Whats Out There

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 Local and Global Employability Local and Global

Work in the Local and Citizenship Work in the Local and Citizenship
Global Economy Democracy and Active Global Economy Equality and Social Justice
Describe different Participation Investigate how work Investigate how and
types of work and Investigate why rules and organisations contribute to why some people may
investigate the range laws are needed, how the community experience inequality/
of employment in the they are enforced and how social exclusion on the
local area breaches of the law affect basis of their material
the community circumstances in local and
global contexts
Personal Development
Personal Health Personal Development
Develop strategies to Self-awareness Local and Global
promote personal safety Explore and express a Citizenship
sense of self Democracy and Active
Participation
Investigate an issue from
a range of viewpoints and
Personal Development suggest action that might
Personal Health be taken to improve or
Develop preventative resolve the situation
strategies in relation to
accidents in the home,
school and on the road
In, Out and Beyond Thematic Unit What’s Out There

Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Communicate
Where do I go to ... develop an awareness of their Discuss your school together, asking the learners how they would describe it.
with a sense of
local area.
school? Give them a copy of Resource 1 to draw a picture or paste in a photograph of the audience and
school and record the school address. purpose
Resource 1: My School Communication -

Contribute
Carry out an investigation together to find out some facts about the school, comments,
including the types of transport that the learners use to get there and a brief ask questions
description of the surrounding area (for example ‘There are some houses, a post and respond to
office and a park’). To complete the ‘report’, the learners can award their school a others’ points
grade: A, B or C. Discuss the reasons for their choice of grade. 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

4
Do I live near my ... use evidence and interpret Investigate where the learners live. Encourage them to describe the areas Select, classify,
information. surrounding their homes and categorise them as town, village, city or countryside. compare
school? Compile a display or chart to show the results. 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 Using
furthest from school. Record the results on Resource 4. Mathematics -
Resource 4: How Far Do We Live From School? Identify
and collect
information
Together make a record of how the learners travel to and from school. Use the
chart in Resource 5 to record their findings.
Using ICT -
Access and
Resource 5: How Do We Get To School?
manage data
Where possible, give the learners an opportunity to draw a map of their route to and information
school.
Using
Mathematics -
Choose the
appropriate
mathematics to
use in a particular
situation

Use a range
Where do other … locate sources of information. Investigate why we need different types of school by completing the matching
of methods
activity in Resource 6 together.
people in my family for collating,
go to school? Resource 6: Types Of School In My Community recording and
representing
information
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. Communication -
Listen to and
Resource 7: Where Do Members Of My Family Go To School? take part in
discussions
Using
Mathematics -
Read, interpret,
organise
and present
information in
mathematical
format

6
Communication -
What other schools ... 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 Talk about, plan
are nearby? schools. In each space, have the learners paste in a photograph, draw the school and edit work
building or draw a pupil wearing the school uniform.
Resource 8: Other Schools In Our Community Break a task

into sub-tasks
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!

Use own and

Does my school … investigate and record their Together discuss any other schools the learners may be familiar with through visits,
others’ ideas to
findings. joint projects, assemblies, shared competitions or video-conferences, etc.
have links with locate sources
nearby schools? Where possible, arrange visits to other schools for the learners to find out of information
information about them. They could do this through:
− questionnaires; Communication -
− interviews; or Find, select and
− informal discussions. use information
Use Resource 10 to record their findings. from a range of
sources
Resource 10: School Report!
Ask focused
If you have strong links with a particular school, use the PowerPoint template to questions
create a presentation about school links.
Select most
PP: Our School Links [Presentation Template] appropriate
method for a task
As a follow-up, you could organise a joint venture, for example a charity event or
celebration, with the link school.

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What other types ... investigate how learning can As a group, identify other educational organisations in the community that the Use own and
take place in a variety of places. learners are familiar with. These might include, for example: others’ ideas to
of educational − further education colleges; locate sources of
organisation − libraries; and information
are there in my − community-based youth clubs.
community? Use Resource 11 to show how people can learn different things in different places in
Communication -
Speak clearly
the community outside school.
and adapt ways
Resource 11: Where Else Do We Learn? of speaking to
audience and
situation
Provide copies of a local newspaper to find specific examples of classes in the
learners’ local community.
Communication -
Resource 12: What Else Can I Learn In My Community? Listen to and
take part in
discussions,
To help develop the theme, some of the following extension activities may be
role plays and
appropriate for your learners:
presentations
− 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.

Select, classify,
What other types ... identify and develop an Together as a group list the facilities linked to the school and specify what
awareness of the wider school resources/activities they offer, for example a swimming pool, gym, football pitch, compare
of organisation community. youth club, art or craft classes, theatre, cinema, parks or museums. and evaluate
does my school information
have links with? Select and classify items from the list into ‘physical’ and ‘arts-based’ activities.
Communication -
Support the learners to make the connections between the benefits of appropriate
Communicate
leisure activities and a healthy lifestyle.
information

10
Select most
What can I see in … use their knowledge to Take the learners on a walk, if possible, or a bus trip around the school locality. Ask
appropriate
answer questions. them to focus on the sights, smells and sounds they are aware of on the way.
my community? method for a
Take photographs, video buildings and/or record sounds during the trip, and make a task
presentation using the interactive ‘book’ template provided.
Using ICT -
PP: Buildings In Our Community Manage and
present
Discuss the buildings that the learners saw on their trip, the sounds they heard and stored work
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

Using
How do I get … access and record Investigate different types of transport that are available in the local community.
information in a variety of ways. Carry out a survey together of the types of traffic that pass by the school. From a Mathematics -
around my safe place off the road, have the learners observe and record on the worksheet in Read, interpret,
community? Resource 18 the types of vehicle they see pass by. You could ask each learner to organise
look out for a different type of vehicle and share their results with the group later, and present
back in class. information in
mathematical
Resource 18: Traffic Tally formats
Use Resource 19 to help the learners to think about the types of transport they Ask focused
could realistically use in different situations. There might be more than one answer questions
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

12
Communication -
How do I keep safe ... examine options for Go for a walk together in and around the school. Observe and discuss dangers that
Communicate
travelling. the learners can encounter when out walking.
when travelling in information,
my community? Look for signs that help us to know what to do so that we can stay safe, for example ideas and
‘emergency exit’, ‘stop’, ‘crossing’, ‘enter’ and ‘no smoking’. Create a photographic opinions
record of some of these signs.
Use a range of
Use Resources 21 and 22 to introduce key features of the Green Cross Code. methods for
Encourage the learners to predict what might happen in a variety of situations where representing
people do not behave safely. information
Resource 21: Crossing Safely

Plan and set
goals
Resource 22: Who’s Safe To Cross?
Using ICT -
Develop the learners’ awareness of the Green Cross Code by using the school Investigate, make
grounds to practise the various steps. Award a certificate to learners who predictions and
demonstrate correct use of the Green Cross Code. solve problems
through
Resource 23: Green Cross Code Award
interaction with
electronic tools
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. Use own and
others’ ideas to
Resource 24: Car Safety locate sources
of information
Resource 25: Bus Safety

How do I keep safe ... examine options for Give the learners an opportunity to do the interactive activities about road safety
travelling. and to play the PowerPoint memory game together. The games prompt discussion
when travelling in about how particular people and things can help to keep us safe in different
my community? 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.

14
Select, classify,
What do people … develop an understanding of Together investigate what services people may need in a community. Sort the
compare
community needs. services listed in Resource 26 into the six categories shown.
need in a and evaluate
community? Resource 26: Sort The Services! information
Communication -
Use a telephone directory, local guide or Yellow Pages to create a list of services Read a range
in your local area. Classify them into health, leisure, transport, retail, safety of texts for
and education. You could develop the list into a brochure of local services and information
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!

Communication -
What leisure ... listen to and share Discuss together things that the learners like to do in their spare time.
information with others. Listen to and take
services are Highlight that communities are different, and we can do different things in part in discussions
available in my 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
community? Plan and set
communities to do.
goals
Resource 28: In Or Out Of My Community?

Communication -
Talk about, plan
Focus on the learners’ own local area, and explore which of the activities in
and edit work
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?

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What leisure ... listen to and share Encourage the learners to think about their personal preferences by ordering the ten
information with others. activities in Resource 33 from their favourite to their least favourite. If they don’t take
services are part in some of the activities, they should consider whether or not they think they
available in my would enjoy them.
community?
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.

Use a range
What businesses ... select and classify Together list places where people work in the community, such as local shops
information. and factories. Complete the survey in Resource 36 to focus on businesses in a of methods
are in my particular street or shopping centre. for collating,
community? recording and
Resource 36: Shop Survey representing
information
Use Resource 37 to explore further the differences between types of business,

including the distinction we can make between goods and services. Communication -
Use non-verbal
Resource 37: Goods And Services methods to
express ideas and
engage with the
Investigate different types of services in the community. Visit a local street together
listener
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.

18
What businesses ... select and classify Make a set of job cards, laminated if possible, from Resource 39, and play ‘job
information. charades’ together. If appropriate, ask the learners if they know the name of
are in my someone in their community or family who does each job.
community?
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

Using ICT -
Why do people … develop an awareness of how Explore reasons why people might move into a new community, including those
people’s lives can change when listed in Resource 41. Manipulate
move to my area? they move to a new country. information
Resource 41: Why Do People Move To Our Community? and multimedia
products using a
range of assets
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.
Compare
Use stories from Oxfam’s ‘Cool Planet’ to explore reasons why people move from
and evaluate
one country to another.
information
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.

20
Select, classify,
What things … identify positive and negative Together consider positive and negative aspects of the learners’ community. Ask
compare
actions/behaviours and develop what makes the learners feel happy or sad in their community. Elicit different ways
do I like and a sense of responsibility. to finish the sentences:
and evaluate
dislike about my information
− Things I like are ...
community? − Things I don’t like are ...
Communication -
Use Resource 43 to prompt discussion and develop the learners’ awareness of Listen to and
positives and negatives in their community. take part in
discussions
Resource 43: Good Or Bad?
Communication -
Identify positive and negative reports about the locality in local newspapers. Talk about and
Choose suitable stories to create a ‘good news’ display. plan work
Have the learners complete the plus/minus/interesting activity in Resource 44 by

writing or drawing in the boxes. 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

What things … identify positive and negative Talk about things that can go wrong in a community and the consequences they can
actions/behaviours and develop have. Use the situations depicted in Resource 46 as prompts.
do I like and a sense of responsibility.
dislike about my Resource 46: What Could Happen Next?
community?
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

22

Resources
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:

Our School Report! Resource 2
Write a report for your school.
School name: County:
Age of school: Transport:
Number of pupils: School area:
Town: Grade:
A B C
26
Where’s My School? Resource 3
What country is your school in? Where is the country on this map? Now find where your school is on
Find and circle it on the map Find it and colour it in. this map and mark it with an ‘X’.
below.

How Far Do We Live From School? Resource 4
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.
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Less than 5 miles
Less than 10 miles
10 miles and over

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
5
TAXI
Family car Bus Taxi Walk Other

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.
Boys and girls who attend Boys and girls who attend Boys and girls who attend
this school are aged 4–11. this school are over 11. this school are under 4.
SCHOOL
nursery school primary school secondary school

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
Family member Name of school Nursery Primary Secondary


Other Schools In Our Community Resource 8
Record the names and pictures of five other schools that are near your school.
Name: Name: Name:

Other schools in
our community
SCHOOL
Name: Name:


32
School Inspectors! Resource 9
Select
a school in your community and fill in the information.
Number of pupils
Age of pupils
Picture of school School name

250÷5
A
B
C
Number of staff
Uniform

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:
What I liked
What I did not like
Grade I would give

this school (A is the
highest, C is the lowest):

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 need to find more

I wish I could learn how
information for my
to dance better.
project.
You should go to You should go to
I wish I knew how to I wish I knew how

use the computer to swim.
better.
You should go to You should go to
the library dance lessons in the community centre

Word Bank
the leisure centre night class at college

What Else Can I Learn In My Community? Resource 12
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.

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
sights sounds smells

Experience

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
sights 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

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:

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:

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:
The address is:

I like it because:

Traffic Tally Resource 18
Carry out a survey of the types of traffic that pass by your school. Remember to stay safe!
Transport Numbers Transport Numbers
cars vans
TAXI
taxis motorcycles
buses bicycles
lorries tractors

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
airport
zoo
zoo
hospital
dentist
seaside

Interview Record Resource 20
Visit a local bus or train station and interview a person who works there.
How many people

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

Job title:
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?

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.
If traffic is If no traffic is
How? Where? Then? What next?
p p
coming ... coming ...
a a
at a walk across
run across turn around ... run ... wait
roundabout road
v 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
v
e e
looking
stand on the
m m
look for a safe ... walk across ... run across
corner pavement near look for traffic
place the road the road
the kerb
e keep eyes shut

pedestrian stand on the run across ... hold up your
... walk across
e
n n
crossing road road hand to stop it
t walk onto the

road
double yellow
lines
get ready
to run
listen
for traffic
... step onto
the road
... wait until it
comes t
Who’s Safe To Cross? Resource 22
Look at these pictures and decide if these people are ready to cross the road or not.
talking on looking left

Colour a mobile and right
the
traffic
holding an wearing reflective
light adult’s hand clothing at night
green
to go running on playing on
the pavement the pavement
or
red
to wait. listening listening to

for traffic loud music

46
Green Cross Code Award Resource 23
Green Cross Code Award

This is to certify that
can use the Green Cross Code.

Awarded by:
Date:
Remember to Stop, Look and Listen!

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.
Do not at the driver.
Never grab the when the car is moving.
Word Bank
steering wheel door pavement shout window seat belt mirror

48
Bus Safety Resource 25
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

you get up
b. sit quietly in a seat
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

Sort The Services! (1 of 2) Resource 26
Decide which group these services belong to. Cut and paste the pictures into the correct box.
Supermarket
police station supermarket dentist college

petrol station doctor swimming pool train station
SCHOOL
fire station school bus station cinema

50
Sort The Services! (2 of 2) Resource 26
Services in the Community
health education leisure
retail transport safety

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.
Supermarket
supermarket doctor’s surgery church school hairdresser’s

park houses bus station cinema cafe
Newsagent
newsagent’s clothes shop CD/DVD shop library leisure centre

52
Community Developer! (2 of 2) Resource 27
I think these services are important in a community.

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 Away

54
In Or Out Of My Community? (2 of 2) Resource 28
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

Local Leisure Resource 29
Circle the leisure activities that you can do in your local area.
play tennis walk on the beach go to the cinema go to art classes

surf go fishing play golf go swimming
play football go bowling do aerobics go to dance class

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
Where can I go to do it?
swimming
Telephone number:
cinema
Opening hours:
museum
Price:
bowling
How did I find this information?

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.
Pay Free

58
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
play football
go to a concert go bowling listen to music with a friend

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.)
Activity Cost per person Activity Cost per person
visit the go to
museum the gym
go go to
swimming a night
class
go to a
go to the football
cinema game
go to an
go aerobics
bowling class

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.

My Top Ten Interests (2 of 2) Resource 33
football cinema
painting golf
walking swimming
gateway
bowling
club
cookery
museum
class

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 Name: Susie Name: Mark

Age: 1 Age: 40 Age: 10
Likes: playing indoors Likes: watching films Likes: sports
ID Card ID Card ID Card
Name: Bob Name: Adam Name: Emma

Age: 70 Age: 15 Age: 20
Likes: history Likes: having fun with friends Likes: beauty and makeup

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.
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

64
Where Should They Go? (2 of 2) Resource 35
Draw a line to where you think each person should go.
I think Tom I think Susie I think Bob I think Adam I think Emma would I think Mark would
should go to ... should go to ... should go to ... would like to go ... like to go to ... like to go to ...
... the soft play

... the museum. ... fishing. ... the cinema. ... the spa. area. ... bowling.

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 Number
chemist’s bank phones
clothes shoes furniture
Supermarket
supermarket toys jeweller’s

Newsagent
newsagent’s cards travel agent’s
cafe electrical sports
hair/beauty
entertainment bakery
salon
Total:

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. Where would you go if ...

That means you can buy items from them.
a. ... you felt ill?
Some businesses offer you a service.
That means they do something for you.
Car Repairs Buns ‘R’ Us b. ... you wanted to buy a cake?
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?

Services Searcher! Resource 38
Where would you go in your community if you needed …
... to get your clothes dry cleaned? ... to put money in a safe place?
Type of service: Type of service:
Name of a local service: Name of a local service:

... to book a holiday? ... to get your car repaired?
Type of service: Type of service:
Name of a local service: Name of a local service:

68
Community Job Charades (1 of 3) Resource 39
vet fireman policeman

bus driver milkman postman

dentist doctor teacher

shop assistant bin collector hairdresser

70
crossing patrol chef mechanic

waitress road worker groundsman

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?

72
Why Do People Move To Our Community? Resource 41
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

Migrant Workers (1 of 2) 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
This man is a migrant worker.
He works in a factory in your community. around, but when I arrived here at first I couldn’t understand
Read this English translation of a letter the timetables and I got lost. I don’t have problems now
that he sent to his brother, and find as people have helped me in many ways. Say hi to Mum from me.
out what things he found difficult about
coming to work in your area.
I’ll write again soon,
Then answer the questions.
Your brother

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?
8. In what ways did people help him to be happy?

4. What does he buy that makes him happier? (Think about things they may have shown him how to use,
help getting information, etc.)

Good Or Bad? Resource 43
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.
car crime people keeping you safe graffiti litter
clean streets drugs vandalism leisure facilities

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 like What things do you not like What things are interesting
about your community? about your community? about your community?

Community Dominoes Resource 45
dogs run respect

��
��
litter graffiti
loose property
being clean dog on

vandalism
nice walls lead
being dog on being

use a bin
nasty lead nasty
respect being
graffiti �� litter
property nice ��
dogs run clean use a

vandalism
loose walls bin

78
What Could Happen Next?

Resource 46

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:

80
Community Helpers Resource 48
How are these people helping their community?
Police,
please!
Word Bank
supporting local teams using bins
keeping to speed limits calling 999

��
using local shop

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 Other

Whats Out There

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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

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

Statements of Minimum Requirement

Employability Local and Global Employability Local and Global

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

Resource 1: My School Communication -

Resource 2: Our School Report!

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

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

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

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

Resource 8: Other Schools In Our Community Break a task

Compile a class scrapbook entitled ‘Schools in our Community’. Include, for

Resource 9: School Inspectors!

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

Use own and

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

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

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

Resource 13: Our Community [Writing]

Resource 14: Our Community [Circling]

• A digital camera and/or tape recorder

Resource 15: A Famous Place

Resource 16: Places Of Interest

Resource 17: My Favourite Place

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

Resource 19: How To Get Around!

Resource 20: Interview Record

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

Resource 21: Crossing Safely

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

OA: Road Safety

PP: Safe In The Community: Memory Game

You can make links to Art & Design by:

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

www.drdni.gov.uk/index/accessible_transport.htm is a travel safe guide for people

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

Resource 27: Community Developer!

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

Resource 28: In Or Out Of My Community?

Resource 29: Local Leisure

Resource 30: Activity Information Sheet

Work through the categorising activity in Resource 31 to highlight how we have to

Resource 31: Pay Or Free?

Resource 32: How Much Does It Cost?

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

Resource 34: Identity Cards

Resource 35: Where Should They Go?

Set a group project, giving the learners an opportunity to create a brochure to

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

Use Resource 37 to explore further the differences between types of business,

Resource 38: Services Searcher!

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

Resource 40: Jobs In My Community