Employ Ability

My Changing World:
Thematic Unit
Employability:
Supermarket Study
Learning for Life and Work (MLD)
Writers’ Group
Nora O Baoil, Fleming Fulton School, Belfast (Editor)

Mura Kennedy, Fleming Fulton School, Belfast (Editor)
Avril Fryer, Rostulla School, Newtownabbey
Ruth McCreadie, Longstone School, Belfast
June Richardson, Cedar Lodge School, Belfast
Fionnuala Saunders, St Gerard’s Education Resource Centre, Belfast
Pauline Brady, Rathmore Guidance Centre, Antrim
Colm Hassan, Belmont School, Londonderry
Mary Connolly, Erne School, Enniskillen
Eileen McKeown, Erne School, Enniskillen
Mary McKendry, Castle Tower School (Loughan Campus), Ballymena
Associate Teachers
Denise Maguire, Newtownabbey Educational Guidance Centre
Bronac O’Connell, Sunlea Educational Guidance Centre, Coleraine
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Bubbles Photo Library

Unit Title: My Changing World
Sub Theme: Employability: Supermarket Study
Thinking Skills and Personal Capabilities: Managing Information
Curriculum Objective: To develop the young person as a contributor to society
Key Elements: Personal understanding, mutual understanding, moral character, spiritual awareness, citizenship, cultural understanding,
employability, education for sustainable development
Attitudes and Dispositions: Personal responsibility, concern for others, commitment/determination/resourcefulness, openness to new ideas,
self-belief/optimism/pragmatism, curiosity, community spirit, flexibility, tolerance, integrity/moral courage, respect
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, culturally diverse, 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.
1 My Changing World Thematic Unit Employability: Supermarket Study

2
Statements of Minimum Requirement

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

Work in the Local and Work in the Local and Career Management
Global Economy Global Economy Investigate a range of familiar
Describe different types of Investigate how work and unfamiliar jobs
work and investigate the range organisations contribute to
of employment in the local the economy
area, including any changes
in employment trends, taking
account of the implications for
career planning
My Changing World Thematic Unit Employability: Supermarket Study

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

Where can I shop? ... select, classify and Consider together the wide range of shops available to consumers today.
others’ ideas to
compare information by Concentrate initially on the types of shops in the areas local to the school, and then
locate sources of
carrying out research. extend to take in cities and rural areas. List your learners’ ideas on a flip chart or
information
board. You could use the internet to encourage ideas, for example www.4ni.co.uk
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Skills tabs printed in orange are Cross Curricular Skills
Skills tabs printed in yellow are Thinking Skills and Personal Capabilities

4
Use own and

What do I ... locate, sort and select Using Resource 1, explore ideas about what a supermarket is. Establish if the
others’ ideas to
appropriate information. learners are aware of the big name supermarkets.
know about locate sources
supermarkets? of information
Resource 1: Supermarket Facts
Communication -
Where possible, the learners could take photographs of the exteriors of
Develop, express
supermarkets and label them for display. You could also download photographs
and present ideas
from websites, for example www.tesco.co.uk or www.sainsburys.co.uk
in a variety of forms
and formats, using
(Remind your learners that to carry out a picture search through a search engine
traditional and
they should select ‘Images’, not ‘Web’.)
digital resources
Using ICT -
Access and
manage data
and information
Using ICT -
Create, develop,
present and
publish ideas and
information using
a range of
digital media

Select, classify,
What is a ... think critically and reflect on Establish a definition of ‘supermarket’: a supermarket is a self-service store offering
compare
what they have learned. a wide range of food and household goods, organised into departments. It is
supermarket? generally larger than a traditional grocery store and smaller than a hypermarket.
and evaluate
information
Consider together the typical layout of a supermarket. Explore with your learners
Communication -
why supermarkets locate staple foods (such as bread, milk and sugar) far away from
Listen to and take
each other, or locate sweets at check-outs. Explain how ‘loss leaders’ (products sold
part in discussions
with negative profit margins) are advertised to get customers into the shop. Ask the
learners if they (or their parents) have ever been tempted to buy something that
Communication -
is not on their shopping list. Explain that the special name for this is ‘impulse
Communicate
buying’. Ask if they are aware of what senses are being used as soon as they enter a
information,
supermarket, and if they think these senses affect what they buy.
ideas, opinions
and feelings using
Talk through the PowerPoint presentation to help your learners understand that
an expanding
a supermarket layout includes carefully researched features to encourage maximum
vocabulary
spending by the customer.
Communication -
PP: Supermarket Behaviour!
Find, select and use
information from a
Visit one of the large chain supermarkets together and have your learners complete range of sources
Resource 2. This visit will help the learners witness and understand the science of
supermarket layout.
Resource 2: Investigating In The Supermarket!

6
What is a ... think critically and reflect on Organise a second visit (or one longer trip), and carry out the investigations in
what they have learned. Resource 3. These worksheets help the learners to consider where the items in the
supermarket? supermarket come from, and they involve recording answers. The learning is
reinforced in Resource 4, which may be more suitable for some learners.
Resource 3: Supermarkets Investigation
Resource 4: Where Do Things Come From?

Ask focused
How do the large ... examine a range of issues Small independent retailers (grocers, pharmacies, pet suppliers, off-licences
questions
which affect a community. and hardware shops) can struggle to compete with larger supermarkets. Use
supermarkets Resource 5 to highlight to the learners some of the issues involved by considering
affect where you Using ICT -
four advantages and four disadvantages of supermarkets. You could develop this
Research,
live? topic further by researching some of the vast amount of relevant information
select, process
available on the internet.
and interpret
information
Resource 5: Supermarkets: Good And Bad Points
You can make links to the Environment and Society (History) by:
Researching shopping in the ‘olden days’.

8
Where do the ... use a variety of resources Visit a wide range of shops, for example a greengrocer, butcher, fishmonger, grocer Plan and set goals
to investigate sources of and hardware store. Ideally, have the learners work in small groups to complete the
products in the information. activity in Resource 6. Together discuss the results of their research, and ask how
supermarket Communication -
the learners feel about supporting local industry.
Listen to and take
come from? part in discussions
Resource 6: Local Produce
and explanations
Use Resource 7 to focus further on the global aspects of food and produce available
Communication -
in our shops.
Use evidence
from texts to
Divide the learners into three groups, and give each group a different sheet from
explain opinions
Resource 7. You may wish to make enlarged copies of the sheet for display
purposes. Ask the learners to find an image online or take a photograph of each
product and stick the picture over the typed name in the left-hand column.
This resource highlights for the learners the fact that their shopping comes from all
over the world and that a wide range of workers are employed in food production
and delivery.
When the groups have completed their worksheet, together discuss the advantages
and disadvantages of being consumers in a worldwide food chain. Where
appropriate, you could mention the creation of employment, the role of Fair Trade
workers, damage done to the environment, and the exploitation of workers.
Resource 7: Around The World

Select, classify
Who works in a ... consider a range of careers. Together discuss the wide range of jobs that people who work in supermarkets have.
and evaluate
Support your learners in researching the range of jobs, from area managers to shelf
supermarket? stackers. Use Resource 8 to focus on some of these jobs.
information
Communication -
Resource 8: People Who Work In Supermarkets
Speak clearly and
structure talk so
Look through local papers, job centres or recruitment websites and display a sample
that ideas can be
of jobs as a wall collage. Highlight the important information, such as experience,
understood by
qualifications, working hours, salary and/or in-store training.
others
Discuss the advantages and disadvantages of some of the jobs the learners would be
Communication -
interested in applying for.
Contribute
comments, ask
Follow up with the PowerPoint activity. You could present this as a runaround game:
questions and
put a picture of each supermarket worker in a different corner of the room, call out
respond to others’
part of a job description for one of them, and ask the learners to stand beside the
points of view
correct answer.
PP: Guess My Job
Organise a visit to a local supermarket so that the learners can talk to the employees
about their jobs. Use Resource 9 to record their findings.
Resource 9: Jobs In Supermarkets

10
What jobs are ... investigate the importance of Show the learners a wide selection of foods, or photographs of foods, from around His own and
outside factors on our economy. the world. These could include bananas, rice, tea, chocolate, coffee and coconuts others’ ideas to
involved in (all featured on the PowerPoint). Discuss together the global nature of the locate sources of
stocking the supermarket business. information
supermarkets?
Give your learners an opportunity to work through the interactive PowerPoint Communication -
activity and discuss the questions together. Use the discussion questions on the Communicate
final slide to encourage them to think about the workers’ lives and what Fair Trade information, ideas,
means. opinions and
feelings
PP: Workers Around The World
Communication -
Discuss together the fact that as well as food production jobs there are also jobs in Listen to and take
transporting products. Resource 10 focuses on the different vehicles that can be involved. part in discussions
and explanations
Resource 10: The Travels Of A Banana!
Communication -
Show a packet of rice and ask the learners to think of as many workers as possible Read a range of
who would have been involved in getting the rice from the paddy fields to us. texts for
Consider, for example: information and
− rice planters; ideas
− rice packers;
− artists to design the packaging;
− producers of packaging;
− operators of the types of transport involved (lorries, planes and/or boats); and
− shopkeepers to sell the rice.
Some learners may be able to take part in job sampling or job sharing in a local
supermarket.

Resources
12
Supermarket Facts Resource 1
Did you know these facts about supermarkets?
The top six supermarkets control around 70% Can you name the top four supermarkets in
of the grocery market in the UK. the UK?
T___o A__a
S _ _ _ _ _ _ _ _ ’s M_______s
The average supermarket stocks over Some fruit and vegetables are grown in this
200 fruits and vegetables in its fresh country. Can you name any?
produce department.
Large supermarkets claim that when they Smaller independent shops (locally owned)
come to a town they bring choice, cheap food, claim they cannot compete against such
development and jobs. large companies.
One pound (£1) in every seven (£7) that is The loss of local independent shops can
spent in British shops is spent in the seriously affect people on lower incomes
largest supermarket chain. who don’t have use of a car.

Investigating In The Supermarket! Resource 2
Go to the Fruit and Vegetable section.

Find a fruit or vegetable that has been flown in to this country (they usually have an aeroplane label).
Can you find four vegetables grown in Northern Ireland? List what they are.
1. 3.
2. 4.
Go to the Chilled Food section.

This is the area where ‘high risk foods’ are stored. Name four products you can see in the chilled cabinets.
1. 3.
2. 4.

Can you find ready-prepared meals in this section (for example fresh lasagne or chicken tikka)?
Can you find ready-prepared vegetables (for example mashed potatoes or cauliflower cheese)?

14
Supermarkets Investigation (1 of 3) Resource 3
Name: Date:
Task: Go shopping in a supermarket.
(1) Which shop will you go to? (2) Location of the shop:
Make your shopping list. Put these items on it:
milk
potatoes
coffee
bottled water
tin of soup
bread
Put your receipt in the space below.

Name: Date:
Task: Find out where your shopping comes from. Look at the items. Talk about your answers.
• milk
• potatoes
• coffee
• bottled water
• tin of soup
• bread
16
Name: Date:
Task: How did your shopping get to the shop? Did it travel far?
Types of transport
• milk
• potatoes
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
• coffee
• bottled water
• tin of soup
• bread
Where Do Things Come From? (1 of 2) Resource 4
When you are in the supermarket, find out where these things come from. Write or stick the place name or names in the box beside each product.

18
Where Do Things Come From? (2 of 2) Resource 4
Think about where each product comes from and how it may have been transported to the supermarket. Cut and stick a possible
means of transport for each product.

Supermarkets: Good And Bad Points (1 of 2) Resource 5
Think about what is not so good about supermarkets. How do they affect people?
Type of shop
Supermarket Local shop
Where do the things in the shop

come from? Think of examples.
How far do things have to come

that are for sale in the shop?
What are the prices like?
How can you get to the shop?

20
Supermarkets: Good And Bad Points (2 of 2) Resource 5
Think about what is good about supermarkets. How do they affect people?
Type of shop
Supermarket Local shop
What are the opening hours?
Are there lots of different things

for sale? Think of examples.
Which type of shop can give more

people a job?
Which type of shop can help us

more in school?

Local Produce Resource 6
Task: Look for locally made and grown items in a local shop.
(1) Which shop will you go to?
(2) Location of the shop:
Make your shopping list. Remember to look or ask for items made or grown in Northern Ireland. Talk about
the items the group has chosen. Stick your shopping list and receipt in the space below after your trip.

22
Around The World (1 of 3) Resource 7
Wine from Australia
Bananas from Jamaica
Frankfurter sausage from Germany
Spaghetti from Italy
Flowers from the Netherlands
Skiing holidays in Austria
Peanuts from the United States of America

Onions from Spain
Coffee from Brazil
Timber from Canada
Wheat from the United States of America
Ham from Denmark
Chocolates from Belgium
Snails from France

24
Potatoes from Ireland
Tea from China
Lamb from New Zealand
Oranges from South Africa
Electrical goods from Japan
Beef from the United Kingdom

People Who Work In Supermarkets Resource 8
What are these people’s jobs? (Look at the uniforms.) Match them to the produce they work with by cutting and pasting the four product pictures.

26
Jobs In Supermarkets (1 of 3) Resource 9
What jobs do people have in supermarkets? Talk about your ideas. Draw the people doing the jobs and write your answers beside the pictures.
Job:
What does this person do in their job?
Job:
Job:
Job:

Visit a supermarket together and write about your visit below.
Which shop did you visit?
Where is the shop?
Who showed you around the shop?
What job do they do in the shop?
Put a picture of the shop here.
Did you learn about any new jobs? What were they?
Put your answer here.

28
Interview a supermarket worker and record their answers here.
Person’s first name:
Name of job they do in the supermarket:
What do they have to do in their job?
What do they like about their job?
What do they not like about their job?
Can you think of any questions? Write them here.

The Travels Of A Banana! Resource 10
Do you know what transport is used to get bananas from where they are grown to you? Cut and stick the pictures onto the correct box.
This transport is used to take the

bananas on the long journey from
where they are grown to our country.
This large vehicle is used to

take the bananas from the airport to the
warehouse where they are stored.
This vehicle is used to deliver the

bananas to the supermarket.
You might go shopping in one

of these to buy a banana!

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My Changing World:

Nora O Baoil, Fleming Fulton School, Belfast (Editor)

A CCEA Publication ©2009

Cover Photograph: Bubbles Photo Library

Thinking Skills and Personal Capabilities: Managing Information

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

1 My Changing World Thematic Unit Employability: Supermarket Study

Statements of Minimum Requirement

Employability Employability Employability

My Changing World Thematic Unit Employability: Supermarket Study

Use own and

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in orange are Cross Curricular Skills

3 My Changing World Thematic Unit Employability: Supermarket Study

Use own and

My Changing World Thematic Unit Employability: Supermarket Study

Resource 2: Investigating In The Supermarket!

5 My Changing World Thematic Unit Employability: Supermarket Study

Resource 3: Supermarkets Investigation

Resource 4: Where Do Things Come From?

My Changing World Thematic Unit Employability: Supermarket Study

7 My Changing World Thematic Unit Employability: Supermarket Study

Resource 7: Around The World

My Changing World Thematic Unit Employability: Supermarket Study

PP: Guess My Job

Resource 9: Jobs In Supermarkets

9 My Changing World Thematic Unit Employability: Supermarket Study

My Changing World Thematic Unit Employability: Supermarket Study

Supermarket Facts Resource 1

Did you know these facts about supermarkets?

My Changing World Thematic Unit Employability: Supermarket Study

Go to the Fruit and Vegetable section.

Go to the Chilled Food section.

13 My Changing World Thematic Unit Employability: Supermarket Study

Supermarkets Investigation (1 of 3) Resource 3

Task: Go shopping in a supermarket.

Make your shopping list. Put these items on it:

Put your receipt in the space below.

My Changing World Thematic Unit Employability: Supermarket Study

Supermarkets Investigation (3 of 3) Resource 3

17 My Changing World Thematic Unit Employability: Supermarket Study

Where Do Things Come From? (2 of 2) Resource 4

My Changing World Thematic Unit Employability: Supermarket Study

Where do the things in the shop

How far do things have to come

What are the prices like?

How can you get to the shop?

19 My Changing World Thematic Unit Employability: Supermarket Study

Supermarkets: Good And Bad Points (2 of 2) Resource 5

What are the opening hours?

Are there lots of different things

Which type of shop can give more

Which type of shop can help us

My Changing World Thematic Unit Employability: Supermarket Study

(1) Which shop will you go to?

(2) Location of the shop:

21 My Changing World Thematic Unit Employability: Supermarket Study

Around The World (1 of 3) Resource 7

Wine from Australia

Bananas from Jamaica

Frankfurter sausage from Germany

Spaghetti from Italy