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Who’s WhoLearning for Life and Work (SLD)
In, Out and Beyond:Thematic Unit
Writers’ Group
Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)Helena Downey, Foyle View School, LondonderryPaula Jordan, Sperrinview School, DungannonAlison Millar, Sperrinview School, Dungannon
Associate WriterGrainne Dunn
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Getty Images - Yellow Dog Productions
In, Out and Beyond Thematic Unit Who’s Who1
Unit Title: In, Out and BeyondSub Theme: Who’s Who
Thinking Skills and Personal Capabilities: Self-Management
Curriculum Objective: To develop the young person as a contributor to the economy and the environment
Key Elements: Personal understanding, mutual understanding, citizenship, employability
Attitudes and Dispositions: Personal responsibility, curiosity, flexibility, openness to new ideas, respect, community spirit
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, media-rich, skills-integrated, active and hands on, offers choice, challenging and engaging, supportive environment, positive reinforcement, varied to suit learning style, ongoing reflection, enquiry-based
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt and extend them as appropriate for your classes.
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In, Out and Beyond Thematic Unit Who’s Who
Statements of Minimum Requirement
These are the Statements of Minimum Requirement that are addressed in this unit:
Personal DevelopmentSelf-awarenessDevelop skills and strategies to improve own learning
EmployabilityCareer ManagementEngage in the personal career planning process to investigate and reach decisions about post-14 options
EmployabilityCareer Management Investigate a variety of both familiar and unfamiliar jobs
Investigate a variety of both familiar and unfamiliar jobsCareer ManagementAccess guidance (on career management)
EmployabilityWork in the Local and Global EconomyDescribe different types of work and investigate the range of employment in the local area, including any changes in employment trends, taking account of the implications for career planning Local and Global
CitizenshipDemocracy and Active ParticipationInvestigate various ways to participate in school and society
EmployabilityCareer ManagementAssess personal skills and achievements to date; identify areas of interest and set targets for self-improvement
3 In, Out and Beyond Thematic Unit Who’s Who
Manage behaviour in a range of situations
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Who am I? ... share information about themselves.
To introduce the topic, discuss together what features the learners could include in pictures of themselves, such as colour of hair, colour of eyes and favourite clothes.You could make links to Art & Design by: Having the learners draw or paint self-portraits or create life-size templates of their bodies.
Where appropriate, allow the learners to give a short talk about themselves or introduce a peer to the class. They could mention, for example, physical appearance and favourite pastimes. Alternatively, you could describe various members of the group for the learners to identify.
Talk about the learners’ names and how important these are. Encourage them to ask at home who chose their names and why. Create a display of names, and add photographs and fingerprints or handprints.
Work with each learner to make a unique profile of their lives, consisting of a personal timeline of significant events such as birthdays, starting school and holidays.
Use or adapt the group circle activity ‘When the Wind Blows’, from Active Learning and Teaching Methods for Key Stage 3, to develop this theme and as a means of exploring similarities and differences between the learners. (See www.nicurriculum.org.uk or the CPD disc in the Curriculum Support and Implementation box.)
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 Who’s Who
Using ICT -Create, develop and present information using a range of digital media
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Who are the people in my class?
… recognise and identify learners in their class using appropriate methods of selection.
Check the learners’ knowledge by discussing what pupils are in their class. Ask focused questions, such as:− Are there boys and girls in the class?− What are their names?− What are their ages?
Make cards showing the names of all the learners in the group and add some extra, different names – perhaps other pupils in the school or famous people. Ask ‘Who’s in our class?’ and have them sort the cards.
Have the learners bring in, or take during class, photographs of themselves. Create and label a display called ‘Our Class’.
If appropriate, provide a set of photographs of learners from different classes in the school. Ask the learners to work collaboratively to select the photos of those in their class. Extend the activity to sorting the pictures into various groups that the learners may belong to, for example sports teams, the school band or other clubs.
Use Resources 1 and 2 to record the names and pictures (either drawings or photographs) of the pupils in their class, the school band, bus or football team.
Resource 1: My Class
Resource 2: Who’s Who?
Communication -Listen to and take part in discussions
5 In, Out and Beyond Thematic Unit Who’s Who
Focus, sustain attention and persist with tasks
Communication -Develop, express and present ideas in a variety of forms and formats, using traditional and digital resources
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Are we all the same?
… understand that humans are both the same and different.
Together discuss similarities and differences between the learners in the group or school. Ask focused questions to help them to concentrate and make close observations:− What colour of hair do they have?− What age are they?− What height are they?− Do they live in the same town?
Give the learners opportunities to make displays of the information they gather, including photographs, drawings or simple block graphs.
You could also use the photos as the basis of a ‘guess who’ game, encouraging the learners to devise questions to ask.
• Acollectionoflearnerphotographs
As a useful preparation for Resource 3, spend some time discussing and comparing the learners’ likes and dislikes. Give each learner opportunities to make the others aware of likes and dislikes they have which are not visible. Ask, for example:− What are your favourite foods?− What is your favourite animal?− What hobbies do you have?
Look through the topics that appear on the cards in Resource 3 for more ideas.
Prepare a set of cards to play a game together. Place the cards in a pile on the table, and have the learners take turns to turn over a card and complete the sentence with a classmate’s name. Allow the other members of the group to decide if they are correct.
Resource 3: Similarities And Differences Game
Seek advice when necessary
Communication -Contribute comments, ask questions and respond to others’ points of view
Using Mathematics -Read, interpret, organise and present information in mathematical formats
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Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Are we all the same?
… understand that humans are both the same and different.
The learners can complete the activity in Resource 4, a form of recording surveyresults, as a paper exercise. Alternatively, they could use the C2K PrimaryCompanion (RM Starting Graph, ‘My World 3’ chart). Where appropriate, they couldinput information into the computer to create a chart.
Resource 4: Pupil Pictogram
Provide copies of Resource 5 or 6, whichever is more appropriate for your learners.For Resource 5 they will need coloured pens or pencils for drawing. Carry out aclass investigation of the topics listed, and have the learners write or draw theresults on their worksheet.
Resource 5: How We Are The Same! [Writing]
Resource 6: How We Are The Same! [Drawing]
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Be aware of personal strengths, limitations and interests
Communication -Contribute comments, ask questions and respond to others’ points of view
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
How do I help in school?
… explore the jobs done by pupils in school.
Discuss with the learners what a ‘job’ is. Highlight that we use the word in different ways: it can refer to a task or chore that we do (perhaps regularly), or it can be a type of employment, for example a shop assistant or a secretary.
Ask the learners what types of jobs they do:− at home; and − at school.
Ask focused questions to prompt them to justify their statements and opinions, such as:− Do you enjoy doing these jobs?− Do you get paid?
Use Resource 7 to focus on some specific tasks they might be involved in.
Resource 7: Home Or School?
Make a copy of the cards in Resource 8. Have your learners sort them into ‘school’ and ‘home’ tasks, and help them to identify classroom duties that they could be involved in.
Resource 8: Jobs At Home And In School Cards
Make a copy of the chart in Resource 9 for each week. Fill in the names of different learners to make a rota for the various chores listed.
Resource 9: Who’s Doing The Classroom Chores This Week?
Use the record sheets in SLD Employability Pack Unit 1 to make a pictorial recordof jobs that the learners do at home and in school. There are two levels of worksheetavailable.
Set personal targets and review them
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Using ICT -Manage and present stored work
Organise and plan how to go about a task
Communication -Use non-verbal methods to express ideas and engage with the listener
Communication -Listen to and take part in discussions and explanations
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Who works in my school?
… investigate the jobs people do in their school.
Examine the variety of jobs within school, asking the learners to name and classify them as best they can. Write up a list. Then use Resource 10 to record answers and remind them of anyone they have missed, circling the pictures of staff who work in the school.
Resource 10: Who Works In A School Like This?
The SLD Employability Pack contains further resources relevant to this topic. For example, there are useful worksheets in Unit 1, and the job card pack provides photographs of jobs and equipment used in school. You could show these cards and ask the learners to identify the jobs illustrated, or play an ‘odd one out’ game.
Give the learners an opportunity to take photographs of various jobs in the school for a class display.
You can make links to Drama by:Playing Charades together, miming jobs for the others to guess. Use the job cards in Resource 11 as prompts.
Resource 11: Jobs In School: Charade Cards
See Active Learning and Teaching Methods for Key Stage 3 (at www.nicurriculum.org.uk or on the CPD disc in the Curriculum Support and Implementation box) for more ideas.
9 In, Out and Beyond Thematic Unit Who’s Who
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Who works in my school?
… investigate the jobs people do in their school.
Use the interactive multiple choice activity on PowerPoint to help the learners think about the different duties involved in particular jobs in school. Develop the theme by completing the table in Resource 12 together. The learners may need to tick more than one box in some rows, helping them to see that there are similarities as well as differences between jobs.
PP: Whose Job Is It Anyway?
Resource 12: What Do We Do?
Play the guessing game in Resource 13 with your learners in teams. For each job, begin by slowly reading the most difficult clue (worth five points), and keep reading until someone guesses the answer. Award the appropriate number of points, 1–5. Only allow each team to guess once for each clue.
Resource 13: Name That Job!
Give the learners an opportunity to complete the Online Activities to reinforce the theme.
OA: People Who Work In School
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Communication -Adapt ways of speaking to audience
Organise and plan how to go about a task
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
What equipment and skills do people need to do their work?
… recognise that different jobs in school involve different types of equipment and skills.
Allow the learners to investigate the equipment associated with different jobs done in school and the clothes or uniforms that particular workers usually wear. This could involve discussions and interviews with people in school about their jobs.
As a follow-up to the investigation, have the learners complete Resources 14 or 15, 16 and 17.
Resource 14: Equipment People Use [Circling]
Resource 15: Equipment People Use [Drawing]
Resource 16: Lost Property
Resource 17: Dressing For Work: What To Wear?
Use Resource 18 to focus on some of the skills that people need to do particular jobs. If appropriate, encourage the learners to add their own ideas as well as referring to the Word Bank.
Resource 18: You Need To Be Able To …
Together discuss what abilities and qualities are necessary for one particular job in school. Use one of the two levels of worksheet available.
Resource 19: Wanted, For A School Near You! [Circling]
Resource 20: Wanted, For A School Near You! [Writing]
11 In, Out and Beyond Thematic Unit Who’s Who
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Where in school do people work?
… use a range of strategies to find out information.
Focus on the different environments that people in the school work in. Where appropriate, conduct visits to different parts of the school and allow the learners to use a camera or video camera to make a visual record. After they come back to class, ask them to complete Resource 21 or 22.
Resource 21: Sounds, Sights And Smells [Writing]
Resource 22: Sounds, Sights And Smells [Matching]
• Avideocameraand/ordigitalcamera
Provide copies of the map in Resource 23. Look together at the pictures of workers and discuss where in the school each one is most likely to be found. Have the learners cut out and stick the pictures onto appropriate areas of the map.
Resource 23: School Map
Compare own approach with others and in different contexts
Using ICT -Create, develop, present and publish ideas and information using a range of digital tools
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In, Out and Beyond Thematic Unit Who’s Who
Communication -Communicate information, ideas, opinions, feelings and imaginings
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Who else works for our school?
… investigate the jobs done by other people who may come into school.
Together discuss what other people and jobs may be linked to the school (such as a postman, doctor, dentist and bin man), using Resource 24 to prompt ideas.
Resource 24: Have You Seen These People In School?
Investigate the reasons why these people might come to the school. Ask your learners to complete Resource 25 or 26, whichever is more appropriate.
Resource 25: Why Do These People Come To My School? [Writing]
Resource 26: Why Do These People Come To My School? [Matching]
13 In, Out and Beyond Thematic Unit Who’s Who
Key Question Learning IntentionLearners will have opportunities to …
Possible Learning, Teaching and Assessment Activities Skills and Capabilities
Could I work in a school?
...investigateschool/education-based job opportunities.
Explore possible job opportunities in school or in the wider education community, such as assistant caretaker, canteen work or clerical work (photocopying, mailing etc.).
This should link in with the work experience programmes you have already implemented in your school.
Develop a career plan with individual learners, with a set of targets to help them achieve their chosen career.
Set personal targets and review them
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In, Out and Beyond Thematic Unit Who’s Who
In, Out and Beyond Thematic Unit Who’s Who15
Resources
Resource 1
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My Class Resource 1
My Class
Draw or stick on photographs of the people in your class.
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Resource 2
This is the school band!
Who’s Who? (1 of 3)Draw or stick on photographs of the people in your school who are in each of these groups.
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Resource 2
These pupils travel on my bus!
Who’s Who? (2 of 3)
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Resource 2
This is the school football team!
Who’s Who? (3 of 3)
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Similarities And Differences Game (1 of 6) Resource 3
has the same eye colour as me!
has the same favourite sport as me!
has the same hair colour as me!
has the same favourite TV programme as me!
lives in the same town/area as me!
likes the same music as me!
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Similarities And Differences Game (2 of 6) Resource 3
likes the same sweets as me!
has the same favourite food as me!
wears the same shoe size as me!
travels to school the same way as me!
likes the same colour as me!
has the same hobby as me!
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Resource 1
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In, Out and Beyond Thematic Unit Who’s Who
Similarities And Differences Game (3 of 6) Resource 3
has their birthday in the same month as me!
has the same favourite crisps as me!
has the same number of brothers and sisters as me!
has the same favourite animal as me!
has the same lunch as me!
has the same pet as me!
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Similarities And Differences Game (4 of 6) Resource 3
has a different eye colour than me!
likes a different sport than me!
has a different hair colour than me!
likes different TV programmes than me!
lives in a different town/area than me!
likes different music than me!
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Resource 1
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In, Out and Beyond Thematic Unit Who’s Who
Similarities And Differences Game (5 of 6) Resource 3
likes different sweets than me!
has a different favourite food than me!
wears a different shoe size than me!
travels to school in a different way than me!
has a different favourite colour than me!
has a different hobby than me!
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In, Out and Beyond Thematic Unit Who’s Who25
Similarities And Differences Game (6 of 6) Resource 3
has their birthday in a different month than me!
likes different crisps than me!
has a different number of brothers and sisters than me!
has a different favourite animal than me!
has a different lunch than me!
has a different pet than me!
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Resource 1
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In, Out and Beyond Thematic Unit Who’s Who
Pupil Pictogram (1 of 2) Resource 4
Number of pupils
have blue eyes
have brown eyes
have dark hair
have fair hair
have a pet
like football
like music
Complete the chart by sticking faces in the box to show the number of pupils in each group.
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Resource 4Pupil Pictogram (2 of 2)
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In, Out and Beyond Thematic Unit Who’s Who
How We Are The Same! [Writing] Resource 5
We surveyed pupils and found that in our class …
... the most common hair colour is
... the most common eye colour is
... the most popular type of food is
... the most popular hobby is
... the most popular type of music is
... the most common way of getting to school is
Carry out a class investigation and complete these sentences.
In, Out and Beyond Thematic Unit Who’s Who29
How We Are The Same! [Drawing] Resource 6
We surveyed pupils and found that in our class …
... the most common hair colour is ... the most popular hobby is
... the most common eye colour is ... the most popular type of music is
... the most popular type of food is ... the most common way of getting to school is
Carry out a class investigation and draw or colour in the boxes.
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In, Out and Beyond Thematic Unit Who’s Who
Home Or School? Resource 7
Mark ‘H’ for home, ‘S’ for school or ‘B’ for both.
do messages dry dishes
answer the telephone tidy up
wash dishes look after pets
deliver roll book make bed
Are these jobs you would do at home or at school? Be careful, some jobs may be done in both!
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In, Out and Beyond Thematic Unit Who’s Who31
answer the telephone serve dinner wash the dishes
tidy up clear table set the table
Jobs At Home And In School Cards (1 of 2) Resource 8
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In, Out and Beyond Thematic Unit Who’s Who
deliver messages deliver milk deliver the roll book
water the plants collect printing dry dishes
Jobs At Home And In School Cards (2 of 2) Resource 8
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Who’s Doing The Classroom Chores This Week? Resource 9
Job Name Job Name
collecting and giving out milk delivering messages
washing and drying the dishes answering the telephone
lunchtime helper collecting and returning the roll
tidying up turning the computer off
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In, Out and Beyond Thematic Unit Who’s Who
Who Works In A School Like This? Resource 10
teacher policeman bus driver builder occupational therapist
cleaner hairdresser
secretary speech therapist
doctor physiotherapist dentist mechanic caretaker
250÷5
A B C
Draw circles around the people who work in your school.
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Jobs In School: Charade Cards (1 of 2) Resource 11
teacher caretaker cook secretary
principal physiotherapist speech therapist bus driver
250÷5
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In, Out and Beyond Thematic Unit Who’s Who
cleaner nurse art therapist music therapist
golf tutor aromatherapist classroom assistant occupational therapist
Jobs In School: Charade Cards (2 of 2) Resource 11
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What Do We Do?Read the job information and decide which people do each thing as part of their job. Tick the boxes to show your answers.
Resource 12
Job Information Job
teacher secretary caretaker physiotherapist cook
uses a computer
wears a uniform
works in the kitchen
has a desk
works outside
has a class
works before and after school
goes to the hydropool
works at lunchtime
locks the school
gives homework
sends out letters
250÷5
A B C
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In, Out and Beyond Thematic Unit Who’s Who
Name That Job! Resource 13
Points Clue Points Clue Points Clue
5 I wear a uniform. 5 I can be a man or a woman. 5 I can be a man or a woman.
4 I don’t work in a classroom. 4 I start work early. 4 I do not wear a uniform.
3 I use a lot of equipment. 3 I stay at school until late. 3 Many people do my job in school.
2 I am busy around midday. 2 I have the keys to the school. 2 I give homework.
1 I make something for you to eat. 1 I look after the school building. 1 I teach a class.
I am the cook. I am the caretaker. I am the teacher.
5 I wear a uniform. 5 I do not wear a uniform. 5 I do not work in a classroom
4 I use equipment. 4 My job is very important. 4 I start work early in the morning.
3 I have a room in school. 3 I go to meetings. 3 I need to know my way about.
2 I take people to the hydropool. 2 I have an office. 2 I take you out on trips.
1 I help people with their movement. 1 I am in charge of the school. 1 I need to be able to drive.
I am the physiotherapist. I am the principal. I am the bus driver.
Divide the class into two teams. Read each clue slowly and, when the learners guess the correct answer, award the corresponding number of points (5, 4, 3, 2 or 1).
In, Out and Beyond Thematic Unit Who’s Who39
Equipment People Use [Circling] (1 of 4) Resource 14
a cooker a spoon a computer paper an apron
a bowl a wheelbarrow a printer a filing cabinet a sink
a whiteboard a ladder a desk knives a saucepan
What equipment do these people use? Circle the equipment these people would use in their job.
The cook uses …
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Equipment People Use [Circling] (2 of 4) Resource 14
a cooker knives a spade paper a bucket
a hoover a wheelbarrow an apron books a computer
a spoon a ladder a desk a mop a brush
The caretaker uses …
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Equipment People Use [Circling] (3 of 4) Resource 14
a computer a pen a spade paper a saucepan
a spoon a sink an apron a filing cabinet a whiteboard
a bowl a ladder a desk a mop a telephone
The secretary uses …
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Equipment People Use [Circling] (4 of 4) Resource 14
a saucepan knives a spade paper a folder
a sink a wheelbarrow a filing cabinet books a computer
a whiteboard a ladder a desk a pen a brush
The teacher uses …
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Equipment People Use [Drawing] Resource 15
Job Equipment they use
caretaker
secretary
cook
teacher
What equipment do these people need to do their job? Draw pictures of the equipment they use.
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Lost Property Resource 16
ball saucepan penmusical
instrument school keys driving licence
music therapist teacher caretaker physiotherapist bus driver cook
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A B C
These items have been left in the school lost property box. Match the item to the person you think would use it most in their job.
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sweatshirt boots
apron track bottoms
name badge t-shirt
Dressing For Work: What To Wear? (1 of 3) Resource 17
I am a physiotherapist.
What should I wear?
You should wear …
What should this person wear to work? Circle the clothes that best suit his job.
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rubber gloves boots
hard hat oven gloves
apron hat
Dressing for Work: What to Wear? (2 of 3) Resource 17
I am a cook.
What should
I wear?
You should wear …
What should this person wear to work? Circle the clothes that best suit her job.
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Dressing for Work: What to Wear? (3 of 3) Resource 17
slippers boots
shorts trousers
suit jumper
I am a caretaker.
What should I wear?
You should wear …
What should this person wear to work? Circle the clothes that best suit his job.
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understand road signs repair items make food type
answer the telephone tidy use kitchen equipment drive
You Need To Be Able To ... Resource 18
To be a caretaker, yocd to be able to To be a bus driver, you need to be able to
To be a secretary, you need to be able to To be a cook, you need to be able to
Word Bank
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Complete the sentences about different jobs. Use the ideas in the Word Bank to help you.
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Wanted, For A School Near You! [Circling] Resource 19
Job title:
Hours of Work:
Qualities
cheerful angry mean
Must be able to:
use filing cabinet climb ladders use keys drive
cookset
homework do repairs use
photocopier
Complete this job advertisement for a person to work in your school. Circle the qualities and skills they will need. Draw a picture in the box.
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Wanted, For A School Near You! [Writing] Resource 20
Job title: The hours worked will be
The uniform is
The job involves
Qualities needed for the job are
Skills needed for the job are
Complete this job advertisement for a person to work in your school. Write about the qualities and skills they will need. Draw a picture in the box.
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Sounds, Sights And Smells [Writing] Resource 21
RoomSounds Smells Sights
Classroom
Office
Kitchen
Garden
What sounds, smells and sights might you find in these rooms?
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Sounds, Sights And Smells [Matching] Resource 22
water splashing telephone ringing birds chirping pupils eating lunch cooking seat belts clicking
dining room kitchen hydropool bus office garden
Draw a line to match each sound, sight or smell to the correct area of school.
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School Map (1 of 2) Resource 23
therapy rooms
office storeroom kitchen
classroommain entrance
classroom hall
Who works here? Look at this map of a school. Who might you find working in the different rooms? Cut out and stick on the pictures.
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School Map (2 of 2) Resource 23
classroom assistant physiotherapist principal caretaker
speech therapist teacher music therapist cook
secretaryoccupational
therapist lunchtime supervisor aromatherapist
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A B C
Cut out and stick on the pictures on the map on the previous page.
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Have You Seen These People In School? Resource 24
electrician chef pilot hairdresser
shop assistant doctor plumber postman
dentist nurse painter policeman
Circle the people you sometimes see in your school.
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Why Do These People Come To My School? [Writing] Resource 25
The doctor comes to my school to The electrician comes to my school to
The dentist comes to my school to The postman or postwoman comes to my school to
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Complete the sentences about what these people do in your school.
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Why Do These People Come To My School? [Matching] Resource 26
An electrician ... A dentist … A doctor ... A postman … A bin man ...
… checks we are healthy.
... takes away the rubbish. … does repairs. ... checks our teeth. … delivers the mail.
Draw a line from the worker to the job they do in school.
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