In, Out and Beyond:

Thematic Unit
Who’s Who
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: Getty Images - Yellow Dog Productions

 Unit Title: In, Out and Beyond
Sub 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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Statements of Minimum Requirement

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

Personal Development Employability Employability Employability

Self-awareness Career Management Work in the Local and Career Management
Develop skills and Investigate a variety of both Global Economy Assess personal skills
strategies to improve familiar and unfamiliar jobs Describe different types and achievements to date;
own learning of work and investigate identify areas of interest
the range of employment and set targets for self-
in the local area, improvement
including any changes in
Employability Investigate a variety of both employment trends, taking
Career Management familiar and unfamiliar jobs account of the implications
Engage in the personal Career Management for career planning Local and Global
career planning process Access guidance
to investigate and reach Citizenship
(on career management)
decisions about post-14 Democracy and Active
options Participation
Investigate various ways to
participate in school and
society

In, Out and Beyond Thematic Unit Who’s Who

 Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Manage
Who am I? ... share information about To introduce the topic, discuss together what features the learners could include in
behaviour in
themselves. pictures of themselves, such as colour of hair, colour of eyes and favourite clothes.
a range of
You could make links to Art & Design by: Having the learners draw or paint self-portraits
situations
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

3 In, Out and Beyond Thematic Unit Who’s Who

4
Key Question Learning Intention
Learners will have
opportunities to …
Who are the people … recognise and identify
learners in their class using
in my class? appropriate methods of
selection.
Possible Learning, Teaching and Assessment Activities Skills and
Capabilities
Check the learners’ knowledge by discussing what pupils are in their class. Ask Communication -
focused questions, such as: Listen to and
− Are there boys and girls in the class? take part in
− What are their names? discussions
− What are their ages?
Make cards showing the names of all the learners in the group and add some extra, Using ICT -
different names – perhaps other pupils in the school or famous people. Ask ‘Who’s Create, develop
in our class?’ and have them sort the cards. and present
information
Have the learners bring in, or take during class, photographs of themselves. Create using a range of
and label a display called ‘Our Class’. digital media
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?
In, Out and Beyond Thematic Unit Who’s Who
 Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Focus, sustain
Are we all the … understand that humans are Together discuss similarities and differences between the learners in the group
attention and
both the same and different. or school. Ask focused questions to help them to concentrate and make close
same? observations:
persist with
tasks
− What colour of hair do they have?
− What age are they? Communication -
− What height are they? Develop, express
− Do they live in the same town? and present
ideas in a variety
Give the learners opportunities to make displays of the information they gather, of forms and
including photographs, drawings or simple block graphs. formats, using
traditional and
You could also use the photos as the basis of a ‘guess who’ game, encouraging the
digital resources
learners to devise questions to ask.
• A collection of learner photographs Seek advice
when necessary
As a useful preparation for Resource 3, spend some time discussing and comparing
Communication -
the learners’ likes and dislikes. Give each learner opportunities to make the others
Contribute
aware of likes and dislikes they have which are not visible. Ask, for example:
comments, ask
− What are your favourite foods?
questions and
− What is your favourite animal?
respond to others’
− What hobbies do you have?
points of view
Look through the topics that appear on the cards in Resource 3 for more ideas.
Using Mathematics -
Prepare a set of cards to play a game together. Place the cards in a pile on the Read, interpret,
table, and have the learners take turns to turn over a card and complete the organise and
sentence with a classmate’s name. Allow the other members of the group to present information
decide if they are correct. in mathematical
formats
Resource 3: Similarities And Differences Game

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Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Are we all the … understand that humans are The learners can complete the activity in Resource 4, a form of recording survey
both the same and different. results, as a paper exercise. Alternatively, they could use the C2K Primary
same? Companion (RM Starting Graph, ‘My World 3’ chart). Where appropriate, they could
input 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 a
class investigation of the topics listed, and have the learners write or draw the
results on their worksheet.

Resource 5: How We Are The Same! [Writing]

Resource 6: How We Are The Same! [Drawing]

In, Out and Beyond Thematic Unit Who’s Who

 Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Be aware
How do I help in … explore the jobs done by Discuss with the learners what a ‘job’ is. Highlight that we use the word in different
of personal
pupils in school. ways: it can refer to a task or chore that we do (perhaps regularly), or it can be a type
school? of employment, for example a shop assistant or a secretary.
strengths,
limitations and
interests
Ask the learners what types of jobs they do:
− at home; and
Communication -
− at school.
Contribute
Ask focused questions to prompt them to justify their statements and opinions, comments, ask
such as: questions and
− Do you enjoy doing these jobs? respond to others’
− Do you get paid? points of view

Use Resource 7 to focus on some specific tasks they might be involved in.
Set personal
Resource 7: Home Or School? targets and
review them

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 record
of jobs that the learners do at home and in school. There are two levels of worksheet
available.

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Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Organise and
Who works in … investigate the jobs people Examine the variety of jobs within school, asking the learners to name and classify
plan how to go
do in their school. them as best they can. Write up a list. Then use Resource 10 to record answers and
my school? remind them of anyone they have missed, circling the pictures of staff who work in
about a task

the school. Using ICT -

Resource 10: Who Works In A School Like This? Manage and
present stored
work
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 Communication -
photographs of jobs and equipment used in school. You could show these cards and Use non-verbal
ask the learners to identify the jobs illustrated, or play an ‘odd one out’ game. methods to
express ideas and
Give the learners an opportunity to take photographs of various jobs in the school engage with the
for a class display. listener

You can make links to Drama by:

Playing Charades together, miming jobs for the others to guess. Use the job cards Communication -
in Resource 11 as prompts. Listen to and take
part in discussions
Resource 11: Jobs In School: Charade Cards and explanations

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.

In, Out and Beyond Thematic Unit Who’s Who

 Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Who works in … investigate the jobs people Use the interactive multiple choice activity on PowerPoint to help the learners think
do in their school. about the different duties involved in particular jobs in school. Develop the theme by
my school? 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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Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Communication -
What equipment … recognise that different jobs Allow the learners to investigate the equipment associated with different jobs done
in school involve different types in school and the clothes or uniforms that particular workers usually wear. This Adapt ways of
and skills do of equipment and skills. could involve discussions and interviews with people in school about their jobs. speaking to
people need to do audience
their work? As a follow-up to the investigation, have the learners complete Resources 14 or 15,
16 and 17.
Organise and
Resource 14: Equipment People Use [Circling] plan how to go
about a task
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]

In, Out and Beyond Thematic Unit Who’s Who

 Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Compare own
Where in school … use a range of strategies to Focus on the different environments that people in the school work in. Where
approach with
find out information. appropriate, conduct visits to different parts of the school and allow the learners to
do people work? use a camera or video camera to make a visual record. After they come back to class,
others and
in different
ask them to complete Resource 21 or 22.
contexts
Resource 21: Sounds, Sights And Smells [Writing]
Using ICT -
Resource 22: Sounds, Sights And Smells [Matching] Create, develop,
present and
• A video camera and/or digital camera publish ideas
and information
Provide copies of the map in Resource 23. Look together at the pictures of workers using a range
and discuss where in the school each one is most likely to be found. Have the of digital tools
learners cut out and stick the pictures onto appropriate areas of the map.

Resource 23: School Map

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Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Communication -
Who else works … investigate the jobs done by Together discuss what other people and jobs may be linked to the school (such as a
other people who may come postman, doctor, dentist and bin man), using Resource 24 to prompt ideas. Communicate
for our school? into school. information, ideas,
Resource 24: Have You Seen These People In School? opinions, feelings
and imaginings
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]

In, Out and Beyond Thematic Unit Who’s Who

 Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …

Set personal
Could I work in ... investigate school/education- Explore possible job opportunities in school or in the wider education community,
targets and
based job opportunities. such as assistant caretaker, canteen work or clerical work (photocopying, mailing
a school? etc.).
review them

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.

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In, Out and Beyond Thematic Unit Who’s Who

 Resources
15 In, Out and Beyond Thematic Unit Who’s Who
 16

My Class Resource 1

Draw or stick on photographs of the people in your class.

My Class
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In, Out and Beyond Thematic Unit Who’s Who

 Who’s Who? (1 of 3) Resource 2

Draw or stick on photographs of the people in your school who are in each of these groups.

This is the school band!

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17 In, Out and Beyond Thematic Unit Who’s Who

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Who’s Who? (2 of 3) Resource 2

1

These pupils travel on my bus!

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In, Out and Beyond Thematic Unit Who’s Who

 Who’s Who? (3 of 3) Resource 2

This is the school football team!

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19 In, Out and Beyond Thematic Unit Who’s Who

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Similarities And Differences Game (1 of 6) Resource 3

1

has the same eye colour as me! has the same hair colour as me! lives in the same
town/area as me!
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

has the same favourite has the same favourite TV likes the same music as me!
sport as me! programme as me!

In, Out and Beyond Thematic Unit Who’s Who

 Similarities And Differences Game (2 of 6) Resource 3

likes the same sweets as me! wears the same shoe size as me! likes the same colour as me!
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

has the same favourite travels to school the has the same hobby as me!
food as me! same way as me!

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Similarities And Differences Game (3 of 6) Resource 3

1

has their birthday in the same has the same number of brothers has the same lunch as me!
month as me! and sisters as me!
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has the same favourite crisps has the same favourite animal has the same pet as me!
as me! as me!

In, Out and Beyond Thematic Unit Who’s Who

 Similarities And Differences Game (4 of 6) Resource 3

has a different eye colour has a different hair lives in a different

than me! colour than me! town/area than me!
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likes a different sport than me! likes different TV likes different music than me!
programmes than me!

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Similarities And Differences Game (5 of 6) Resource 3

1

likes different sweets than me! wears a different shoe size has a different favourite
than me! colour than me!
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

has a different favourite travels to school in a different has a different hobby than me!
food than me! way than me!

In, Out and Beyond Thematic Unit Who’s Who

 Similarities And Differences Game (6 of 6) Resource 3

has their birthday in a different has a different number of has a different lunch than me!
month than me! brothers and sisters than me!
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

likes different crisps than me! has a different favourite has a different pet than me!
animal than me!

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Pupil Pictogram (1 of 2) Resource 4

1

Complete the chart by sticking faces in the box to show the number of pupils in each group.

Number of pupils

have blue eyes

have brown eyes

have dark hair

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have fair hair

have a pet

like football

like music

In, Out and Beyond Thematic Unit Who’s Who

 Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

27
Pupil Pictogram (2 of 2)
Resource 4

In, Out and Beyond Thematic Unit Who’s Who

28

How We Are The Same! [Writing] Resource 5

1

Carry out a class investigation and complete these sentences.

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

In, Out and Beyond Thematic Unit Who’s Who

 How We Are The Same! [Drawing] Resource 6

Carry out a class investigation and draw or colour in the boxes.

We surveyed pupils and found that in our class …

... the most common hair colour is ... the most popular hobby is
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

... the most common eye colour is ... the most popular type of music is

... the most common

... the most popular type of food is way of getting to school is

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Home Or School? Resource 7

1
Are these jobs you would do at home or at school? Be careful, some jobs may be done in both!

Mark ‘H’ for home, ‘S’ for school or ‘B’ for both.

do messages dry dishes

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answer the telephone tidy up

wash dishes look after pets

deliver roll book make bed

In, Out and Beyond Thematic Unit Who’s Who

 Jobs At Home And In School Cards (1 of 2) Resource 8

answer the telephone serve dinner wash the dishes

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tidy up clear table set the table

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Jobs At Home And In School Cards (2 of 2) Resource 8

1

deliver messages deliver milk deliver the roll book

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water the plants collect printing dry dishes

In, Out and Beyond Thematic Unit Who’s Who

 Who’s Doing The Classroom Chores This Week? Resource 9

Job Name Job Name

collecting and giving out milk delivering messages

washing and
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drying the dishes answering the telephone

collecting and
lunchtime helper returning the roll

tidying up turning the computer off

33 In, Out and Beyond Thematic Unit Who’s Who

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Who Works In A School Like This? Resource 10

1

Draw circles around the people who work in your school.

250÷5

A
B
C
teacher policeman bus driver builder occupational therapist

cleaner hairdresser
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secretary speech therapist

doctor physiotherapist dentist mechanic caretaker

In, Out and Beyond Thematic Unit Who’s Who

 Jobs In School: Charade Cards (1 of 2) Resource 11

250÷5

teacher caretaker cook secretary

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principal physiotherapist speech therapist bus driver

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Jobs In School: Charade Cards (2 of 2) Resource 11

1

cleaner nurse art therapist music therapist

Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

golf tutor aromatherapist classroom assistant occupational therapist

In, Out and Beyond Thematic Unit Who’s Who

 What Do We Do? Resource 12

Read the job information and decide which people do each thing as part of their job. Tick the boxes to show your answers.

Job Information Job

250÷5

A
B
C
teacher secretary caretaker physiotherapist cook

uses a computer

wears a uniform

works in the kitchen

has a desk
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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

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Name That Job! Resource 13

1

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).

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.

In, Out and Beyond Thematic Unit Who’s Who

 Equipment People Use [Circling] (1 of 4) Resource 14

What equipment do these people use? Circle the equipment these people would use in their job.

The
cook
uses …

a cooker a spoon a computer paper an apron

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a bowl a wheelbarrow a printer a filing cabinet a sink

a whiteboard a ladder a desk knives a saucepan

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Equipment People Use [Circling] (2 of 4) Resource 14

1

The
caretaker
uses …

a cooker knives a spade paper a bucket

Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

a hoover a wheelbarrow an apron books a computer

a spoon a ladder a desk a mop a brush

In, Out and Beyond Thematic Unit Who’s Who

 Equipment People Use [Circling] (3 of 4) Resource 14

The
secretary
uses …

a computer a pen a spade paper a saucepan

Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

a spoon a sink an apron a filing cabinet a whiteboard

a bowl a ladder a desk a mop a telephone

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Equipment People Use [Circling] (4 of 4) Resource 14

1

The
teacher
uses …

a saucepan knives a spade paper a folder

Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

a sink a wheelbarrow a filing cabinet books a computer

a whiteboard a ladder a desk a pen a brush

In, Out and Beyond Thematic Unit Who’s Who

 Equipment People Use [Drawing] Resource 15

What equipment do these people need to do their job? Draw pictures of the equipment they use.

Job Equipment they use

caretaker
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secretary

cook

teacher

43 In, Out and Beyond Thematic Unit Who’s Who

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Lost Property Resource 16

1

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.

musical
ball saucepan pen instrument school keys driving licence
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250÷5

A
B
C
music therapist teacher caretaker physiotherapist bus driver cook

In, Out and Beyond Thematic Unit Who’s Who

 Dressing For Work: What To Wear? (1 of 3) Resource 17

What should this person wear to work? Circle the clothes that best suit his job.

I am a
physiotherapist.
sweatshirt boots
What should I
wear?
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apron track bottoms

You should wear …

name badge t-shirt

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Dressing for Work: What to Wear? (2 of 3) Resource 17

1

What should this person wear to work? Circle the clothes that best suit her job.

I am a cook.
rubber gloves What should boots

I wear?
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hard hat oven gloves

You should wear …

apron hat

In, Out and Beyond Thematic Unit Who’s Who

 Dressing for Work: What to Wear? (3 of 3) Resource 17

What should this person wear to work? Circle the clothes that best suit his job.

I am a
caretaker.
slippers boots
What should
I wear?
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

shorts trousers

You should wear …

suit jumper

47 In, Out and Beyond Thematic Unit Who’s Who

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You Need To Be Able To ... Resource 18

1

Complete the sentences about different jobs. Use the ideas in the Word Bank to help you.

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

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Word Bank

understand road signs repair items make food type

answer the telephone tidy use kitchen equipment drive

In, Out and Beyond Thematic Unit Who’s Who

 Wanted, For A School Near You! [Circling] Resource 19

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.

Qualities

Job title:

cheerful angry mean

Must be able to:

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use filing
cabinet climb ladders use keys drive

Hours of Work:
set use
cook homework do repairs photocopier

49 In, Out and Beyond Thematic Unit Who’s Who

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Wanted, For A School Near You! [Writing] Resource 20

1

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.

The hours worked will be

Job title: The uniform is

The job involves

Qualities needed for the job are

Skills needed for the job are

In, Out and Beyond Thematic Unit Who’s Who

 Sounds, Sights And Smells [Writing] Resource 21

What sounds, smells and sights might you find in these rooms?

Room
Sounds Smells Sights

Classroom
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Office

Kitchen

Garden

51 In, Out and Beyond Thematic Unit Who’s Who

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Sounds, Sights And Smells [Matching] Resource 22

1

Draw a line to match each sound, sight or smell to the correct area of school.

water splashing telephone ringing birds chirping pupils eating lunch cooking seat belts clicking
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dining room kitchen hydropool bus office garden

In, Out and Beyond Thematic Unit Who’s Who

 School Map (1 of 2) Resource 23

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.

office storeroom kitchen

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therapy rooms

classroom classroom hall

main entrance

53 In, Out and Beyond Thematic Unit Who’s Who

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School Map (2 of 2) Resource 23

1

Cut out and stick on the pictures on the map on the previous page.

classroom
assistant physiotherapist principal caretaker

250÷5

A
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B
C
speech therapist teacher music therapist cook

occupational lunchtime
secretary therapist supervisor aromatherapist

In, Out and Beyond Thematic Unit Who’s Who

 Have You Seen These People In School? Resource 24

Circle the people you sometimes see in your school.

electrician chef pilot hairdresser

shop assistant doctor plumber postman

dentist nurse painter policeman

55 In, Out and Beyond Thematic Unit Who’s Who

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Why Do These People Come To My School? [Writing] Resource 25

1

Complete the sentences about what these people do in your school.

The doctor comes to my school to The electrician comes to my school to

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The postman or postwoman comes to my

The dentist comes to my school to
school to

In, Out and Beyond Thematic Unit Who’s Who

 Why Do These People Come To My School? [Matching] Resource 26

Draw a line from the worker to the job they do in school.

An electrician ... A dentist … A doctor ... A postman … A bin man ...

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… checks we are ... takes away the

healthy. rubbish. … does repairs. ... checks our teeth. … delivers the mail.

57 In, Out and Beyond Thematic Unit Who’s Who