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Our Life Times

Learning for Life and Work (SLD)


Writers’ Group

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


Catherine Foster, Fleming Fulton School, Belfast
Maggie Jamison, Glenveagh School, Belfast
Cathy McCormick, Tor Bank School, Dundonald
Dorothea Simpson, Fleming Fulton School, Belfast

A CCEA Publication © 2010

www.nicurriculum.org.uk
Unit Title: Our Life Times

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, personal health, moral


character, economic awareness

Attitudes and Dispositions: Personal responsibility, openness to new ideas, curiosity, respect,
community spirit, tolerance, flexibility

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas,


relevant and enjoyable, offers choice, supportive environment, ongoing reflection, challenging
and engaging, media-rich, skills-integrated, active and hands on, varied to suit learning styles,
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.

For practical food sessions, be aware of learners with allergies, such as nut or kiwi allergies, or other dietary needs.

Our Life Times Thematic Unit


1
Statements of Minimum Requirement

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

Home Economics Home Economics


Healthy Eating Independent Living
Explore ways to achieve a healthy diet Develop a range of skills to promote
independence through planning,
using and managing money

Education for Employability


Enterprise and Personal Development
Entrepreneurship Self-awareness
Identify and practise skills and Explore different ways to develop
attributes which make one self-esteem
enterprising

Personal Development
Self-awareness
Develop skills and strategies to
improve own learning

The unit also allows you to make connections to the following Statements of Minimum Requirement:

Mathematics with Financial English with Media Education


Capability Explore the power of a range of
Work collaboratively in problem- communication techniques to inform,
solving, taking account of others’ entertain, influence and persuade
viewpoints to reach consensus

Our Life Times Thematic Unit


2
Our Life Times

Our Life Times gives learners the opportunity to explore one aspect of the media – the newspaper – in depth. By
providing a wide range of learning experiences and activities focused on developing newspaper content, it also
empowers them to create their own publication together.

A flexible resource
You can adapt the material within this unit to suit one of the following main approaches:
ǧ A class approach – A class teacher may choose to have their own group of learners produce a newspaper that
incorporates a selection of the ideas in this unit. For example, they could prepare the Food and Drink feature in
Home Economics lessons.
ǧ A whole-school approach – Alternatively, a school may decide to have every class contribute to a single school
newspaper. This could be a new publication linked to a school enterprise project, or it might be a special edition
of an existing newspaper that staff normally put together. To involve all your learners in the project, you may wish
to assign particular sections to specific classes. For example, appoint one group to create the front page of the
newspaper and another to develop a Travel feature.

Whichever approach you choose, consider in advance the most suitable format for presenting the newspaper.
This might be on school notice boards, on the school website, or photocopied and distributed as a traditional
newspaper. We provide a newspaper template on PowerPoint that you can, if you wish, adapt to suit your learners’
needs. Consider, too, incorporating augmented communication approaches, such as writing with symbols, into your
newspaper articles.

Suggested topics
By using the activities suggested in this unit with your learners, you can develop a newspaper with the following
sections:
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flexibility. (This also gives you the freedom, if you prefer, to treat individual sections as stand-alone learning
experiences not linked to the overall newspaper project.)

Our Life Times Thematic Unit


3
Potential for extension
Depending on your learners’ needs and interests, you could also develop ideas from other LLW Thematic Units into
content for your newspaper, for example:
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ǧ )HVWLYDOV (Let’s Celebrate)DQG
ǧ :KHUHLQWKH:RUOG(In, Out and Beyond).

You could also make other connections across the Areas of Learning, for example by having your learners develop:
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ǧ PDSVRIWKHLUVFKRRORUWRZQ (QYLURQPHQWDQG6RFLHW\ǜ*HRJUDSK\ 
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Resource Sheet in this booklet

LAB or PowerPoint activity available from www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

Skills tabs printed in orange are Thinking Skills and Personal Capabilities

Our Life Times Thematic Unit


4
What is a newspaper?
Learning Intention

Learners will have opportunities to investigate and understand the purpose of a newspaper.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
As an introduction to the unit, ask the learners what newspapers they are familiar Listen actively and
with (for example Belfast Telegraph, The Irish News and The Sun). Discuss together share opinions
what a newspaper is: a daily or weekly publication that contains news, articles and
advertisements. Focus on the newspaper format (large, folded, unstapled sheets). Communication –
Investigate who buys newspapers and reasons why they might buy them. List the Contribute comments,
learners’ suggestions on the board. ask questions and
respond to others’
You can make links to Using Mathematics by carrying out a staff or family survey of points of view
newspaper preferences and creating a bar chart or pie chart to illustrate the results.
Communication –
Provide a selection of different newspapers for the learners to examine as they complete Read a range
Resources 1–3. If possible, provide several identical copies of one of the papers as a of texts for
focus for Resource 3. information, ideas
and enjoyment
Resource 1: What Is A Newspaper?
Communication –
Resource 2: Newspaper Survey Find, select and use
information from a
Resource 3: Newspaper Spy! range of sources

Together compare the different layouts, content, sections, types of articles and pictures Using Mathematics –
in the selection of newspapers. Focus on similarities by identifying features that always Read, interpret,
appear on the front or back pages, and complete Resource 4 together. organise and present
information in
Resource 4: Front Page, Inside Or Back Page? mathematical formats

Use Resource 5 to help consolidate what the learners have discovered about the
different parts of a newspaper.

Resource 5: Label The Newspaper

Our Life Times Thematic Unit


5
How could we produce our own newspaper?
Learning Intention

Learners will have opportunities to present information appropriate to audience.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
Explain to the learners that they are going to produce a newspaper together. Begin to Respect the views and
identify decisions that the group will have to make about how to produce and distribute opinions of others,
the finished product. Consider the following: reaching agreement
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ǧ :KDWVL]HVKRXOGWKHQHZVSDSHUEH" compromise
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WRIROG$VL]HGVKHHWV " Communication –
ǧ 6KRXOGWKHQHZVSDSHUEHVROGRUIUHH" Listen to and take
ǧ :KDWQDPHVKRXOGLWKDYH" part in discussion,
explanations, role-plays
Together decide what different features or sections the paper should contain. and presentations
Alternatively, allocate sections to particular groups or classes within the school.
Communication –
To prepare the learners for assuming individual roles during the project, discuss the Talk about and plan
different people involved in producing a newspaper (such as editors, journalists and work
photographers). Use Resource 6 to focus on these and Resource 7 to highlight how
journalists write about different things.

Resource 6: Working In The Press

Resource 7: Sort The Jobs

Assign a role to each learner, taking their interests and abilities into account. Ensure
that everyone has a part to play: make sure you consider in advance the number of roles
you need for the learners who will be involved. For example, within a class you might
appoint one editor, two photographers, one designer and several journalists (perhaps in
charge of different sections). You could also consider assigning roles for the first part of
the project only, then swapping them around to give each learner the opportunity to try
different tasks.

Our Life Times Thematic Unit


6
How could we produce our own newspaper? continued
Learning Intention

Learners will have opportunities to present information appropriate to audience.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
See the PowerPoint for a template that you might want to use to provide the format
for your newspaper. You can customise this template to suit your own requirements by
adding or deleting sections, picture boxes and text.

To create a 12-page, A4-sized newspaper including the 12 sections suggested in this


unit, follow these steps:
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ǧ 3ULQWRXWHDFKGRXEOHSDJHVSUHDGRQ$SDSHU3ULQWRQERWKVLGHVRIWKHSDSHULI
possible, or glue pages back to back so you have three large newspaper sheets.
(To ensure that your newspaper prints correctly from the PowerPoint, you will need to
amend printer settings: select two-sided printing, scale to fit paper, set page setup to
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order of the inner sections of the newspaper does not matter, so you can insert the
pages in any order you choose.)

PP: Newspaper Template

Our Life Times Thematic Unit


7
What news could we include?
Learning Intention

Learners will have opportunities to research and manage information effectively, presenting ideas
clearly to suit audience and purpose.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce illustrated Using Mathematics –
news articles. Read, interpret,
organise and present
Examine newspapers together to see the range of articles that they include. Guide
information in
the learners to choosing some everyday, familiar situations that they would like to
mathematical formats
investigate further for their newspaper.
Communication –
You may wish to suggest particular topics depending on: Read a range of texts
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For example, you might decide together to include a short report on: Communication –
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ǧ DQLPSRUWDQWIDPLO\HYHQWVXFKDVDZHGGLQJRUELUWK range of sources
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ǧ DVLJQLȊFDQWORFDOHYHQW Communication –
Talk about and plan
If appropriate for your learners, you may also wish to make reference to a major local work
or global event in the news. If so, introduce the topic by playing a short clip of television
Communication –
news in class and discussing it together.
Contribute comments,
Give the learners an opportunity to attend and take digital photographs at assemblies ask questions and
and other school events. If appropriate, you could have them interview staff and others respond to others’
who are involved, recording their interviews to transcribe later (with support) for the points of view
newspaper.
Communication –
Together compile short reports on the learners’ chosen topics for inclusion in their Communicate
newspaper. Include, where possible, digital photographs, words and symbols. information and
Further suggestions meaning

The group could interview another learner or member of staff about their interests –
hobbies, holidays or favourite television programmes – to compile a special profile for
their newspaper.

Our Life Times Thematic Unit


8
What could we include in the weather section?
Learning Intention

Learners will have opportunities to select appropriate information and present their findings.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce a weather Listen actively and
forecast or report for their newspaper. share opinions

See the sub-theme Weather Watchers in our Responding Responsibly LLW SLD resource Communication –
for information and ideas to stimulate discussion on weather both at home and abroad. Contribute comments,
ask questions and
Examine several newspapers together to see how they present their weather reports. respond to others’
Focus on local weather by asking the group to record the weather for one week using a points of view
visual chart.
Using ICT –
You can make links to Environment and Society (Geography) by extending this section to: Research, select,
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as what type of clothes to pack and awareness of keeping safe in the sun).

Support the learners in deciding what they would like to include in the weather section
of their newspaper. You might choose to suggest the following:
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,UHODQG
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RQHZHHN
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ǧ Holiday brochures with weather charts

See the following websites for more information:


ǧ www.bbc.co.uk/weather
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ǧ www.weatherwizkids.com
ǜLQIRUPDWLRQDQGUHVRXUFHVDERXWW\SHVRIZHDWKHUDQG
ǧ www.epa.gov/sunwise/kids.html
– information about sun safety.

Our Life Times Thematic Unit


9
What advertising should we include?
Learning Intention

Learners will have opportunities to analyse the methods used to present advertisements in print.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce one or more Be fair
advertisements for their newspaper.
Communication –
Use Resource 8 to develop a broad discussion on advertisements in general. Focus on
Find, select and use
how we find them in different places, for example:
information from a
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variety of sources
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Using Mathematics –
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Develop financial
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capability

Resource 8: Advertising Communication –


Contribute comments,
Source a variety of different types of adverts to explore how they are presented. Consider ask questions and
together how advertisers try to attract consumers’ interest. For example, the learners respond to others’
could investigate: points of view
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Then explore the learners’ opinions about the following:


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Introduce the idea of target audience by investigating together how some of the adverts
seem to be directed at specific groups, for example women or teenagers.

Our Life Times Thematic Unit


10
What advertising should we include? continued
Learning Intention

Learners will have opportunities to analyse the methods used to present advertisements in print.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
Focus on the different types of information that written advertisements can provide.
Use Resource 9 to explore details in a specific type of advertisement: one that gives
information about an event. If there are any events being advertised in your school at the
moment, refer to these as examples.

Resource 9: What’s In An Advert?

Next, focus on advertisements designed to sell products. Provide copies of two


newspaper adverts or flyers from different supermarkets. Have the learners compare
their content. For example, they could consider the wording and any price reductions.

You can make links to Financial Capability by selecting three to five items that appear in both
flyers (for example tea, butter and apples) and comparing prices to decide which products
are better value for money.

As consolidation, consider together the range of advertisements in a selection of


newspapers. Encourage comments on both their presentation and their content.

Decide together what type of adverts to include in the learners’ newspaper. You may
wish to make some suggestions, for example:
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details).
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unwanted items or gifts.
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Ensure that the group consider the following when designing their advertisements:
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Further suggestions
You could extend this activity to a mini-enterprise by sourcing outside advertising for the
learners’ newspaper. Contact local shops and industries, and give them an opportunity
to buy advertising space.

Our Life Times Thematic Unit


11
What could we include in the food and drink section?
Learning Intention

Learners will have opportunities to research and manage information effectively.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce a healthy Adapt behaviour
recipes page and food safety feature for their newspaper. and language to suit
different people and
Consider together what you might find in the food and drink section of a newspaper. Explore
situations
what themes would be topical and appropriate. Suggest including an article with healthy
recipes to encourage readers to eat fruit. (Your learners may have covered the theme of Communication –
healthy food in other thematic units, such as Let’s Celebrate – The World on my Plate.) Contribute comments,
ask questions and
Focus on different types of fruit that we can buy in local shops. Use Resource 10 to
respond to others’
explore the prices of fruit in two shops.
points of view
Resource 10: Fruit Factor!
Communication –
Listen to and take
Bring in a range of different fruits, or allow the learners to participate in a shopping trip
part in discussion,
to buy them. Discuss together:
explanations,
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and
ǧ WKHGLIIHUHQWZD\VZHFDQLQFRUSRUDWHIUXLWLQWRRXUGLHWV IRUH[DPSOHIUHVKIUXLW Using Mathematics –
tinned fruit, dried fruit, juices and smoothies). Use simple
mathematical
Hold a class tasting session involving the various fruits, and use Resource 11 to record language to talk about
the learners’ likes and dislikes. their work

Resource 11: Fruit Survey Using Mathematics –


Read, interpret,
You could make links to Financial Capability by having the learners compare the prices they organise and present
recorded in Resource 10. information in
mathematical formats
You could make links to Using Mathematics by conducting a survey of the learners’ likes and
Using ICT –
dislikes and creating a bar chart to display the information.
Find and select
information from a
The learners could then use the fruit to create a fruit salad or a variety of smoothies.
digital source
Use the internet to source suitable recipes.

Our Life Times Thematic Unit


12
What could we include in the food and drink section? continued
Learning Intention

Learners will have opportunities to research and manage information effectively.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
Together decide how to present the healthy recipes page for the newspaper.
For example, the learners could include:
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Alternatively, or in addition, you could have your learners develop a feature on food
safety. Explore the following:
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Have your learners compile a list of tips on preventing the transfer of germs in everyday
situations. Use online resources (particularly from www.fdf.org.uk, which provides
clear advice and fun downloadable resources) to increase learners’ awareness of the
various ways germs can transfer from one area to another. Emphasise the importance of
washing our hands before and after various activities, especially when handling food is
involved.

The learners’ newspaper article could also identify safe practices for storing, preparing
and cooking food, for example:
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You may find the following websites useful:


ǧ www.dole.com/#/superkids
ǧ www.5aday.nhs.uk
ǧ www.fruitsandveggiesmorematters.org
ǧ www.foodsafety.gov
ǧ www.homefoodsafety.org

Our Life Times Thematic Unit


13
What could we include in the travel section?
Learning Intention

Learners will have opportunities to combine and build on information from different sources.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce a holiday Respect the views and
destination fact file for their newspaper. opinions of others,
reaching agreement
Using Resource 12, discuss with your learners any holidays, day trips or other outings
using negotiating and
they have taken part in. Where possible, encourage them to bring in holiday photographs.
compromise
Decide together what made particular holidays enjoyable or disappointing.
Communication –
You can make links to Using Mathematics by carrying out a survey of places that people Contribute comments,
in the class have visited and using Resource 13 to make a bar chart of the most popular ask questions and
destinations. respond to others’
points of view
You could also carry out a whole-school questionnaire to find the most popular holiday
destinations. Using Mathematics –
Collect and interpret
Resource 12: Where Have I Been? some information

Resource 13: Look Where We’ve Been! Using Mathematics –


Read, interpret,
3URYLGHDVHOHFWLRQRIEURFKXUHVDQGRUDFFHVVWRZHEVLWHVDERXWKROLGD\GHVWLQDWLRQV organise and present
Give the learners an opportunity to investigate different places they have been to and information in
locate each one on a world map. mathematical formats
ǧ Holiday brochures
Using ICT –
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Research, select,
Hold a class competition to find the best holiday photograph or drawing. Include the process and interpret
winning entry in the newspaper with a suitable caption underneath. information

Together investigate how to prepare for a holiday. Use Resource 14 to focus on how
people need to pack different clothes for different destinations. Extend the topic by
investigating different things they need to organise or take with them before they go,
such as local currency (see the interactive PowerPoint quiz), and how they can try to
ensure they stay healthy on holiday, for example by using sunscreen (see Resource 15).

Resource 14: What Should I Pack For My Holiday?

PP: What’s Missing?

Resource 15: Healthy On Holiday!

Our Life Times Thematic Unit


14
What could we include in the travel section? continued
Learning Intention

Learners will have opportunities to combine and build on information from different sources.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
In preparation for choosing a focus for their newspaper feature, give the learners an
opportunity to explore various aspects of international travel: travelling to different
destinations (Resource 16), local transport around the world (Resource 17), and airport
procedures (Resource 18).

Resource 16: Travel Choices!

Resource 17: Travelling All Over The World!

Resource 18: At The Airport

Choose one or more popular holiday destinations and have the learners investigate the
cost of a holiday there, recording their findings on Resource 19.

Resource 19: What Cost?

Ask the learners to select one or two holiday destinations to focus on in their newspaper.
Consider what details they could include in a fact file on their chosen location(s), such
as a short list of features accompanied by digital photographs or drawings. You could
provide copies of Resource 20 for them to develop into a travel feature. Alternatively,
incorporate ICT by using Clicker 4 to develop the feature.

Resource 20: Dream Destination!

The learners could also include one or more of the following in their newspaper:
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ǧ DOLVWRISODFHVWKH\ZRXOGQRWUHFRPPHQGDQGZK\
ǧ DIHDWXUHRQVXLWDEOHFORWKHVWREULQJIRUGLIIHUHQWKROLGD\V VHHWKHClothes Conscious
sub-theme within the SEN LLW resource Let’s CelebrateIRULGHDV DQGRU
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ǜDȊUVWDLGNLW
ǜVXQVFUHHQ
ǜLQVHFWUHSHOOHQWDQG
ǜPHGLFDWLRQIRUDQXSVHWWXPP\WUDYHOVLFNQHVV
ǧ &OLFNHUZRUGSURFHVVLQJ

There are many good holiday websites that you could use for information, such as:
ǧ www.travelsupermarket.com
ǧ www.thomson.co.uk
ǧ www.expedia.co.uk
ǧ www.firstchoice.co.uk

Our Life Times Thematic Unit


15
What could we include in a special feature on fashion?
Learning Intention

Learners will have opportunities to demonstrate creativity and initiative when developing ideas.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce a fashion Communication –
picture gallery for their newspaper. Find, select and use
information from a
Discuss where the learners like to buy clothes (for example Topshop and Next), and ask: range of sources
ǧ ZKDWVKRSVWKH\WKLQNVHOOJRRGYDOXHFORWKHVDQG
ǧ ZKDWLQȋXHQFHVWKHLUFORWKHVFKRLFHV Communication –
Talk about and plan
Allow the learners to investigate current trends in fashion by exploring a range of work
WHHQDJHPDJD]LQHVDQGRUWKHLQWHUQHW

You could also give them the opportunity to bring in a favourite outfit from home and
participate in a role-play fashion show, taking digital photographs of the event.

Have the learners work individually or in groups to create a collage of current trends in
fashion to include in their newspaper. Incorporate cut-outs from magazines, printouts
IURPWKHLQWHUQHWDQGRUSKRWRVIURPWKHLUIDVKLRQVKRZHYHQW

The feature could also include short articles, supported by pictures, of celebrities who
SOD\DUROHLQWKHZRUOGRIIDVKLRQVXFKDV9LFWRULD%HFNKDP

Further suggestions
Encourage your learners to examine how fashion has changed over the past 50 years,
or to study fashion in particular historical periods, and create posters or scrapbooks to
illustrate their findings.

You could also give them an opportunity to investigate clothes from other countries (see
the sub-unit Clothes Conscious within our LLW SLD resource Let’s Celebrate).

Our Life Times Thematic Unit


16
What could we include in a special feature on gardening?
Learning Intention

Learners will have opportunities to demonstrate creativity and initiative when developing ideas and
following them through.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce a ‘how to’ Take personal
gardening feature for their newspaper. responsibility for
work with others and
Using plant catalogues, library books and the internet for reference, investigate what evaluate their own
plants are in season and suitable for cultivating in school. Together decide on a range of contribution to the
plants, such as: group
ǧ JHUDQLXPFXWWLQJV
ǧ VXQȋRZHUV Communication –
ǧ EXV\OL]]LHV Listen and take part in
ǧ WRPDWRHVDQGRU discussion
ǧ OHWWXFH
Communication –
Make a group visit to a garden centre to purchase the pots, compost and plants. Develop, express
Then plant out the pots together. and present ideas
in a variety of forms
You could make links to Art and Design by encouraging the learners to decorate the pots. and formats, using
traditional and digital
Together discuss what to include in the gardening feature for the learners’ newspaper. resources, for different
Suggest a feature on how to cultivate a particular type of plant. Include: purposes
ǧ WLSVRQKRZWRPDNHXSDSRWEDVNHW
ǧ ǟFDUHODEHOǠLQVWUXFWLRQVIRUKRZWRWDNHFDUHRIWKHSODQWDQG Using Mathematics –
ǧ SKRWRJUDSKVRIWKHȊQLVKHGSURGXFW Using simple maths
calculations for money
You could also have the learners take photographs at various stages and create a visual
Using Mathematics –
sequencing record of events using SWITCH IT maker on the C2K system.
Read, interpret,
organise and present
ǧ 3ODQWDQGJDUGHQLQJFDWDORJXHVZLWKSLFWXUHVRISODQWHGSRWVEDVNHWV
information in
mathematical formats
For additional ideas and resources, refer to these and other websites on gardening:
ǧ ZZZWKRPSVRQPRUJDQFRP Using ICT –
ǧ ZZZEEFFRXNJDUGHQLQJ Research, select,
process and interpret
information

Our Life Times Thematic Unit


17
What could we include in a special feature on gardening?
continued

Learning Intention

Learners will have opportunities to demonstrate creativity and initiative when developing ideas and
following them through.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities

Further suggestions
This section has great potential to be developed into a mini-enterprise. Discuss with your
OHDUQHUVKRZEHVWWRGRWKLVIRUH[DPSOH\RXFRXOGSODQWSRWVRUEDVNHWVWRVHOOWKURXJK
an advertisement in the newspaper.

Assign a role in the enterprise to each member of the group. These roles might include:
ǧ EDQNHUV LQFKDUJHRIWKHEXGJHWIRUEX\LQJFRPSRVWSRWVSODQWVHWF 
ǧ EX\HUV RIVHHGVDQGSODQWV 
ǧ JDUGHQHUVDQG
ǧ VHOOHUV

You could make links to Financial Capability by having the group work out the expected
expenditure and how to make a profit, including:
Ņ KRZPDQ\SRWVWKH\DUHJRLQJWRSODQW
Ņ KRZPDQ\SODQWVWKH\ZLOOQHHG
Ņ ZKDWHDFKSRWLVJRLQJWRFRVWWRSODQW
Ņ KRZPXFKWKH\VKRXOGFKDUJHIRUHDFKSRWDQG
Ņ KRZPXFKSURŧWWKH\ZLOOPDNHRQHDFKSRW

You could make links to Art and Design by having the learners design the newspaper
advertisements to help sell the pots.

Our Life Times Thematic Unit


18
What could we include in a special feature on jokes?
Learning Intention

Learners will have opportunities to work effectively in a team.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce a special Give and respond to
feature on humour, including a competition to find the best jokes, for their newspaper. feedback
Introduce the theme by telling a joke or showing a few funny clips from television
programmes. Together discuss humour and what it means to each learner. Talk about Communication –
examples of the following that they find funny: Read a range of texts
for information, ideas
ǧ 79SURJUDPPHV
ǧ ERRNV and enjoyment
ǧ MRNHV
ǧ FRPLFV Communication –
ǧ FKDUDFWHUVDQG Find, select and use
ǧ VLWXDWLRQV information from a
range of sources
Give the learners an opportunity to investigate suitable joke books, websites (for
example www.scatty.com DQGFRPLFVIRUJRRGMRNHV2UJDQLVHDǟMRNHWLPHǠ Using ICT –
encouraging each learner to tell jokes that they like. (Take care to ensure that the jokes Research, select,
told are appropriate.) process and interpret
information
ǧ A selection of joke books from the library

Have the learners (or the appointed editor) select their favourite two or three jokes for
submission to their newspaper. These could have a single theme, for example:
ǧ NQRFNNQRFNMRNHV
ǧ DQLPDOMRNHV
ǧ IRRWEDOOMRNHVRU
ǧ GRFWRUGRFWRUMRNHV

You could also incorporate a school competition in one of the following ways:
ǧ +ROGDFRPSHWLWLRQZKLOHWKHOHDUQHUVDUHSUHSDULQJWKHLUQHZVSDSHUVSHFLI\LQJD
closing date. After the closing date, have the learners choose the top three school
jokes, and publish the winning entries in the newspaper.
ǧ 8VHWKHQHZVSDSHUWRDGYHUWLVHDMRNHFRPSHWLWLRQDQGDQQRXQFHWKHZLQQHUVLQD
school assembly after the closing date.

You can make links to Art and Design by having the learners create newspaper
advertisements or flyers to advertise the joke competition.

Further suggestions
Choose some of the learners’ best jokes. Record or video them telling the jokes. Use a
method appropriate to each learner, for example words, symbols, or a communication aid.

Display the jokes on a notice board along with the photographs of the learners who
told them. (You could record the jokes on simple communication aids and put these on
display for others to listen to.)

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19
What could we include in the jobs section?
Learning Intention

Learners will have opportunities to research and manage information effectively.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to develop a newspaper Using Mathematics –
article featuring interviews about different jobs. Read, interpret,
([SODLQWR\RXUOHDUQHUVWKDWWKH\DUHJRLQJWRIRFXVRQWKHWRSLFǟ:KDWMREVGRSHRSOHLQ organise and present
VFKRROGR"Ǡ6HOHFWVHYHUDOVWDIIPHPEHUV IRUH[DPSOHDWHDFKHUDFODVVURRPDVVLVWDQW information in
a caretaker and a cook) to interview. For example, the learners could ask each person: mathematical formats
ǧ ZKDWWKHLUMREHQWDLOV
ǧ KRZWKH\JHWWRZRUNDQG Communication –
ǧ WKHKRXUVWKH\ZRUN Read a range of texts
for information, ideas
Record and transcribe the interviews for inclusion in the learners’ newspaper. Take and enjoyment
some digital photographs to illustrate the feature. Alternatively, you could develop a
short article about the variety of jobs that different people have in school. Communication –
Find, select and use
You can make links to Using Mathematics by carrying out a survey of staff in school to learn information from a
how they found their jobs, for example through a newspaper, internet or job centre, and range of sources
recording the results on a graph.

You could also explore one or more of the following ideas for the job section: Communication –
Talk about and plan
ǧ 7RJHWKHUFUHDWHDIHDWXUHDERXWWKHOHDUQHUVǠZRUNH[SHULHQFHKLJKOLJKWLQJZKDWWKH\
work
do, what they like and what they dislike about a particular job.
ǧ 7RJHWKHUGHFLGHRQDMREWKDWFRXOGEHFUHDWHGLQVFKRROIRUH[DPSOHDPLONGLVWULEXWRU
or lunch money collector, and create an advert for the job to submit to the newspaper.

Further suggestions
As an extension exercise, focus on jobs in the local community. Provide copies of
newspapers for the learners to examine job adverts. As a group, select a range of jobs
that they would like to do and some that they would not like to do. Cut out the adverts
and sequence the jobs in order of preference, beginning with their favourite.

Organise a visit to a job centre. Examine several adverts and consider the features of
different jobs, such as:
ǧ H[SHULHQFHUHTXLUHG
ǧ TXDOLȊFDWLRQVUHTXLUHG
ǧ WKHQHHGIRUDGULYLQJOLFHQFH
ǧ ORFDWLRQ
ǧ SD\
ǧ KRXUVDQG
ǧ KROLGD\V

Role play a job interview, use a video camera to record the participants and discuss the
interview together.

See our SLD Education for Employability resource box (2006) for further extension
exercises and resource sheets.

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20
What could we include in the television section?
Learning Intention

Learners will have opportunities to select appropriate, relevant information.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to include their ideal TV Respect the views and
schedule in their newspaper. opinions of others,
reaching agreement
7RJHWKHUH[DPLQH79VFKHGXOHVLQDUDQJHRIQHZVSDSHUVDQGPDJD]LQHVVXFKDVRadio using negotiating and
Times and TV Times, and discuss the different types of programme that the learners compromise
enjoy.
Communication –
Draw up a shortlist of popular programmes, and carry out a class or whole-school Contribute comments,
survey to find the most watched programme overall. Discuss this programme together ask questions and
and complete Resource 21. respond to others’
points of view
Resource 21: TV Report
Using Mathematics –
You could make links to Using Mathematics by displaying the survey results on a bar chart or Read, interpret,
pie chart and including this in the learners’ newspaper. organise and present
Ņ The TV section from a number of newspapers information in
ǧ 79PDJD]LQHVFKHGXOHV mathematical formats

6XJJHVWSXWWLQJWRJHWKHUDIHDWXUHIRUWKHQHZVSDSHUFDOOHGǟ2XU,GHDO796FKHGXOHǠ Using ICT –


using the results of the survey as a guide. Invite the learners to decide together what Research, select,
programmes they would include on a television channel for one day. You could divide process and interpret
them into groups, with one group working on the morning schedule and the other on information
the evening schedule. Ensure that they consider the following:
ǧ WKHQDPHRIWKHLU79FKDQQHO
ǧ SURJUDPPHVWKDWWKH\ZRXOGLQFOXGHDQG
ǧ WKHWLPHVDQGGXUDWLRQRIWKHVHSURJUDPPHV

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21
What could we include in the horoscope section?
Learning Intention

Learners will have opportunities to discuss, compare and evaluate their ideas.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce a horoscopes Communication –
page for their newspaper. Use this section at your own discretion, including it only if you are Contribute comments,
confident that it would be suitable for your group of learners and treating the topic lightly. ask questions and
respond to others’
Together examine the different horoscopes in a variety of newspapers and magazines.
)LQGRXWHDFKOHDUQHUǠVVWDUVLJQ'LVFXVVZKDWPDNHVDǟJRRGǠKRURVFRSHDQGKRZ points of view
negative horoscopes could make people anxious.
Communication –
Together create simple, positive, generic horoscopes for each star sign and submit them Listen to and take
for inclusion in the newspaper. part in discussion,
explanations, role-plays
You could make links to Art & Design by creating visual designs of the twelve star signs to and presentations
include alongside the horoscopes in the newspaper.
Using Mathematics –
You could make links to Using Mathematics by carrying out a survey of class/school star Read, interpret,
signs and displaying the results on a bar chart or pie chart. organise and present
information in
mathematical formats

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22
What could we include in the sports section?
Learning Intention

Learners will have opportunities to communicate effectively in oral, visual and written form,
showing a developing awareness of audience.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
You can use the following suggestions to enable your learners to produce the sports Respect the views and
page for their newspaper. opinions of others,
reaching agreement
Discuss the learners’ favourite sports together. If this is a very popular section, you
using negotiating and
could divide the learners into groups depending on their interests and have each group
compromise
investigate a different sport (for example football, motorbike racing, tennis, snooker and
swimming).
Communication –
Contribute comments,
To enable the learners to gather ideas and information about sports, you could:
ask questions and
ǧ SURYLGHWKHPZLWKVSRUWVSDJHVIURPQHZVSDSHUVRUXSWRGDWHLQIRUPDWLRQ
respond to others’
GRZQORDGHGIURPWKHLQWHUQHW
points of view
ǧ JLYHWKHPDQRSSRUWXQLW\WRSKRWRJUDSKDVFKRROVSRUWVWHDPDQGRUGHYHORSDVKRUW
DUWLFOHRQDUHFHQWVFKRROVSRUWVHYHQWDQGRU
Using Mathematics –
ǧ LQYLWHDORFDOVSRUWVSHUVRQDOLW\LQWRJLYHDWDONRULQWHUYLHZDQGWDNHSKRWRJUDSKVRI
Read, interpret,
the event.
organise and present
Decide what to include in the sports page of the learners’ newspaper. You might choose information in
to focus on: mathematical formats
ǧ IDPRXVWHDPVDQGVSRUWVVWDUVLQFOXGLQJ
 ǜ DSURȊOHDQGSKRWRJUDSKRIWKHOHDUQHUVǠIDYRXULWHVSRUWVVWDU VHH5HVRXUFH DQG Using ICT –
 ǜ GUDZLQJVRIWKHLUIDYRXULWHVSRUWLQJHYHQWVRU Research, select,
ǧ WKHOHDUQHUVǠRZQH[SHULHQFHVRIVSRUWIRUH[DPSOH process and interpret
 ǜ SKRWRJUDSKVDQGVKRUWGHVFULSWLRQVRIVFKRROVSRUWVDFWLYLWLHV information
 ǜ DUHSRUWRQWKHLUPHHWLQJZLWKDORFDOVSRUWVSHUVRQDOLW\DQGRU
– tips on where to buy the best sportswear locally.

Resource 22: My Favourite Sports Personality

You can make links to Using Mathematics by making a tally of the learners’ favourite sports
stars and displaying the results on a bar chart.

ǧ 1HZVSDSHUVSRUWVSDJHV
ǧ $GLJLWDOFDPHUD

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23
How can we distribute our newspaper?
Learning Intention

Learners will have opportunities to work collaboratively as a team.

Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
Recap on the decisions made at the beginning of the project about the name, size, format, Develop routines of
contents and price of the newspaper. Review and amend those decisions where necessary. turn-taking, sharing
and co-operating
Bring all your learners’ contributions together to compile their newspaper. Involve them in
making editorial decisions, if necessary, about any content that should be added or omitted. Communication –
Contribute comments,
Prepare and print out or photocopy the finished product, then together explore different
ask questions and
ways of distributing the newspaper. For example:
respond to others’
ǧ *LYHDFRS\WRHDFKOHDUQHUWRWDNHKRPH
points of view
ǧ *LYHHDFKOHDUQHUWKHRSSRUWXQLW\WRRUGHUFRSLHVIRUIDPLO\PHPEHUV
ǧ +DYHWKHOHDUQHUVJLYHRUVHOOFRSLHVWRVWDII
Using Mathematics –
ǧ /HDYHFRSLHVDWUHFHSWLRQ
Develop financial
ǧ /HDYHFRSLHVDWDORFDOQHZVDJHQWǠV
capability
Set up roles to allow the learners to take responsibility for distributing their newspaper
and, if appropriate, collecting money. Using ICT –
Create, develop, present
and publish ideas and
information using a
range of digital media

Our Life Times Thematic Unit


24
Resources

Our Life Times Thematic Unit


25
Resource 1 What Is A Newspaper?
Fill in the blanks to complete the sentences about newspapers.
Use words from the Word Bank.

1. A newspaper is something people can r __ __ __ .

2. Newspapers contain reports and p __ __ __ __ __ __ __ __ __ __ of events


that have taken place.

3. Newspapers are printed on p __ __ __ __.

4. Newspapers contain r__ __ __ __ __ __ on events such as politics, health,


the world and entertainment.

5. The back pages are usually where the s __ __ __ __ __ reports are found.

6. Some newspapers are produced nationally. These papers are available


throughout the country and contain reports about events in the
w __ __ __ __.

7. Some newspapers are produced locally. These newspapers contain reports


and photographs of l __ __ __ __ events.

Word Bank

local sports photographs world

read reports paper

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26
Newspaper Survey Resource 2

Collect different types of newspaper and compare them.


Record your findings below.

Name of the newspaper

Local or national?

Price

Number of pages

Free supplement?
\HVRUQR

Coloured pictures?
\HVRUQR

Adverts on the front page


/LVWDQ\LWHPVRUVHUYLFHV
advertised on the front
SDJH

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27
Resource 3 Newspaper Spy!
Look through a newspaper. Find the following items and write
the page numbers.

Sports reports are on TV listings are on

Puzzles are on The price is on

The weather reports are on Jobs are advertised on

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Front Page, Inside Or Back Page? Resource 4

Imagine you are the editor of a newspaper. Where would you


SXWWKHVHLWHPVLQLW"6KRXOGWKH\EHRQWKHIURQWLQVLGHRURQ
WKHEDFNSDJHV"

New School
Opens
sports date price headline

Daily News

puzzles name TV listings adverts

Front page Inside pages Back page

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Resource 5 Label The Newspaper
'R\RXNQRZZKDWWKHGLIIHUHQWSDUWVRIDQHZVSDSHUDUHFDOOHG"
Write the names in the spaces.

S



1HZ6FKRRO2SHQV
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
Photo by James Camera xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
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xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxx
Report by Adam Story

Holiday Section
Pages 12 & 13
Star Sports Win a free boat trip!
Sale Now On!

Word Bank

advert photograph story

headline contents name

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30
Working In The Press Resource 6

These people all have jobs connected with newspapers.


&DQ\RXPDWFKWKHGHVFULSWLRQWRWKHFRUUHFWZRUNHU"

I am the EDITOR.
I decide what information
goes into the newspaper.

I am a JOURNALIST.
I interview people and write
articles for the newspaper.

I am the PHOTOGRAPHER.
I take pictures for the
newspaper.

I am the PRINTER. I make


copies of the newspaper.

I am the DELIVERY
VAN DRIVER. I take the
newspapers to the shops.
©iStockphoto.com 92720516

I am the NEWSAGENT.
I sell the newspaper.

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31
Resource 7 Sort The Jobs
These people would like to be journalists for a newspaper.
&DQ\RXGHFLGHZKRZRXOGEHEHVWIRUHDFKMRE"

Cut and paste the job into the space beside the person you think should do it.

Fashion Gardening Politics


Reporter Reporter Reporter

Sports Food & Drink Travel


Reporter Reporter Reporter

Name Details Job given


Likes: eating out, trying new things and
Anna reading cookery books
Dislikes: sport, politics and gardening

Likes: visiting other countries, music


Steph and animals
Dislikes: TV, football and cooking

Likes: football, keeping fit and cars


David
Dislikes: travel, animals and cooking

Likes: shopping, styling hair and walking


Megan Dislikes: gardening, tennis and cars

Likes: politics, celebrities and cooking


Jane Dislikes: animals, gardening and
reading

Likes: working outside, animals and DIY


Tom
Dislikes: shopping, cooking and golf

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Resource 4
Advertising Resource 8

Read the following sentences about advertisements and


answer the questions.

Advertisements help companies to sell their products.

Adverts can be found in many places.

Large adverts can be seen on billboards, which are often on the side of
buildings.

Advertisements are shown during breaks in TV programmes.

Advertisements can be heard on the radio.

Newspapers and magazines also have adverts printed in them.

Questions:

1. What do advertisements help companies to do?

________________________________________________________________

2. Where can billboard adverts often be seen?

________________________________________________________________

3. What happens during breaks in TV shows?

________________________________________________________________

4. Where can adverts be heard?

________________________________________________________________

5. Where can we find printed adverts?

________________________________________________________________

My favourite advert is for ____________________________________________

________________________________________________________________

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33
Resource 9 What’s In An Advert?
Look at these advertisements. Can you find the answers to the
ȊYHǟ:ǠV ZKRZKDWZKHUHZKHQDQGZK\ "

Youth Club Fundraiser

Cake Sale
WHO? _____________________________

WHAT? _____________________________
Friday 12th May at 2.00pm
in the Youth Club
WHERE? _____________________________

WHEN? _____________________________

Funds to help pay for new kit WHY? _____________________________

WHO? _____________________________
Riding Club

WHAT? _____________________________
c o
Dis
WHERE? _____________________________
Saturday, September 1st
WHEN? _____________________________
Green’s Hotel at 9.00pm

WHY? _____________________________ Help fund the new stables!

Monday 6th June WHO? _____________________________


in Seaview School
WHAT? _____________________________
Internet Club
WHERE? _____________________________
Come and surf
after school! WHEN? _____________________________
All pupils welcome!
WHY? _____________________________

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34
Resource 4
Fruit Factor! Resource 10

Compare the price of fruit in two different shops.


Record your findings in the table below.

Supermarket
Shop 1 Shop 2
Fruit Name: Name:
_________ _________

apple

banana

pear

orange

kiwi

grapes

melon

grapefruit

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35
Resource 11 Fruit Survey
Investigate and taste these different fruits. Record your findings
in the table.

Fruit Description Like or dislike

cherries

lime

blueberries

pineapple

kiwi

raspberries

melon

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36
Resource 4
Where Have I Been? Resource 12

Write the names of the places where you have been on holiday
onto the labels on the suitcase.

Our Life Times Thematic Unit


37
Resource 13 Look Where We’ve Been! (1 of 2)

10

England Wales Scotland Rep. of Ireland Spain France USA Other


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38
Resource 4
Look Where We’ve Been! (2 of 2) Resource 13

Cut and paste the faces onto the graph to show the number of
people in the class who have visited each country on holiday.

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39
Resource 14 What Should I Pack For My Holiday? (1 of 6)
Draw or cut and paste the things that you should pack for each
type of holiday.

What should I pack


for my holiday?

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Our Life Times Thematic Unit


40
Resource 4
What Should I Pack For My Holiday? (2 of 6) Resource 14

What should I pack


for my holiday?

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41
Resource 14 What Should I Pack For My Holiday? (3 of 6)

What should I pack


for my holiday?

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Our Life Times Thematic Unit


42
Resource 4
What Should I Pack For My Holiday? (4 of 6) Resource 14

What should I pack


for my holiday?

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43
Resource 14 What Should I Pack For My Holiday? (5 of 6)

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Our Life Times Thematic Unit


44
Resource 4
What Should I Pack For My Holiday? (6 of 6) Resource 14

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45
Resource 15 Healthy On Holiday!
How could you make sure these events don’t happen when you
DUHRQKROLGD\"'UDZDOLQHIURPHDFKSUREOHPWRZKDW\RX
think would help.

travel sickness use insect spray

sunburn get travel insurance

insect bite take tablets

allergic to the food use sunscreen

expensive hospital get an injection


treatment before leaving
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46
Resource 4
Travel Choices! Resource 16

:KHUHFRXOG\RXJRXVLQJWKHVHIRUPVRIWUDQVSRUW"
Add the names of destinations to types of transport you could
use to get there.

'HVWLQDWLRQ%DQN 8VHWKHVHRUFKRRVH\RXURZQ

America Scotland France England Portrush Africa


Spain Dublin Belfast Australia Isle of Man Cork

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47
Resource 17 Travelling All Over The World!
There are different types of transport in the world. Can you
PDWFKWKHSODFHVWRWKHWUDQVSRUWWKDWPLJKWEHXVHGWKHUH"
Use the internet to help you find the answers.

the Sahara desert rickshaw

China gondola

London camel

Venice snow mobile

Alps double decker bus


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Resource 4
At The Airport Resource 18

Put the events that happen at the airport in order.

1 2 3

4 5 6

Board the aeroplane. Collect your bag from the belt. Take off!

Wait until your flight is called. Check in. Go through security.

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Resource 19 What Cost?
Investigate how much it would cost to travel to a destination
of your choice. Use the internet, travel brochures or
advertisements to find out.

Destination chosen: _______________________________

Expense Cost

Travel
(how much would it cost to get there and
FRPHKRPHDJDLQ"

Accommodation
(how much would it cost to spend one
ZHHNLQDKRWHO"

Food
KRZPXFKZRXOGDQDYHUDJHPHDOFRVW"

Clothes
(how much would you need to spend on
QHZFORWKHVIRUWKHKROLGD\"

Entertainment
(how much would it cost to do the things
\RXZRXOGOLNHWRGRZKHQRQKROLGD\"

Spending money
KRZPXFKZRXOG\RXWDNHZLWK\RX"

Total cost of the holiday

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Resource 4
Dream Destination! (1 of 2) Resource 20

Photocopy these two pages so that you can fold them to make
DEURFKXUH7KHQFKRRVHDGHVWLQDWLRQDQGZULWHGUDZDQGRU
stick photographs in the spaces.
r eam D es t i nation!
D

_____________________________
Colour your destination!

Brochure by

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Travel by
_____________ Clothes to bring
__________________________________________
Dream Destination! (2 of 2)

__________________________________________
Weather report __________________________________________
_____________
Currency used
_____________
Things to do or see

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__________________________________________
Resource 20
__________________________________________
Language spoken
_____________ __________________________________________

52
Resource 4
TV Report Resource 21

:ULWHDERXW\RXUIDYRXULWH79SURJUDPPHLQWKHER[HV

The programme is about … The programme is on …

TV Report
_________________
3URJUDPPH

The main characters are … I like the programme because …

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Resource 22 My Favourite Sports Personality

Insert picture here

Name: _____________________________________________________________

Sport played: _____________________________________________________________

Age: _____________________________________________________________

Nationality: _____________________________________________________________

Achievements: _____________________________________________________________

____________________________________________________________________________

Why I like them: _____________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Report by _____________________________________________________________

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54