
about them.
75
car crime
people keeping you safe
graffiti
litter
clean streets
drugs
vandalism
leisure facilities
In, Out and Beyond Thematic Unit What’s Out There
76
My Community
Resource 44
Write about or draw things that you like, don’t like and find interesting about your community.
What things do you not like
about your community?
What things are interesting
about your community?
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What things do you like
about your community?
In, Out and Beyond Thematic Unit What’s Out There
Community Dominoes
��
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����
litter
dogs run
loose
respect
property
graffiti
vandalism
being
nice
clean
walls
dog on
lead
being
nasty
use a bin
dog on
lead
being
nasty
graffiti
respect
property
being
nice
clean
walls
use a
bin
dogs run
loose
77
Resource 45
��
����
litter
vandalism
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
Resource 47
Choose one of the community danger pictures and create a story about it.
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
80
Community Helpers
Resource 48
How are these people helping their community?
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Police,
please!
Word Bank
������
supporting local teams
using bins
keeping to speed limits
calling 999
using local shop
In, Out and Beyond Thematic Unit What’s Out There
My Ideal Community
Resource 49
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!
Shops
Leisure
My
Community
Ideas
Transport
81
Other
In, Out and Beyond Thematic Unit What’s Out There