Taking Part: Learning For Life and Work (SLD)

In, Out and Beyond:
Thematic Unit
Taking Part
Learning for Life and Work (SLD)
Writers’ Group
Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)

Helena Downey, Foyle View School, Londonderry
Paula Jordan, Sperrinview School, Dungannon
Alison Millar, Sperrinview School, Dungannon
Associate Writer
Grainne Dunn
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Jupiter Images

Unit Title: In, Out and Beyond
Sub Theme: Taking Part
Thinking Skills and Personal Capabilities: Working with Others
Curriculum Objective: To develop the young person as a contributor to society
Key Elements: Personal understanding, mutual understanding, moral character, spiritual awareness, citizenship, ethical awareness
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, offers
choice, challenging and engaging, supportive environment, positive reinforcement, varied to suit learning style, ongoing reflection
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 Taking Part

2
Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:
Local and Global Local and Global Personal Development Local and Global
Citizenship Citizenship Relationships Citizenship
Human Rights and Democracy and Active Develop strategies to avoid Democracy and Active
Social Responsibility Participation and resolve conflict Participation
Investigate why Investigate the basic Investigate why rules and
different rights must characteristics of laws are needed, how
be limited or balanced democracy they are enforced and how
in our society breaches of the law affect
Personal Development
the community
Self-awareness
Explore personal morals,
values and beliefs
Personal Development Personal Development Local and Global
Personal Health Self-awareness Citizenship
Develop strategies to Explore and express a Democracy and Active
promote personal safety sense of self Personal Development Participation
Personal Health Investigate various ways
Develop preventative to participate in school
strategies in relation to and society
accidents in the home,
school and on the road
In, Out and Beyond Thematic Unit Taking Part

Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Develop routines
What is school? … clarify the meaning of school. Discuss together the different things that school means to the learners, to generate
of turn-taking,
ideas such as classwork, sporting activities, social outings and relationships.
sharing and
co-operating
Provide a selection of pictures and have your learners classify them into ‘school’
and ‘non-school’. You could include, for example, a school nurse, children playing, Communication -
children reading, a bus driver, and several pictures that are clearly not school- Contribute
related, such as a fisherman and a chimney sweep. comments, ask
questions and
Encourage the learners to express different perspectives and agree or disagree with respond to others’
each other. points of view
• A collection of pictures that depict school and non-school activities
Conclude by emphasising that school is made up of people, and that these people
are involved in a range of activities.
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
Take personal
What happens in … organise and structure Give the group an opportunity to take part in a ‘photo shoot’. Ensure that each
information and ideas. person has a role that relates to the task, for example photographer or manager, responsibility for
school? and visit a range of rooms in the school together. Take photos of staff – both work with others
teaching and non-teaching – and learners participating in a variety of activities. and evaluate
• Digital cameras own contribution
to the group
Classify the school photos in a range of ways. Choose categories appropriate for
your learners, such as ‘learners’ activities’, ‘staff activities’, ‘subject activities’, Using ICT -
‘support staff activities’ and/or ‘secretaries’ activities’. Create a photo display. Access and
manage data
and information

Listen actively
Why do activities … explore the need for the Check the learners’ knowledge and understanding of the reasons for having a
school day to have a structure. school timetable by leading a group discussion. Think through one or more of these and share
happen at certain focused questions together: opinions
times? − What would happen if one class were playing football in the same room where
another class were eating lunch? Communication -
− What would happen if one group of pupils were singing loudly beside a pupil Contribute
who was doing a difficult maths question? comments, ask
− What would happen if all the classes wanted to go on a school outing at the questions and
same time and there was only one bus? respond to others’
points of view
Build in ‘wait time’ for the learners to think about a response, and encourage
extended thinking. Communication -
Communicate
Ask the learners to identify school activities they participate in every day, such as information, ideas
break, lunch, English, Art and Maths. Elicit the names of the other activities in their and opinions
school week, for example hydrotherapy, aromatherapy, reflexology, art therapy,
drama, Special Olympics, school band, religious events, festivals, feis, leisure
activities and/or school-based enterprise.
Give each learner a copy of the template in Resource 1. Have them complete their
timetables by writing, drawing or cutting and sticking on pictures of the activities
they do each day. If using the pictures in Resource 2, you may need to make five
copies for each learner (so they have, for example, a Mathematics and Numeracy
picture for each day).
Resource 1: My Timetable
Resource 2: Timetable Pictures

6
Why do activities … explore the need for the Give the learners an opportunity to complete the interactive wordsearch about
school day to have a structure. school activities.
happen at certain
times? OA Activity: Activities We Can Do In School

Select, classify,
What is good/bad … develop empathy and a Show a selection of photos and videos of the class participating in different
social perspective by listening activities, and examine them together. Have the learners say how the different compare
about school? to others. activities make them feel. Use Resource 3 to record some of their likes and dislikes and evaluate
relating to school. information
Resource 3: Things I Like About School Using ICT -

Research,
• A collection of photos and video clips from the class year select, process
and interpret
You could use this as an opportunity for assessment by observing the learners’ information
decision-making, ordering and ranking to check their understanding.
Communication -
You can make links to Art & Design or Drama by: Listen to and
Having the learners draw or act out various happy and sad scenarios relating to school. take part in
discussions,
Discuss together how different school situations and occasions make the learners explanations and
feel. Use the pictures from Resource 4 to stimulate discussion. Talk about both how role-plays
they feel when the things pictured happen to them, and how they feel when they see
others behave in the ways shown.
Resource 4: How Do Bad Things Make You Feel?
Use Resource 5 to focus together on identifying examples of acceptable and

unacceptable behaviour.
Resource 5: Spot The Bully!

8
Listen actively
Why do we need … develop an awareness of the Explore some rules and the possible consequences of not having them. Ask, for
importance of rules. example, what could happen if we left school without permission. Use the matching and share
rules in school? activity in Resource 6 to highlight other examples. opinions
Resource 6: What If We Didn’t Have Rules? Communication -

Listen to and
Have your learners complete the table in Resource 7. This shows how inappropriate take part in
actions can have negative consequences and how rules can help us to prevent some discussions,
bad situations from occurring. explanations and
presentations
Resource 7: Rules And Consequences
Justify methods,
Use the gap-fill exercise in Resource 8 as a basis for summarising why we all need opinions and
rules. Discuss how rules are for everyone in school, and each learner is responsible conclusions
for keeping them.
Resource 8: Why We Need Rules Communication -

Listen to and
take part in
Identify some of your school’s rules together, and think about how to sort them into discussions
different categories. Consider rules about safety, appearance, time-keeping, etc.
Work through the rules listed in Resource 9 and discuss which of the four categories
each one fits into: safety, hygiene, appearance or learning. Suggest ways
of improving
Resource 9: Sort The School Rules the approach
to working
together

Why do we need … develop an awareness of the Start to consider together the importance of each type of rule. For example, ask the
importance of rules. learners to compare two rules and decide which one they feel is the most important.
rules in school?
Hold a class discussion about the rules listed in Resource 10 and their relative
importance. (You may wish to adapt these to reflect specific rules within your own
school.) Then have the learners complete the worksheet by cutting and pasting the
rules onto the league table in the order they think is most appropriate.
Resource 10: Rules League Table
You could use the outcomes of the learners’ sequencing, ordering and ranking as an
opportunity for assessment of their understanding.

10
Take personal
How can we keep ... develop an understanding Use Resource 11 to record a list of the school rules.
responsibility for
of how they must each keep
our school rules? certain rules. Resource 11: Our School Rules
work with others
and evaluate own
contribution to
Explore with the learners how to develop a class/school charter and the reasons group
why some rules are non-negotiable. Discuss the rules for the class together, and
encourage the learners to decide on a final set of class rules. Using ICT -
Investigate,
Ask the following focused questions: make
− What makes a rule fair or unfair? (For example, would it be fair to have a new predictions and
rule that we can throw things whenever we want?) solve problems
− What other rules do we want? through
− Are these new rules fair to others? (Discuss points for and against each rule that interaction with
the learners suggest.) electronic tools
As a group, create a display of artwork depicting the class rules. This should be a Listen actively
collaborative piece of work, with each learner completing a small piece of the single and share
whole display. Emphasise that in order for the picture to be complete, everyone has opinions
to do their share.
Take photos during the art activity and discuss the results with the group.
Encourage the learners to communicate and begin to develop interpretation skills by
responding to each other’s work.
You could use this group artwork as an opportunity for assessment, using the photos
as evidence for assessment.
Prompt the learners to think about each person’s role in the task by using focused
questions:

How can we keep ... develop an understanding − Did the task get completed?
of how they must each keep − Did everyone do their part?
our school rules? certain rules. − Did anyone try to do too many parts?
Draw up an agreement, recognising shared responsibilities for ensuring that

everyone adheres to the class rules.
Use the interactive PowerPoint activity and the follow-up worksheet in Resource
12 to focus on specific types of behaviour that involve breaking or keeping school
rules.
PP: Rule Keeper Or Rule Breaker? You Decide!
Resource 12: Rule Keepers And Rule Breakers: Who’s Who?
Encourage all the learners to contribute to a discussion on ways they can each help
to make sure school rules are kept.
Ask them to think individually about specific things they can do to keep their
school rules and draw, or write about and draw, four of these on the worksheet in
Resource 13.
Resource 13: Rule Keeper!

12
How can we keep ... develop an understanding Choose some of the scenarios in Resource 14 and describe them, one by one, to your
of how they must each keep learners. Discuss them together and encourage the learners to suggest what they
our school rules? certain rules. would do in each situation. Ask other class members to respond to each suggestion
and communicate why they agree or disagree.
Resource 14: Rules Scenario Sheet
As an extension activity, where appropriate, explore the possibility of creating a

children’s council and what that might involve.

Review learning
What rules should … make links between cause Explore with the learners their own personal attitudes and behaviour relating
and effect. to rules. Give each learner the task of setting, achieving and reviewing personal and some aspect
I set for myself? targets. You could use the template and pictures in Resource 15 for this. that might be
improved
Resource 15: Setting Personal Targets
Communication -
Use evidence
Play a game of charades together, using the cards in Resource 16, to reinforce the
from texts to
types of behaviour involved in obeying particular rules. You could laminate these
explain opinions
cards for future use.
Resource 16: Rules Picture Cards
See the SLD Employability Pack (Units 4 and 7) and Local and Global Citizenship
File (Unit 2) for additional resources.
As an extension activity, you could investigate the role of safety rules in various
situations, both in and outside school.
You could make links to Drama by:

• Calling out a selection of ‘good’ and ‘bad’ rules and having the learners freeze when
they hear a ‘bad’ rule; or
• Playing ‘Give us a clue’ together: mime, or ask your learners to mime, the top five
examples of good behaviour in the school.

14
Communication -
What do I do when … explore how to access a Remind your learners that sometimes bad things happen at school because people
Understand how
range of help. break the rules. We can avoid these bad things by keeping the rules. Then highlight
bad things happen? that bad things can occasionally happen even when we do keep the rules: we might
actions and words
affect others
feel sick, or there might be an accident. Stress that it’s important we know who to
ask for help when something bad happens.
Communication -
Create an open-ended task for learners to devise a method of explaining who would Develop, express
be the most appropriate person to go to for help in common difficult situations. For ideas in a variety
example, they could make a poster with the caption ‘I should tell the teacher when I of forms and
feel sick’. formats
Display the learners’ work on the wall as a reminder that they can refer to when an
incident occurs.

Respect the views

How do rules … select and record ways Explore how rules in school help create a fair, happy and secure environment.
through which achievement Talk together about some of the possible good consequences of keeping the rules and opinions of
make good things can be celebrated. at school. Focus on the fact that we can be safer, be happier and learn better, gain others, reaching
happen? new skills and achieve goals. agreements using
negotiation and
As a class, decide on a way to celebrate the achievement of completing this unit. compromise
For example, you could give each learner a certificate or hold a party.
Prompt the learners to think about other contexts where they have displayed skills
and achievements. Discuss possible ways to start to record and celebrate the
learners’ achievements. Consider a variety of methods, for example assemblies,
class certificates, school awards, photo/video evidence, displays or the press.

16

Resources
18
My Timetable Resource 1
Morning After breaktime Afternoon
Monday
Lunch
Break
Tuesday
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Wednesday
Thursday
Friday

Timetable Pictures Resource 2
Language The Arts Physical Mathematics & Learning for

& Literacy Education Numeracy Life & Work
Environment Science & Modern Social time/

ICT & Society Technology Languages Shopping
Personal
Development
Home Religious & Mutual
Team
Economics Education Understanding Enterprise Clubs

20
Things I Like About School Resource 3
Circle the things you like about school in GREEN and those you do not like in RED.
making friends learning new things getting in trouble wearing a uniform
playing together my work on the wall playing sport school dinners
taking part in
doing good work getting homework performances bullying

How Do Bad Things Make You Feel? Resource 4
Why are you not

wearing your
school uniform?
I couldn’t be
bothered.
falling over not wearing the school uniform not putting on a seat belt
arguing with classmates shouting feeling left out

22
Spot The Bully! Resource 5
Which of these people are behaving like bullies? Circle the ‘thumbs up’ or the ‘thumbs down’ for each
picture depending on whether the type of behaviour is good or bad.
I’d give this behaviour a I’d give this behaviour a

You’re because because
stupid
making people
give you
calling names something

because because
tackling in
football offering to share

because because
helping them
sharing a joke with some
with friends school work

What If We Didn’t Have Rules? Resource 6
Match the statements in the top line with those in the bottom line to show what would happen if we didn’t
have rules.
We could cause an People would worry No one could hear what The place would be
accident if ... about us if ... we were saying if ... untidy if ...
… we talked at the … we threw rubbish … we left school without

same time. … we ran in the car park. on the ground. permission.

24
Rules And Consequences (1 of 2) Resource 7
What could be the result of each of these actions? Using the pictures on the next page, cut and stick on the
results in the correct order. Then choose, cut out and stick on the rules that would help to avoid each situation.
Action Result Rule
running in the car park
being nasty to classmates
throwing rubbish on the ground
not washing hands before cookery
everyone talking at the same time

Rules And Consequences (2 of 2) Resource 7
Result Rule
the school is untidy Wash your hands.
no one is heard Be nice
an accident One person at a time
Someone gets upset Use the bin
Someone gets sick Don’t play near traffic

26
Why We Need Rules Resource 8
Insert the correct word to complete the sentences.
Rules are very important. They help to keep us s
Rules make sure that everyone is treated f
Rules help to make school a h place.
When people break the rules, something b could happen.
Someone could get h

When people break the rules they get into t
If you see someone breaking the rules you should tell a member of s
Word Bank
hurt fairly bad safe happy staff trouble

Sort The School Rules Resource 9
Decide which group the rule belongs to. Tick or colour the box.
Rules Safety Hygiene Appearance Learning
Put your bag in the cloakroom.
Don’t interrupt when someone else is talking.
Wash your hands before cookery.
Put your name on your work.

No running in the hall.
Keep your mobile phone switched off.
Listen during class discussions.
Wear your school uniform.
Don’t run with scissors.
Change your clothes for PE.

28
Rules League Table Resource 10
Choose five rules from Resource 9 (Sort The School Rules). Write them in the boxes in order, starting
with the rule that you think is most important.
Number Rule

Our School Rules Resource 11
List your school rules on the scroll.

30
Rule Keepers And Rule Breakers: Who’s Who? Resource 12

1
Can you remember who is guilty and who is not guilty?
Defendant Charge Guilty or Not Guilty
wearing school uniform
not listening to staff
running with scissors
being nice to friends
asking for permission to leave school
putting rubbish in the bin
teasing younger pupils

Rule Keeper! Resource 13
Think of ways you can help to keep the school rules. Draw pictures in the boxes.
I can
help
keep the
school
rules
by …

32
Rules Scenario Sheet Resource 14
Read these scenarios to your learners to prompt discussion about school rules.
1. You notice another pupil throwing a crisp bag on the floor. What should you do?
2. Some people in your class want you to take sweets from the teacher’s desk. What should you do?
3. An older pupil has hidden a younger pupil’s schoolbag. What should you do?
4. You want to go shopping with your mum at school time. What should you do?
5. You have got a new top and would like to wear it to school. What should you do?
6. You hear another pupil being nasty to one of your classmates. What should you do?
7. One of your classmates has not fastened their seatbelt on the bus. What should you do?
8. Your friends do not wash their hands before cookery class and they tell you not to wash yours. What should you do?

Setting Personal Targets (1 of 3) Resource 15
My targets are:
My reward will be:

34
answering my teacher eating my dinner participating in circle time

taking my turn listening trying to work harder
sharing with others showing manners behaving well

working on my own reading my book tidying up

TV computer music
my favourite toy my switch teddy a sticker

36
Rules Picture Cards Resource 16
put rubbish hang coats and bags

wash hands in the bin in the cloakroom wear a uniform show good manners
ask permission be nice to use a seatbelt

from staff listen to others your friends take turns on the bus

Taking Part: Learning For Life and Work (SLD)

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In, Out and Beyond:

Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)

A CCEA Publication ©2009

Cover Photograph: Jupiter Images

Thinking Skills and Personal Capabilities: Working with Others

Curriculum Objective: To develop the young person as a contributor to society

1 In, Out and Beyond Thematic Unit Taking Part

Statements of Minimum Requirement

In, Out and Beyond Thematic Unit Taking Part

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 Taking Part

In, Out and Beyond Thematic Unit Taking Part

Resource 2: Timetable Pictures

5 In, Out and Beyond Thematic Unit Taking Part

In, Out and Beyond Thematic Unit Taking Part

Resource 3: Things I Like About School Using ICT -

Resource 4: How Do Bad Things Make You Feel?

Use Resource 5 to focus together on identifying examples of acceptable and

Resource 5: Spot The Bully!

7 In, Out and Beyond Thematic Unit Taking Part

Resource 6: What If We Didn’t Have Rules? Communication -

Resource 8: Why We Need Rules Communication -

In, Out and Beyond Thematic Unit Taking Part

Resource 10: Rules League Table

9 In, Out and Beyond Thematic Unit Taking Part

In, Out and Beyond Thematic Unit Taking Part

Draw up an agreement, recognising shared responsibilities for ensuring that

PP: Rule Keeper Or Rule Breaker? You Decide!

Resource 12: Rule Keepers And Rule Breakers: Who’s Who?

Resource 13: Rule Keeper!

11 In, Out and Beyond Thematic Unit Taking Part

Resource 14: Rules Scenario Sheet

As an extension activity, where appropriate, explore the possibility of creating a

In, Out and Beyond Thematic Unit Taking Part

Resource 16: Rules Picture Cards

You could make links to Drama by:

13 In, Out and Beyond Thematic Unit Taking Part

In, Out and Beyond Thematic Unit Taking Part

Respect the views

15 In, Out and Beyond Thematic Unit Taking Part

In, Out and Beyond Thematic Unit Taking Part

Morning After breaktime Afternoon

In, Out and Beyond Thematic Unit Taking Part

Language The Arts Physical Mathematics & Learning for

Environment Science & Modern Social time/

19 In, Out and Beyond Thematic Unit Taking Part

Things I Like About School Resource 3

making friends learning new things getting in trouble wearing a uniform

playing together my work on the wall playing sport school dinners

In, Out and Beyond Thematic Unit Taking Part

Why are you not

arguing with classmates shouting feeling left out

21 In, Out and Beyond Thematic Unit Taking Part

Spot The Bully! Resource 5

I’d give this behaviour a I’d give this behaviour a

I’d give this behaviour a I’d give this behaviour a

I’d give this behaviour a I’d give this behaviour a

In, Out and Beyond Thematic Unit Taking Part

… we talked at the … we threw rubbish … we left school without

23 In, Out and Beyond Thematic Unit Taking Part