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Revised Entry LevelScheme of WorkLearning for Life and WorkThis is an exemplar scheme of work whichsupports the teaching and learning of theEntry Level Learning for Life and Work specification

Contents Page

Unit 1: Learning to Live Together – Learning Outcomes 1–4 5

Unit 2: My Rights and Being Responsible – Learning Outcomes 1–4

15

Unit 3: Developing My Self-Management Skills –Learning Outcomes 1–3

25

Unit 4: Getting to know myself – Learning Outcomes 1–3 35

Unit 5: Travelling in My Community – Learning Outcomes 1–3

45

Unit 6: Workplace Learning – Learning Outcomes 1–3 55

Unit 7: Applying for Jobs and Courses - Learning Outcomes 1–4

65

Unit 8: Planning My Business – Learning Outcomes 1–3 73

Unit 9: Making My Busines Work – Learning Outcomes 1–3 83

Learning for Life and Work: Revised Entry Level Scheme of Work

Introduction

CCEA has developed new Entry Level specifications for first teaching from September 2015. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of

your students.

I hope you find this support useful in your teaching.

Best wishes

Jill ArmerSubject OfficerLearning for Life and Work

E-mail [email protected] 028 9026 1200 (ext: 2426)

http://www.ccea.org.uk/microsites


CCEA Exemplar Scheme of Work:

ELQ Learning for Life and Work

Version 2: 14 September 2010 3


Version 2: 14 September 2010 4


Entry Level 1–3Unit 1:

Learning to Live Together - Learning Outcomes 1–4

5


Entry Level 1–3 Unit 1: Learning to Live Together – Learning Outcome 1

Specification Content

Learning Outcomes Assessment Criteria Suggested Evidence

The learner will: The learner can: This can include, photographs, audio and video recording and teacher witness statements

Level 1 1. Be able to recognise ways that young person can express their cultural identity

1.1. identify two ways a young person can express their cultural identity from given material

The learner could select two images and cut and paste (Resource sheet 1.1).OrThe learner could take two photographs for example of a flag, symbol, mural or food to illustrate an expression of cultural diversity in their community and cut and paste.

Level 2 1. Be able to recognise ways that young person can express their cultural identity

1.1 communicate from given material two ways a young person can express their cultural identity

The learner could complete a card sorting activity. The learner could match different images of expressions of cultural identity under given headings of Flags, Musical Instruments, Symbols, Traditional Dress and Food (Resource sheet 1.1).OrThe learner could choose one image from each of the following expressions of cultural identity: Flags, Musical Instruments, Symbols, Traditional Dress and Food and cut and paste (Resource sheet 1.2).

Level 3 1. Be able to recognise ways that young person can express

1.1 give two examples of ways a young

The learner could complete a card sorting activity. The learner could sort and classify the different images of expressions of cultural

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their cultural identity

person can express their cultural identity

identity under the headings of Flags, Musical Instruments, Symbols, Traditional Dress and Food (Resource sheet 1.1).OrThe learner could use the internet to research images and present their examples of expressions of cultural identity. They could print and cut and paste their images (Resource sheet 1.2).

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Entry Level 1–3 Unit 1: Learning to Live Together

Suggested learning and teaching activities for accessing Levels 1–3

Resources

discuss the idea of cultural identity;

discuss the different groups of people who live in their community, or in wider Northern Ireland society;

discuss the different ways people can express their cultural identity;

view and discuss video clips or photographs of people expressing their cultural identity in different ways e.g. music/dance; art; sport, language; celebrations/festivals/marches; flags, symbols and murals; religion; traditional dress; and diet/food;

listen to and discuss a range of different types of music from different cultures;

listen to and discuss examples of different languages spoken in Northern Ireland/the World;

take pupils around the local community and take photographs of images which illustrate expression of cultural identity; and

use the internet to find images of

Exemplar as suggested evidence(Access to the internet and access to a camera would be useful).The following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – progression map working as a groupwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_14.pdfNorthern Ireland Curriculum; SEN KS3 – progression map gathering informationwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_6.pdfNorthern Ireland Curriculum; SEN LLW KS3 resources, Let’s Celebratehttp://www.nicurriculum.org.uk/inclusion_and_SEN/LLW/Key_Stage_3/lets_celebrate/index.aspNorthern Ireland Curriculum; SEN LLW KS3 resources, Citizenship Expressing: Identityhttp://www.nicurriculum.org.uk/docs/inclusion_and_sen/mld/nothing_ever/citizenship.pdf

Community Relations Equality and Diversity Northern Irelandwww.credni.org/NICIE Sharing Classrooms Depending learning (SCDL)http://scdl.co.uk/Tapestry of colourshttp://tapestryofcolourseducation.com/TES Cultural Diversity

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http://tapestryofcolourseducation.com/

http://scdl.co.uk/

http://www.credni.org/

http://www.nicurriculum.org.uk/docs/inclusion_and_sen/mld/nothing_ever/citizenship.pdf

http://www.nicurriculum.org.uk/docs/inclusion_and_sen/mld/nothing_ever/citizenship.pdf

http://www.nicurriculum.org.uk/inclusion_and_SEN/LLW/Key_Stage_3/lets_celebrate/index.asp

http://www.nicurriculum.org.uk/inclusion_and_SEN/LLW/Key_Stage_3/lets_celebrate/index.asp

http://www.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_6.pdf





ways that people express their cultural identity.

https://www.tes.co.uk/teaching-resource/cultural-diversity-6337680You Tube- SuMuP - Cultural Diversity X.movYou Tube- Ireland (Youth) - 2008 World Culture Folk Dance CompetitionYou tube-Nigeria fashion showYou Tube-Top 10 Countries with Best FoodYou Tube - Hello! in 30 Different LanguagesYou Tube -Songs And Dances Around The WorldYou Tube- THE MURALS OF NORTHERN IRELAND (2013)

Entry Level 1–3 Unit 1: Learning to Live Together (cont.) – Learning Outcome 2




Level 1 2. Be able to recognise when people are treated unfairly

2.1 identify two examples of treating someone unfairly from given material

The learner could use scenario cards to identify two examples of people being treated unfairly (Resource sheet 1.3a).

2.2 identify two feelings a person might experience if they are treated unfairly from given material

The learner could use flash cards to identify a person’s feelings when treated unfairly (Resource sheet 1.4).

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Level 2 2. Be able to recognise when people are treated unfairly

2.1 communicate from given material two examples of treating someone unfairly

The learner could use scenario cards to communicate two examples of people being treated unfairly. They could use a table to record their answers (Resource sheets 1.3a and 1.3b).

2.2 communicate from given material two feelings a person might experience if they are treated unfairly

Using the above examples the learner could use flash cards to communicate how a person might feel when treated unfairly (Resource sheet 1.4).

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Level 3 (cont.)

2. Know what discrimination means

2.1 explain what discrimination means

From a list the learner could write down what discrimination means (Resource sheet 1.5).

2.2 give examples of discrimination, for example age, race, disability religion, gender, sexual orientation

The learner could complete a Heads and Tails matching activity for different types of discrimination (Resource sheet 1.6).

2.3 outline how discrimination can affect people

The learner could use the scenarios given in Resource sheet 1.3a or other scenarios provided by the teacher and write down how people might feel when they are treated unfairly (Resource sheet 1.7).

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Entry Level 1–3 Unit 1: Learning to Live Together (cont.)


Resources

discuss what being fair and unfair means;

discuss the learner’s and others’ experiences of being treated unfairly;

discuss and identify how people might feel when they are treated unfairly;

view and respond to materials which give examples of people being treated fairly and unfairly;

assess what is fair and unfair; and

discuss what discrimination means using examples e.g. age, race, disability, religion, gender and sexual orientation.

Exemplar as suggested evidence(Access to the internet and a camera may be useful).The following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression map working as a groupwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_14.pdf

Equality Commission Northern Irelandwww.equalityni.org/HomeNIdirect section 75www.nidirect.gov.uk/section-75Disability Development Educationhttp://www.disabilityanddevelopment.ie/BBC – PSHE and Citizenship Challenging stereotypes, prejudice and discriminationwww.bbc.co.uk/schools/pshe_and_citizenship/personal_wellbeing/relationships/challenging_discrimination/Equality and Human Rights Commissionwww.equalityhumanrights.com/sites/default/files/documents/EqualRightsRespect/lesson6_teacher_notes_final.pdfTeach unicef – gender inequalityhttp://teachunicef.org/explore/topic/gender-equalityYou Tube - To stop Discrimination - hijs moos!You Tube -The effects of Prejudice and Discrimination- Stephen HawkingYou Tube- Equality and Diversity - video created by students at Woodhouse College

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http://www.equalityhumanrights.com/sites/default/files/documents/EqualRightsRespect/lesson6_teacher_notes_final.pdf

http://www.equalityhumanrights.com/sites/default/files/documents/EqualRightsRespect/lesson6_teacher_notes_final.pdf

http://www.bbc.co.uk/schools/pshe_and_citizenship/personal_wellbeing/relationships/challenging_discrimination/

http://www.bbc.co.uk/schools/pshe_and_citizenship/personal_wellbeing/relationships/challenging_discrimination/

http://www.nidirect.gov.uk/section-75


http://www.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.asp


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Level 1 3. Know why it is important to treat people equally

3.1 identify two reasons why people should be treated equally from given material

From images the learner could select two reasons why people should be treated equally using images and statements (Resource sheet 1.8).


3.1 communicate from given material two reasons why people should be treated equally

The learner could select two reasons why people should be treated equally using images and fill in the blanks (Resource sheet 1.9).


3.1 give two reasons why people should be treated equally

Invite a guest speaker. The learner could participate in a question and answer session to find out reasons why people should be treated equally. The learner could write down two reasons why people should be treated equally (Resource sheets 1.9 and 1.10).OrThe learner could write down two reasons why people should be treated equally on post-its and share and display them on a classroom wall. They could use their own post- its as evidence.

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Resources

discuss reasons why it is important to treat people equally;

invite a guest speaker to talk about equality;

plan and ask questions about the importance of treating people equally;

view and respond to images and statements about equality; and

select words to complete sentences about the importance of treating people equally; and write down reasons why it is important to treat people equally.

Exemplar as suggested evidence(Access to the internet and to a camera may be useful).The following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Equality Commissionwww.equalityni.orgwww.some-ni.co.uk/your-rightschanging faceswww.changingfaces.org.uk/Education/Teaching-resources/SecondaryGlobal post – activities for kids to teach racial equalityhttp://everydaylife.globalpost.com/activities-kids-teach-racial-equality-15036.htmlSearch quotes – equalitywww.searchquotes.com/search/Treating_People_Equally/You Tube - Do Unto Others As You Would Have Them Do Unto Youhttp://www.amazon.com/dp/146794856X/ - This book was created as a graphic novel project

16

http://www.changingfaces.org.uk/Education/Teaching-resources/Secondary

http://www.some-ni.co.uk/your-rights

http://www.equalityni.org/







Level 3 (cont.)

4. Know how laws can reduce discrimination

4.1 explain how equality laws can help to reduce discrimination

4.2 give two examples of equality laws

The learner could use the internet to research equality laws. The learner could give two examples of equality laws and give reasons why they can help to reduce discrimination (Resource sheet 1.11 and 1.12).

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Resources

discuss equality laws; discuss why these laws are

important: discuss how equality laws can help

to reduce discrimination; conduct internet research on

equality laws and discrimination; explore scenarios where equality

laws are breeched; and record, present and discuss their

findings.

Exemplar as suggested evidence(Access to the internet and a camera may be useful).The following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression map working as a groupwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_14.pdfNorthern Ireland Curriculum; SEN KS3 – progression map gathering informationwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_6.pdf

Northern Ireland Equality Commission – Teacher guide – Do You Mean Me?www.doyoumeanme.org/teacher-guide/suggested-usesEquality and Human rights Commissionwww.equalityhumanrights.comNorthern Ireland Commissioner for Children and Young People (NICCY)www.niccy.orgDisability Discrimination Act 1995www.nidirect.gov.uk/the-disability-discrimination-act-dda

Sex discrimination act 1972

18

http://www.niccy.org/

http://www.equalityhumanrights.com/

http://www.doyoumeanme.org/teacher-guide/suggested-uses








My Rights and Being Responsible –

Learning Outcomes 1–4

19


Entry Level 1–3 Unit 2: My Rights and Being Responsible – Learning Outcome 1




Level 1 1. Be aware that as an individual they have rights

1.1 recognise two basic rights of an individual

The learner could match two human rights to human rights images (Resource sheet 2.1).

Level 2 1. Be aware that as individuals they have rights

1.1 give two examples of their rights

The learner could complete a card ranking activity about human rights. They learner could write down their two most important human rights (Resource sheet 2.2).OrThe learner could complete a True/False activity about human rights (Resource sheet 2.3).

Level 3 1. Know some of their rights as individuals

1 explain individual rights using three examples

The learner could complete a human rights ranking activity and explain three human rights (Resource sheet 2.4).OrThe learner could use the internet to research and explain three examples of human rights (Resource sheet 2.5).

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Entry Level 1–3 Unit 2: My Rights and Being Responsible (cont.)


Resources

discuss human rights;

consider and give examples of human rights;

conduct internet research about human rights;

participate in human rights true/false and card ranking activities;

give reasons why they think some human rights are more important than others; and

work with others and discuss human rights.

Exemplar as suggested evidenceAccess to internetAccess to cameraThe following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression map gathering informationwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_6.pdf

Human Rights Education Toolkit for Children - Equitashttps://equitas.org/wp-content/uploads/2010/11/2008-Play-it-Fair-Toolkit_En.pdfThe Guardian- Universal Declaration of Human Rights Children’s Editionwww.theguardian.com/books/gallery/2008/oct/17/amnesty-declaration-human-rights-childrenUNICEF – Magicwww.unicef.org/magic/users/children.htmlUnited Nations – Teaching Human Rightswww.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%20Nations_ABC_human%20rights.pdfYou Tube - Children´s and Young People´s Rights (BMZ)

21

http://www.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%20Nations_ABC_human%20rights.pdf

http://www.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%20Nations_ABC_human%20rights.pdf

http://www.unicef.org/magic/users/children.html

http://www.theguardian.com/books/gallery/2008/oct/17/amnesty-declaration-human-rights-children

http://www.theguardian.com/books/gallery/2008/oct/17/amnesty-declaration-human-rights-children

https://equitas.org/wp-content/uploads/2010/11/2008-Play-it-Fair-Toolkit_En.pdf

https://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&uact=8&ved=0CFcQFjAF&url=https%3A%2F%2Fequitas.org%2Fwp-content%2Fuploads%2F2010%2F11%2F2008-Play-it-Fair-Toolkit_En.pdf&ei=jqMSVbXsCdLkaobrgqAN&usg=AFQjCNFzqNrbQ6F5Bo4N4bezlt244PXVWw




Entry Level 1–3 Unit 2: My Rights and Being Responsible (cont.) – Learning Outcome 2




Level 1 2. Be aware that they have the right to express their ideas, views and opinions

1 recognise two ways that they can express their ideas, views and opinions

The learner could select two images to show how they can express their ideas, views and opinions (Resource sheet 2.7).

2.2 identify two situations when they have expressed their ideas, views and opinions

The learner could point to two situations when they have expressed their ideas, views or opinions (Resource sheet 2.7).

Level 2 2. Be aware that they have the right to express their ideas, views and opinions

2.1 give two examples of ways they can express their ideas, views and opinions

The learner could list two different ways that people can express their ideas, views and opinions (Resource sheets 2.7 and 2.8).OrThe learner could give two examples of ways they can express their ideas, views and opinions in a question and answer session. They could record their answers as evidence (Resource sheet 2.8).

2.2 outline two situations when they

The learner could outline two examples of situations where they have expressed their ideas, views and opinions in class discussion or

22


have expressed their ideas, views and opinions

Think Pair Share activity. They could record their answers on post- its and share them on a wall display. They could use their own post- its as evidence.OrThe learner could write down two examples of situations where they have expressed their ideas, views and opinions (Resource sheet 2.9).





Level 3 2. Understand why rights are important

2.3 demonstrate an understanding of why individual rights are important giving three examples

The learner could select three human rights from a source and explain their importance (Resource sheet 2.6).

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Resources

discuss different ways that people can express their ideas, views and opinions;

discuss and share how they have expressed their ideas, views and opinions;

discuss the importance of being able to freely express your ideas, views and opinions;

ask questions of others about expressing ideas, views and opinions;

develop their understanding of the importance of being able to freely express their ideas, views and opinions;

work with others to share, discuss their work; and

to communicate their views to others about an issue/cause.

Exemplar as suggested evidenceAccess to internetAccess to cameraThe following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression map working as a groupwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_14.pdf

Northern Ireland Curriculum; SEN KS3 – progression map communicating appropriatelywww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_4.pdfNorthern Ireland Curriculum SEN KS3 – Have your Saywww.nicurriculum.org.uk/docs/inclusion_and_sen/sld/into_independence/have_your_say/Have_Your_Say.pdfNorthern Ireland Curriculum SEN KS3- Get Connectedwww.nicurriculum.org.uk/docs/inclusion_and_sen/sld/into_independence/get_connected/Get_Connected.pdf

Student Voicehttp://studentvoice.co.uk/Pupil Voice Waleswww.pupilvoicewales.org.uk/You TubeSchool Councils

24

http://studentvoice.co.uk/

http://www.nicurriculum.org.uk/docs/inclusion_and_sen/sld/into_independence/get_connected/Get_Connected.pdf

http://www.nicurriculum.org.uk/docs/inclusion_and_sen/sld/into_independence/get_connected/Get_Connected.pdf




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Level 1 3. Be aware of individual responsibilities

3.1 recognise that individuals have responsibilities

Using flash cards the learner could point to examples of individuals being responsible (Resource sheet 2.13).

3.2 identify two examples to show how they have demonstrated personal responsibility

Using flash cards the learner could identify two examples when they demonstrated responsibility (Resource sheet 2.13).

Level 2 3. Be aware of individual responsibilities

3.1communicate why individuals should be responsible

From a list the learner could write down a reason why individuals should be responsible (Resource sheet 2. 14).OrThe learner could complete a flyer communicating why individuals should be responsible (Resource sheets 2.14 and 2.15).

3.2 give three examples to show how they have demonstrated responsibility

The learner could complete a template to illustrate three situations, their actions and how this demonstrated responsibility (Resource sheet 2.16 ).

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Level 3 3. Understand the importance of being able to freely express their ideas, views and opinions

3.1 demonstrate how they can express their ideas, views and opinions

The learner could write down there examples of how they have expressed their ideas, views and opinions (Resourcesheet 2.10).OrThe learner could participate in a Think Pair share activity. They could write down three examples on post- its and share on a class wall display. They could use their own post- its as evidence.

3.2 explain why it is important for individuals to be able to freely express their ideas, views and opinions

The learner could complete a template to illustrate the importance of individuals being able to freely express their views (Resource sheet 2.11).

3.3 select a current cause or issue and communicate their views to others

The learner could communicate their views on a cause/issue by for example: giving a presentation; participating in a class debate; participating in a question and answer

session;28


creating a flyer or poster;(Resource sheet 2.12).

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Level 3 (cont.)

4. Understand the importance of individual responsibility

4.1 demonstrate three ways in which they can be responsible individuals

Take photographs or video of three situations when they are being responsible e.g. crossing the road, getting on the bus, doing their homework, washing the dishes, taking the dog for a walk etc.

4.2 explain why it is important for individuals to act responsibly

From a list explain three reasons why it is important for individuals to act responsibly (resource sheets 2.14 and 2.17).

4.3 demonstrate when they have showed respect for the views of others

Take photographs or video to show a situation where they demonstrated respect for the views of others e.g. participating in pair or group work activity, listening to the teacher,OrThe learner could complete a template to illustrate two situations when they have showed respect for others (Resource sheet 2.18).

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Resources

discuss and examine the meaning of individual responsibility;

develop their understanding about individual responsibility;

consider ways that people can demonstrate individual responsibility; and

to reflect on their behaviour and actions and give examples of times when they have demonstrated individual responsibility.

Exemplar as suggested evidenceAccess to internetAccess to cameraThe following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression map organising themselveswww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_9.pdfNorthern Ireland Curriculum; SEN KS3: Responding responsiblyhwww.nicurriculum.org.uk/inclusion_and_SEN/LLW/Key_Stage_3/responding_responsibily/index.asp

You-Tube- Be Responsible (Safe and Respectful) Children's Song by Patty ShuklaYoung Workershttp://www.youngworker.co.uk/youngpeople/responsibilities/index.htm

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http://www.youngworker.co.uk/youngpeople/responsibilities/index.htm




Developing My Self-Management

Skills – Learning Outcomes 1–3

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Entry Level 1-3 Unit 3: Developing My Self-Management Skills – Learning Outcome 1




Level 1 1. Be able to recognise what they are good at and in what areas they could make improvements

1.1recognise from given material three areas related to learning and/or everyday life that they are good at

The learner could point to three images showing what they are good at (Resource sheet 3.1).

1.2 recognise, from given material, three areas related to learning and/or everyday life that they could improve on

The learner could point to three images showing what they might improve on (Resource sheet 3.1).

1.3select one area they could improve on from given material

The learner could choose one area for improvement from given list (Resource sheet 3.1).

Level 2 1. Be able to recognise what they are good at and in what areas they could improve

1.1 identify three areas related to learning and/or everyday life that

The learner could select three images showing what they are good at and cut and paste (Resource sheets 3.1 and 3.2).

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on they are good at

1.2 identify three areas related to learning and/or everyday life that they could improve on;

The learner could select three images showing what they might improve on and cut and paste (Resource sheet 3.1 and 3.2).




Level 2 (cont.)

1.3 identify one action they could take to improve on of the areas they have identified

Participate in a Think Pair Share activity. Discuss and write down one area for improvement. From a list they can write down one action they will take to make the improvement (Resource sheets 3.3 and 3.4).

Level 3 1. Be able to recognise what they are good at and in what areas they could make improvements

1.1 review and classify their learning and everyday life in relation to skills and qualities into strengths and weaknesses

From a list the learner could write down their skills and qualities in a table as strengths and weaknesses (Resource sheet 3.5).

1.2 work with a peer The learner could participate in a peer or 34


or adult to review their learning and everyday life and agree changes if required

teacher review of their learning and experiences of everyday life. Discuss, agree and record their strengths and weaknesses (Resource sheet 3.5).

1.3 select two areas to improve on

The learner could use the review to select two areas for improvement (Resource sheet 3.5).

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Entry Level 1-3 Unit 3: Developing My Self-Management Skills (cont.)


Resources

discuss what the types of activities learners participate in, including those outside school;

discuss what learners are good at and ask them to give examples;

ask learners to think about and discuss activities that they think they could make improvement including school work;

develop an understanding of the difference between skills and qualities;

work with others to communicate their ideas and review their work and com

with others discuss their learning and how they can make improvements;

classify skills and qualities; assess their strengths and

weaknesses; and discuss actions to make

improvements.

Exemplar as suggested evidenceAccess to internetAccess to cameraThe following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression maps planning a taskwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_10.pdfNorthern Ireland Curriculum; SEN KS3 – progression maps target setting and feedbackwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_13.pdfNorthern Ireland Curriculum; SEN KS3 – progression map working as a groupwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_14.pdfNorthern Ireland Curriculum; SEN KS3 – Education for Employability, self awarenesshttp://www.nicurriculum.org.uk/docs/inclusion_and_sen/mld/education_for_employability/Employ_ks3_1.pdf

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http://www.nicurriculum.org.uk/docs/inclusion_and_sen/mld/education_for_employability/Employ_ks3_1.pdf

http://www.nicurriculum.org.uk/docs/inclusion_and_sen/mld/education_for_employability/Employ_ks3_1.pdf









Entry Level 1-3 Unit 3: Developing My Self-Management Skills (cont.) – Learning Outcome 2




Level 1 2. Be able to set a personal improvement target

2.1. recognise from given material one target to help them improve their performance in relation to learning and or everyday life

The learner could select from images one target for improvement (Resource sheet 3.1)

Level 2 2. Be able to set a personal improvement target

1 identify one target to help them improve their performance in relation to learning and or everyday life

The learner could write down one target for improvement (Resource sheets 3.1 and 3.6).

Level 3 1. Be able to set personal targets for improvement

2.1 choose two targets to help them improve their performance in relation to learning and everyday life

The learner could consider different targets and choose two for improvement (Resource sheets 3.5 and 3.7).

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38




Resources

discuss how learners can improve their performance;

use examples from school and everyday life to illustrate how learners can make improvements;

ask learners what one area or aspect of their life they would like to improve on;

explore ways learners can make improvements to their performance;

discuss the importance of setting targets for improvement and give examples; and

identify and set targets for improvement.

The following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression maps target setting and feedbackwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_13.pdfNorthern Ireland Curriculum; SEN KS3 – progression map working as a groupwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_14.pdfTES power point – target settingwww.tes.co.uk/teaching-resource/smart-target-setting-powerpoint-6064479

39







Entry Level 1-3 Unit 3: Developing My Self-Management Skills (cont.) – Learning Outcome 3




Level 1 3. Be able to recognise what they could do to achieve their target

3.1. recognise one action they could take to help meet their target

The learner could select from card images one action they could take to meet their target (Resource sheet 3.4).

Level 2 3. Be able to plan actions to achieve their target

3.1 identify three actions they require to meet their target

From a list the learner could identify three actions from a list to meet a target. The learner could set completion dates for their actions (Resource sheets 3.4 and 3.8).

3.2. give dates to complete their actions

3.3. evaluate their target and judge whether or not they met it

On completion of their actions and meeting their target the learner could assess their performance (Resource sheet 3.9).

Level 3 3. Be able to set personal targets for improvement

3.1 produce an action plan which includes information about:(a) actions needed

The learner could use and complete an action planning template (Resource sheet 3.10).

40


(b)who will take the action

(c) dates for completion

(d)date for review

41





Level 3 (cont.)

3.2 evaluate, with two strengths and two weaknesses, what they did in the action planning process

The learner could participate in a peer assessment activity. In pairs they could discuss and review each other’s work and complete a review sheet. The learner could identify two strengths and two weaknesses. (Resource sheet 3.11 and 3.12).

3.3 outline three things that they have learned from the action planning process

The learner could give a presentation to the class. They could discuss what they did in the action planning process and whether or not they found it helpful. The learner could discuss two strengths and two weaknesses of action planning and three things that they have learned.OrThe learner could write down three things they learned from the action planning process (3.13).

42




Resources

discuss the importance of planning to make improvement and what this involves;

work with others to discuss their learning and how they can make improvements;

identify and set targets with deadlines for completion;

identify actions for making improvement;

assess options when choosing actions for improvement;

plan actions; produce an action plan; and review and evaluate learning.

The following Northern Ireland Curriculum; SEN resources are for use at Key Stage 3 but may be useful in supporting teaching and learning and developing learners’ skills for this unit:Northern Ireland Curriculum; SEN KS3 – perquisite skills communicationwww.nicurriculum.org.uk/inclusion_and_SEN/assessment/q_skills.aspNorthern Ireland Curriculum; SEN KS3 – progression maps target setting and feedbackwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_13.pdfNorthern Ireland Curriculum; SEN KS3 – progression map working as a groupwww.nicurriculum.org.uk/TSPC/doc/getting_started/sen/Progression_Maps_14.pdfTES- peer assessmenthttps://www.tes.co.uk/teaching-resource/pupil-afl-peer-assessment-and-feedback-form-6295141

43







44



Getting to know myself – Learning Outcomes 1–3

45


Entry Level 1–3 Unit 4: Getting to know myself – Learning Outcome 1




Level 1 1. Be aware of their emotions and ways that young people express them

1.1 Recognise two examples of different emotions from different material

The learner could point to a picture of someone being sad and a picture of someone being happy. (Resource 4.1)

1.2 Recognise:(a)Two examples of

when they were happy

(b)Two examples of when they were sad

The learner could communicate two examples of what makes them happy.

The learner could communicate two examples of what makes them sad.

Level 2 1. Be aware of their emotions and ways that young people express them

1.1 Identify two examples of two emotions

The learner could match the image with the appropriate emotion (Resource 4.2).

1.2 Give:(a) Two examples of

when they were happy

(b) Two examples of

The learner could state two examples of what makes them happy.The learner could state two examples of what makes them sad.

46


when they were sad

1.3 For each example provided, state one reason why they were happy/sad

The learner could communicate a reason for why they were happy and sad for each of the above examples.

47





Level 3 (cont.)

1. Be aware of their emotions and ways that young people express them

1.1Give three examples of different emotions and how young people express them

The learner could complete a template which allows learners to identify three examples of emotions and how a young person could show these emotions (Resource 4.3).

1.2Outline three significant times or events in their lives and their associated emotions

The learner could choose three out of five suggested life events and complete the template to record associated emotions (Resource 4.4).

1.3Give two reasons for their feelings during these significant times or events

Learners could state why they felt the emotion at these significant life events (Resource 4.4).

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Entry Level 1–3 Unit 4: Getting to know myself (cont.)


Resources

Learners will have opportunities to: Discuss what is meant by the term emotion. Using facial expressions, ask the pupils to guess your emotions. Make the die that is contained in the resources (4.5). Ask pupils to

throw the die. Identify the feeling. Identify a time when they felt that way. Imitate the expression in the drawing. Take a common emotion- for example sadness. Communicate a way

people usually express that they are sad. Listen to the ‘emotions’ song for stimulus. Record evidence in workbook.

Die (Resource 4.5). Emotion song:

https://www.youtube.com/watch?v=UsISd1AMNYU

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Entry Level 1-3 Unit 4: Getting to know myself – Learning Outcome 2




Level 1 2. Be aware of who can provide a young person with support to help them deal with their emotional experiences

2.1 recognise, from given material, two situations where a young person might need help to deal with their emotional experiences

The learner could point to two out of the four situations where a young person might most need help to deal with their emotional experiences. (Resource 4.6).

2.2 recognise, from given material, to whom a young person can go to for help to deal with their emotional experiences

The learner could point to people/agencies who could assist a young person deal with their emotional experiences(Resource 4.7).


2.1 outline two situations where a young person might need to deal with their emotional

The learner could communicate two examples where a young person might need help in dealing with emotional situations by completing a Think, Pair and Share activity (Resource 4.8).

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experiences

2.2 communicate how a young person can get support to help to deal with their emotional experiences

The learner could communicate where a young person could get support to help with their emotional experiences. Learners could complete the spider diagram (Resource 4.9).





2.1 describe two situations where a young person might find it challenging to deal with their emotions

From four images, the learner could detail two situations where a young person might find it difficult to deal with their emotions on their own.(Resource 4.10).

2.2 outline ways a young person can get support to deal with emotional experiences or issues

The learners suggest ways a young person could get support to deal with the emotional issues as chosen above(Resource 4.10).

2.3 give two reasons The learner could include two reasons on the

51


why a young person might need help to deal with emotional experiences/issues

template detailing why a young person might need help to deal with emotional experiences as chosen above (Resource 4.10).

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Suggested learning and teaching activities for accessing Levels 1–3 Resources

Learners will have opportunities to: Discuss that sometimes people pretend things are okay when they aren’t. Talk about how sometimes people put on a brave face to pretend everything is okay. Ask each pupil to draw (with help if needed) on to the mask template (resource 4.11).

Pupils should draw a face that they would use if they were trying to pretend everything is okay.

Look at the ‘Feelomometer’ and discuss at what number pupils should share their feelings and why. (Resource 4.12)

Share their own experiences of when they have struggled to deal with their own emotions.

Discuss where pupils could get help with dealing with emotional experiences at a) home, b) school, c) community.

Record evidence in workbook.

Mask template. (Resource 4.11)

Thermometer template. (Resource 4.12)

Resource booklet.

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Entry Level 1-3 Unit 4: Getting to know myself – Learning Outcome 3




Level 1 3. Be aware of how a young person’s behaviour can affect the feelings of others

3.1. recognise, from given material, two situations where a young person’s emotions have affected their behaviour

From a selection of YouTube clips or sound bites, the learner could communicate what emotion could have caused the behaviour that has resulted.For example:Slamming door: https://www.youtube.com/watch?v=b6NX85h2230Leave me alone sound:https://www.youtube.com/watch?v=Z12mEgbJ590Woohoo sound effect:https://www.youtube.com/watch?v=0t8xishwm1s

3.2. recognise one situation where a young person’s behaviour has helped someone else

The learner could point to one of three pictures that show a situation where a young person’s behaviour could help someone else (Resource 4.13).

3.3 recognise one situation where a

The learner could point to one of three pictures that show a situation where a young person’s

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https://www.youtube.com/watch?v=0t8xishwm1s

https://www.youtube.com/watch?v=0t8xishwm1s

https://www.youtube.com/watch?v=Z12mEgbJ590

https://www.youtube.com/watch?v=Z12mEgbJ590

https://www.youtube.com/watch?v=b6NX85h2230

https://www.youtube.com/watch?v=b6NX85h2230


young person’s behaviour has hurt someone’s feelings

behaviour has hurt someone else (Resource 4.14).


3.1 communicate two examples of situations where a young person’s emotions have affected their behaviour

The learner could complete a Heads and Tails activity where they could match up feelings with behaviours (Resource 4.15).




Level 2 (cont.)

3.2 outline one situation where a young person has behaved in a way to help someone

The learner could sequence a comic strip and which details one situation where a young person has behaved in a way to help someone (Resource 4.16).

3.3 communicate one situation where a young person has behaved in a way to hurt someone’s

The learner could sequence a comic strip and which details one situation where a young person has behaved in a way to hurt someone’s feelings (Resource 4.17).

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feelings


3.1 describe three situations where a young person’s emotions have affected their behaviour

The learner could interview a classmate about three situations where the interviewee’s emotions have affected their behaviour. The learner could record the interview(Resource 4.18).

3.2 give two examples of how a young person’s behaviour can affect others in ‘good’ ways and two examples of how a young person’s behaviour can affect others in ‘bad’ ways

The learner could complete the template detailing how two scenarios could result in behaviour affecting others in a ‘good way’ and how two scenarios could result in behaviour affecting others in a’ bad way’ (Resource 4.19).

3.3 give two reasons why a young person should think about how their behaviour can affect others

The learner could give reasons as to why a young person should think about how their behaviour can affect others (Resource 4.19).



Discuss with the class how sometimes the way we feel affects the way we act. Flash cards (Resource 56


Share a time whereby their emotions caused them to act in a way they wouldn’t normally act.

Think of the link between how we act and how we make others feel. Look at the flash cards and ask pupils to decide what is going on in them that might

make a person feel ‘good’. (Resource 4.20) Think of times when their behaviour has caused others to feel bad. Discuss why a young person should think about how their behaviour can affect others. Record evidence in work book.

4.20)

57



Travelling in My Community –


58


Entry Level 1–3 Unit 5: Travelling in My Community – Learning Outcome 1




Level 1 1. Be able to recognise modes of transport in the local area

1.1. identify two modes of transport learners see or use in everyday life

Learner could choose from pictures of transport or they could find pictures of transport from newspapers or magazines e..g Local newspapers, autotrader (Resource 5.1).


1.1 outline three modes of transport and give examples of each in the local community

The learner could choose three modes of transport from a given list. The leaner could then identify who provides this transport in the local community. Local newspapers or business cards could be used for evidence (Resource 5.1).


1.1 outline three modes of transport in Northern Ireland and include examples of providers of each transport and contact details

1.2 identify from the three modes of

Learners could use the template to record modes of transport, providers of transport and contact details of providers.Learners use scenario cards to choose which mode of transport is suitable for each journey (Resource 5.1 and Resource 5.2).

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transport which is most appropriate for two given situations

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Entry Level 1–3 Unit 5: Travelling in My Community (cont.)


Resources

Discuss how pupils travel to school Discuss transport we see on the way to and from school Take a bus journey and identify modes of transport we see. Use

a tally. Discuss modes of transport using powerpoint or a video from

the local area Ask pupils to identify modes of transport they have used Using logos and pictures discuss transport options in the local

community Research transport providers in Northern Ireland Plan a visit to local transport providers e.g. taxi firm, local

Translink bus station, Local train station, local DART transport etc

Use the internet /local newspapers to find contact numbers for modes of transport

Design a contact card to display transport numbers and contact details

Use scenario cards to discuss various transport options for different situations

Discuss scenario cards and find solutions.

www.nidirect.gov.uk/road-safety-with- skooter - worksheets-and- workbooks NewspapersMagazinesthink.direct.gov.uk/education/secondary/parents/pedestrian-safety/http://www.nottinghamshire.gov.uk/travelling/roads/roadsafety/road-safety-for-pedestrians/ www.nicurriculum.org – Going placeswww.translink.co.ukResource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to video or camerawww.google.com/maps/views/streetview

61

http://www.translink.co.uk/

http://www.nicurriculum.org/

http://www.nottinghamshire.gov.uk/travelling/roads/roadsafety/road-safety-for-pedestrians/


http://www.nidirect.gov.uk/road-safety-with-skooter-worksheets-and-workbooks







Level 1 2. Be able to recognise safe travel for pedestrians

2.1identify a road used by pedestrians

The learner could use Resource 5.3 or the learner could take a picture of a road near their house or school which is used by pedestrians.

2.2state what each colour of traffic light instructs the pedestrian to do

The learner could use Resource 5.6 to label the lights. The learner could use a blank template to colour the lights and match what to do.

2.3identify how to use a pedestrian crossing

The learner could learn by doing how to use a pedestrian crossing. The instructions could be completed verbally. Pictures could be used as evidence (Resource 5.7).

2.4 give one example of safe clothing used by a pedestrian

The learner could sort safe and not safe clothing. Alternatively the learner could use catalogues to cut out clothing(Resource 5.8).

Level 2 2. Be able to recognise safe travel for pedestrians in the

2.1 identify a pavement, kerb and road and how to use

The learner could correctly label a photograph of a pavement and present a picture of themselves using the road

62


local area them in a safe manner

(Resource 5.3 and Resource 5.4).

2.2 state where a pedestrian should walk using two examples from 2.1

Learner could use pictures to evidence where a pedestrian should walk (Resource 5.3 and Resource 5.4).

63





Level 2 (cont.)

2.3state what each colour of traffic light instructs both the driver and pedestrian to do

Learners could colour traffic lights and match words. Learners could completed a cloze procedure to identify colours of lights and instructions (Resource 5.6).

2.4demonstrate how to use a pedestrian crossing

Learners could take pictures of using a pedestrian crossing (Resource 5.6 and Resource 5.7).

2.5identify two items which can be used by a pedestrian to keep them safe

Learners could label products . Learners could also use catalogues or internet to find pictures of two items of clothing (Resource 5.8).

Level 3 2. Be able to recognise safe travel for pedestrians

2.1 identify three safe behaviours in relation to different vehicles

Learners could use worksheet from Going Places identified in Resource 5.5 to record safe behaviours in relation to a car and bus. Learners could use a quiz in relation to being safe on a train.

2.2 identify three safe behaviours a pedestrian should use

Learners could use true/false statements to identify three safe behaviours (Resource 5.6).

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2.3 list the stages in the green cross code

Learners could use an ordering activity to put statements in order relating to the green cross code (Resource 5.6).

65





Level 3 (cont.)

4 demonstrate and use two appropriate ways to cross a road

Learners could use pictorial evidence of themselves crossing a road in two different ways (Resource 5.7).

2.5 explain the importance of wearing suitable clothing as a pedestrian and give examples of items to be worn

Learners to make a list of suitable clothing and why it is important (Resource 5.8).

66




Discuss where pupils live. Discuss if they live on a road, near a road. Record name of road Use google maps to find their house and to find one road to get to their house Discuss roads around school. Take pupils onto a road and describe edge, kerb, pavement, footpath, road

markings. Allow pupils to use a digital camera to take pictures of a road and to label

parts of a road Discuss how a pedestrian would use a road through a powerpoint or you tube

with pictures illustrating how to be safe on the road Allow pupils time to experience walking safely on a road Use role play to allow pupils to identify safe behaviours used by a pedestrian

e.g. wearing a high viz vest, walk facing traffic, find a safe place to cross the road

Discuss traffic lights and pelican crossings. Use traffic lights to tell pedestrian instructions to be carried out. Record

evidence. Use traffic lights to describe what a driver should do. Identify a checklist for crossing the road. Take pupils to a pedestrian crossing to describe how to operate a real one. Give pupils opportunity to use a pedestrian crossing. Role play a pedestrian crossing. Role play a road with no pedestrian crossing. Discuss safe behaviours whilst travelling in vehicles to include seat belts,

use of mobile phones, exiting a vehicle. Discuss ‘Be safe Be seen’ campaign. Allow pupils to identify items of suitable clothing to be worn as a pedestrian Show pupils videos from DOE road safety ads

www.nidirect.gov.uk/road-safety-with- skooter -worksheets-and- workbooksthink.direct.gov.uk/education/secondary/parents/pedestrian-safety/http://www.nottinghamshire.gov.uk/travelling/roads/roadsafety/road-safety-for-pedestrians/

www.brake.org.ukRoad Safety App - KLANG: The Road Homehttp://www.nidirect.gov.uk/road-safety-for-primary-school-childrenhttp://www.nicurriculum.org.uk/docs/inclusion_and_sen/sld/into_independence/going_places/Going_Places.pdfwww.youtube.com/watch?v=o-Ai5AGLgLMResource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to video or camerawww.google.com/maps/views/

67

http://www.nicurriculum.org.uk/docs/inclusion_and_sen/sld/into_independence/going_places/Going_Places.pdf



http://www.nidirect.gov.uk/road-safety-for-primary-school-children

http://www.nidirect.gov.uk/road-safety-for-primary-school-children

http://www.brake.org.uk/








Invite a community policeman/road safety officer from ELB or local authority in to talk about road safety to pupils.

streetview





Level 1 3. Travel within their local community

3.1 identify a mode of transport for a local journey

The learner could identify where they want to go. The learner could tick a chosen mode of transport (Resource 5.9).

3.2 recognise signs depicting the chosen mode of transport

The learner could recognise using matching the signs for transport (Resource 5.9).

3.3 communicate their journey routes

The learner could be given access to pictures of their journey e.g. from home to the cinema. The learner could use Google maps or a simple map to show the two places. The learner could undertake the journey with help (Resource 5.10).

3.4 with help, undertake a journey in their local community


3.1 identify two modes of transport they could personally use

Learners could find pictures from a motoring publication or newspaper to find two modes of transport (Resource 5.9)

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for local journeys

3.2 identify a local journey and the type of transport used

Learners could record a local journey e.g. hospital, cinema, swimming pool etc. They could use Google maps to plan the route and then choose a mode of transport (Resource 5.10).

69





Level 2 (cont.)

3.3 identify providers of transport for a local journey from 3.2

Learners could find out the names of who owns the transport used (Resource 5.10).

3.3 undertake a local journey

Learners could undertake a local journey (Resource 5.10)


3.1 list various modes of transport they could personally use for four different journeys

Learners could use a template to record four journeys and modes of transport they could use (Resource 5.9 and Resource 5.10).

3.2 identify the route for two journeys and the transport they will choose

Learners could use google maps to plan two journey routes and identify the mode of transport used (Resource 5.10).

3.3 locate information needed to make two journeys

Learners could record information required such as journey to or from, mode of transport, contact details, time of departure and price of journey (Resource 5.10)

3.4 calculate the cost 70


of each journey

3.5 independently undertake one local journey using one of the modes of transport listed in 3.2

Learners could use pictures to evidence their journey and to write a brief commentary (Resource 5.10)

71




Discuss forms of transport in the local area. Ask pupils to identify transport providers in the local area

Discuss and recognise traffic signs for various modes of transport. Ask pupils to list various transport used in the local area. Ask pupils to identify up to four journeys they could undertake in the local area Allow pupils to use google maps to plan their journey routes Allow pupils to use timetables for key information and to use translink website to

calculate fares Allow pupils opportunity to undertake a local journey using their chosen method

of transport.

Resource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to video or camerawww.google.com/maps/views/streetviewAutotraderNewspaperInternet imageswww.translink.co.ukwww.belfastairport.com

72

http://www.translink.co.uk/

http://www.google.com/maps/views/streetview

http://www.google.com/maps/views/streetview



Workplace Learning – Learning Outcomes 1–3

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Entry Level 1–3 Unit Unit 6: Workplace Learning – Learning Outcome 1




Level 1 1. Be able to recognise careers in the wider community

1.1 identify two jobs carried out by people they know

From a range of images of jobs, the learner could point to two jobs carried out by people they know (Resource 6.1).

1.2 choose one job and communicate two tasks a person undertakes in their work

From one of the jobs selected the learner could communicate two tasks a person undertakes in this line of work.

Level 2 1. Be able to recognise careers in the wider community

1.1 communicate two career choices chosen by the learner and three tasks carried out in these careers

From the range of images of jobs, the learner could choose two careers choices and state three tasks carried out in these careers (Resource 6.2).

1.2 communicate one reason they would like these career choices

Using a writing frame, the learner could state one reason why they would like to work in this job (Resource 6.2).

Level 3 1. Be able to recognise 1.1. identify three With help, using careers software (eg. 74


careers in the wider community

career choices they have chosen and three tasks they will undertake in their careers

CASCAID) the learner could complete the template which summarises three potential career choices they have chosen and three tasks they could undertake in this career choice (Resource 6.3).

1.2. list one skill, quality and achievement and match these to one chosen career

With help, using careers software (e.g. CASCAID) or general world wide web research the learner could identify one skill, quality and achievement needed for the chosen career (Resource 6.3).

Entry Level 1–3 Unit Unit 6: Workplace Learning (cont.)


Resources

Learners will have opportunities to: Define what is meant by a job. Be stimulated with ideas of different jobs by singing/watching a job

video: https://www.youtube.com/watch?v=ORGLQudvMWE Complete job match activity where pupils match the image of the

job with the correct word. Explain how each job has a job role with various tasks they have to

complete. Go on to careersbox.co.uk and pick one of the careers most

applicable to the class and watch the video which summarises the job, the job role and skills and qualities needed.

Discuss the video. Discuss the difference between a skill and a quality.

https://www.youtube.com/watch?v=ORGLQudvMWEJob match activity (appendix 1)Careersbox.co.ukCard sorting exercise (appendix 2)

‘Cascaid’ (under My school and curriculum links)

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https://www.youtube.com/watch?v=ORGLQudvMWE




Use card sorting exercise to decide what cards are skills, qualities or values.

Complete ‘Cascaid quiz’ which matches learners likes and dislikes to a career area.

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Entry Level 1-3 Unit 6: Workplace Learning – Learning Outcome 2




Level 1 1. Be able to participate in work related learning

2.1 recognise their given role in their work experience placement

The learner could communicate what they did when they were on work experience.Or

2.2 follow simple instructions to carry out a task

The learner could include the feedback sheet from the employer which is normally used by the centre or alternatively the centre could use (Template 6.4).


2.3 recognise two key features of health and safety in the workplace

The learner points to two health and safety symbols they had to know while on work experience from a range provided by the teacher.

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2.1 identify their work experience placement


2.2 follow simple instructions to carry out tasks


2.3 outline the key features of health and safety in the workplace

The learner could outline the importance of obeying given health and safety rules. (Template 6.6)

2.4 identify one skill they have developed on work experience

From a list of skills the learner could circle the skills they felt they developed while on work placement (Resource 6.7).


2.1 give one work experience option and outline the nature of the providers business

The learner could state the name of their work experience placement and outline what type of work is done on their work placement using the template provided (Resource 6.8).

2.2 identify a person to The learner could state who was in charge

78


who they will report whilst on work experience

when they are on work placement (Resource 6.8).

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Level 3 (cont.)

2.3 list activities carried out in the workplace

The learner could list activities carried out in the workplace by completing a spider diagram or can use pre-existing workbooks/sheet that the centre traditionally use(Resource 6.8).OrThe learner could include the feedback sheet from the employer which is normally used by the centre or alternatively the centre could use (Template 6.4).

2.4follow instructions in order to complete tasks in the work place


2.5outline three safety rules and procedures in order to keep safe in their work place

The learner identifies through a matching activity three health and safety symbols and states why it is important to obey each of them (Resource 6.9).

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Entry Level 1-3 Unit 6: Workplace Learning (cont.)


Resources

It is anticipated that this unit of work would not be completed until after a work placement is completed.Learners will be given the opportunity to: Discuss their work placement and state a) who was in

charge, b) the environment they worked in c) the duties they carried out.

Look at hazards in the work place image and point out identifiable hazards.

Engage in a class discussion about the importance of health and safety in the workplace and how rules are there for a reason.

Allow students to see famous cases of work experience going wrong due to not following health and safety regulations. For example: Ashley Cole shooting the work experience student with an air rifle.

Go on to the Health and Safety executive website and investigate some of the myths associated with health and safety in the workplace.

Engage in a Think, Pair and Share activity to discuss the reasons why young people should do a work placement.

Focus on the importance of work experience for gaining skills and qualities.

Define what is meant by skills and qualities. Discuss the skills and qualities developed while on Work

Experience.

Hazard in the workplace resource. (Appendix 3)http://www.theguardian.com/football/2011/feb/27/ashley-cole-chelsea-air-rifle.http://www.hseni.gov.uk/resources/health_and_safety_myths.htm

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http://www.theguardian.com/football/2011/feb/27/ashley-cole-chelsea-air-rifle

http://www.theguardian.com/football/2011/feb/27/ashley-cole-chelsea-air-rifle


82


Entry Level 1-3 Unit 6: Workplace Learning - Learning Outcome 3




Level 1 3. Be able to evaluate their experience

3.1 communicate what they enjoyed most and what they enjoyed least about work experience

From a list of activities, learners could attach a ‘sad face’ beside the activities they didn’t enjoy or ‘happy face’ beside the activities they did enjoy while on work placement (Resource 6.10).


3.1 state what they enjoyed most and what they enjoyed least about their work experience

The learners could state what they enjoyed least about their work experience (Resource 6.11).The learners could state what they enjoyed the least about their work experience (Resource 6.11).


3.1 explain the benefits of work experience

The learners could use the writing frame (Resource 6.12) to explain the benefits of work experience.

3.2 list the skills or qualities they have developed on work experience and identify one skill they would like to

From a word bank of skills and qualities, learners could list the skills and qualities which they have developed and choose one they would like to develop further (Template 6.13).

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develop further

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Entry Level 1-3 Unit 6: Workplace Learning (cont.)


Learners will have the opportunity to: Discuss what a work placement that they didn’t enjoy is just as valuable as

one they did. Learners should communicate what they liked most about their placement

and what they liked least. Discuss what they learnt while on work experience. Identify skills and qualities that the learner has developed while on work

experience. Identify skills or qualities they would like to develop further.

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Applying for Jobs and Courses –


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Entry Level 1–3 Unit 7: Applying for Jobs and Courses - Learning Outcome 1




Level 1 1. Be aware of jobs or courses in their local area

1.1 Recognise one job or course in their local area

Learners could point to two job roles within a school setting from of a selection of images (Resource 7.1).


1.1 Identify one job or course in their local area

The learner could identify a job/course that someone they know has done locally and record it.


1.1 Give examples of two courses/jobs in their local area

The learner could go on to the JobCentre Online or a website for a local FE institution and locate two jobs/courses. Screen shot the jobs/course, print them out.

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Entry Level 1–3 Unit 7: Applying for Jobs and Courses (cont.)


Resources

Learners will have the opportunity to: Go on a school tour and identify all the jobs in the school

environment. Discuss job roles of people they know. Brainstorm local courses that pupils could apply to. Look at FE websites and browse courses and their entry

profiles. Use the JobCentre Online website to view jobs in the local

area. Identify two courses in the local area.

http://www.jobcentreonline.com/JCOLFront/Home.aspx

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Level 1 2. Be aware of how to apply for a job or course

2.1 Communicate two ways they can apply for a job or a course

From a list, the learner could point to two of the most appropriate ways to apply for a job (Resource 7.2).


2.1Identify two ways they can apply for a job or a course

The learner could state two ways that a person could apply for a job/course.


2. 1 Outline two ways that they can apply for a job or a course

The learner could sequence a list of statements which could result in an application being made for a job or course (Resource 7.3).


Resources

Learners will be given the opportunity to: Look at the difference between a CV and an

application form. Discuss how some employers/places of FE have online

submission of applications. Navigate application forms to FE in the local area. Navigate through a Job Centre Online application

form.

www.jobcentreonline.com/.../ES7_Vacancy_Application_Form.doc

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Level 1 3. Be able to complete a basic application form

3.1 Recognise two pieces of information that appear on a basic application form

From a list the learner could point to two pieces of information that appear on a basic application form (Resource 7.4).

3.2 Complete a basic application form using the two pieces of information in 3.1

With help, the learner could fill out two pieces of information onto an application form (Resource 7.5).

Level 2 3. Be able to complete a basic application form

3.1 From given material, identify two pieces of information to be included on a basic application form

From a list the learner could circle two pieces of information that appear on a basic application form (Resource 7.4).

3.2 Complete a basic application form using information identified in 3.1

The learner could complete a basic application form using the two pieces of information as selected above (Resource 7.5).

Level 3 3. Be able to complete 3.1 Identify three The learner could write down two pieces of

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a basic application form

pieces of information to be included on a basic application form

information that appear on a basic application form.

3.2 Complete a basic application form using information identified in 3.1

The learner could complete a basic application form using the three pieces of information as selected above (Resource 7.5).

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Resources

Learners will be given the opportunity to: Look at application forms for local companies. Fill out sections in an application form. Swap applications and peer assess them- what went

well/even better if. Be aware of that applicants should use black pen and

capital letters when filling out an application form by hand.

Appendix 1: Peer assessment sheet.

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Level 1 4.Understand the skills and qualities necessary for jobs and courses

4.1 recognise one skill/quality they have that they could put down in an application form

From a given list, learners could point to one skill or quality that they could put down in an application form(Resource 7.6).

Level 2 4.Understand the skills and qualities necessary for jobs and courses

4.1 recognise two skills or qualities that could be stated in an application form

From a given list, learners could circle to one skill or quality that could be stated in an application form (Resource 7.6).

4.2 recognise why 4.1 is important to an employer or to further education

The learner will be able to state why the skill/ quality chosen above could be important to an employer or further education provider.

Level 3 4. Understand the skills and qualities necessary for jobs and courses

4.1 recognise three skills or qualities that could be stated in an application form

From a given list, learners could circle three skills or qualities that could be stated in an application form (Resource 7.6).

4.2 explain why skills The learner could complete template 7.7

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and qualities are important for employers or further education

explaining why each skill and quality chosen is important for employers or further education providers.

4.3 give two of their personal skills or qualities they could use on an application form

The learner could write down two of their own personal skills or qualities and provide a sentence suggesting how they have demonstrated this skill or quality in the past (Resource 7.7).



Resources

Learners will be given the opportunity to: Discuss the difference between a skill and a quality. Give examples of skills and qualities that would

attractive to an employer. Draw “an ideal employee”. This could be done as a

class on an A1 sheet, or individually on an A4 sheet. Suggest skills and qualities needed for further

education. Identify two of their personal skills/qualities which

would be attractive to an employer/FE institution.

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Planning My Business – Learning Outcomes 1–3

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Entry Level 1–3 Unit 8: Planning My Business – Learning Outcome 1




Level 1 1. Be able to gain knowledge of successful enterprises

1.1 identify one business from a given list

Learner chooses one business from four pictures with accompanying logos (Resource 2.1).

1.2 identify what they might buy in this business

Learner indicates pictorial items they could purchase in the business (Resource 2.1).

Level 2 1. Be able to gain knowledge of successful businesses/enterprises

1.1 indentify two businesses and their logos

Using a given list of logos pupils can name or mark two businesses (Resource 2.1).

1.2 list what they buy in these businesses/enterprises

Learner could tick items to buy in the two businesses (Resource 2.1).

Level 3 1. Know about successful enterprises and entrepreneurships

1.1 give three examples of successful businesses in the local area

Using a local newspaper pupils could cut out and stick on three successful local businesses (Resource 2.1).

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1.2 state what is meant by the term entrepreneur and give examples

Using a given list of meanings of entrepreneur candidates could choose a definition and learn (Resource 2.1).

Using pictures and logos to match successful entrepreneurs (Resource 2.1).

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Entry Level 1–3 Unit 8: Planning My Business (cont.)


Resources

Learners will be given the opportunity to: Discuss businesses in the local area

through pictures or a visit to businesses, taking photographs or perhaps a visiting speaker from a local entrepreneur

Create a jigsaw of entrepreneurs and say what they are famous for

Use apps for matching logos to businesses as a game

Visit a local shopping centre/town and take pictures of names of businesses given on a list. Discuss the products sold in these businesses.

Investigate products sold in a business and goals of a business through a question and answer session with a local entrepreneur

Research famous entrepreneurs and create a PowerPoint on what they are famous for and how they have become famous.

View youtube videos on successful entrepreneurs such as chain reaction.

Sort and match entrepreneurs logos and businesses.

Goodlogo appwww.logoquizukbrandsanswers.com answering questions on which logo.Local newspapers and advertisementsResource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to video or camerawww.tes.co.uk/resoruceswww.tes.co.uk/teaching-resource/enterprise-quiz-3012472http://www.enterprise-zone.co.uk/teachers/www.enterprisevillage.org.uk/download_file/1125/www.yeni.co.ukwww.enterpriseni.com

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Level 1 2. Be able to select a product/service to sell

2.1 indicate a product or service they could sell in a mini enterprise

From a picture list the learner can point to one product or service of choice (Resource 2.2).

2.2 identify one product/service to sell

The learner can tick a choice on a resource sheet indicating a product to sell in a mini enterprise (Resource 2.2).

Level 2 2. Be able to select a product/service to sell

2.1 list four products/services they might sell in a mini enterprise

From a prepared list of words or pictures learners choose 4 products they are interested in selling (Resource 2.2).

2.2 select one product/service to sell and justify their choice

The learner then chooses one and gives a reason for their choice. Reason can be recorded on a video (Resource 2.2).

2.3 identify two potential customers

Pupils then find two potential customers and take pictures of them (Resource 2.2).

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Entry Level 1–3 Unit 8: Planning My Business – Learning Outcome 2 (cont.)




Level 3(cont.)

2. Be able to research products/services to sell to identified customers

2.1 research products/services which could be sold and record findings

The learner could use the internet to search for products being sold for mini enterprise. They must record what they have found either by written or verbal communication (Resource 2.2).

2.2 using a list, categorise three products or services on the basis of their popularity

In a group record three choices for each member of the group. Pupils then vote on 3 choices from the whole group selection and rank order the choices (Resource 2.2).

2.3 choose two products/services for a mini enterprise

Learners could tick the two most popular products to sell in a mini enterprise (Resource 2.2).

2.4 identify potential customers for products/services

Learners could take pictures of potential customers giving names (Resource 2.2).

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Resources

Learners will be given the opportunity to: Discuss the term mini-enterprise Using powerpoint with examples of items

ask pupils their opinions on products which could be made in a mini enterprise

Set up a voting process for choice of products or services given reasons for choices.

Research to find products which could be made or sold by the mini enterprise

Discuss products chosen and identify where to purchase materials for these products.

Visit a shopping centre/ large shop to identify types of customers.

Identify customers who may purchase products from the learner

http://www.ukbusinessforums.co.uk/threads/young-enterprise-product-ideas.24987https://uk.pinterest.comLocal entrepreneurswww.enterprisevillage.org.uk/download_file/1125/www.yeni.co.ukwww.enterpriseni.comResource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to dvd or camera

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Level 1 3. Be able to plan a mini-enterprise

3.1 with help, identify the resources needed for the product or service

Learners could with help use a checklist to identify resources needed (Resource 2.3).

3.2 with help, identify how to obtain resources for the product or service

Using a matching activity matching resources to providers (Resource 2.3).

3.3 with help, list two activities within the mini enterprise

Using a resource sheet what needs to be done. Learner could verbally through video record two activities (Resource 2.5).

Level 2 3. Be able to plan a mini-enterprise

3.1 list the resources required to make products/services

Using a picture of the finished product and a video of making the product learners could make a list of resources required (Resource 2.3).

3.2 state how to obtain the resources for the products/services

Using pictures of resources learners could sort resources into three purchasing providers (Resource 2.3).

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3.3 plan three activities for their project

Learners could use a dvd of making their product and find three activities needed in the mini enterprise (Resource 2.5).

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Entry Level 1–3 Unit 8: Planning My Business – Learning Outcome 3 (cont.)




Level 3(cont.)

3. be able to plan a mini-enterprise

3.1explain the main goal of the mini-enterprise

Learners could thought shower with other members of the group to find out the main goal of the enterprise(Resource 2.4). Learners could record information and learn goal (Resource 2.4).

3.2 identify three options for stock for the mini enterprise and select their preferred option

Learners could investigate three stock options these could include bulk production, made to order or a mixture of both production and made to order (Resource 2.4).

3.3 describe three activities to be carried out in the mini enterprise

Leaners could identify three activities from a prepared list which must be carried out (Resource 2.5).

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Resources

Learners will be given the opportunity to: Discuss the products which are to be sold Work with others to make a list of

resources needed to sell the products Make a prototype of the products and

identify the quantity of resources or materials required

Using the resource list identify where learners could purchase various materials for the mini enterprise

Research prices for materials using popular suppliers from the internet or local shops

Investigate business aims in the local community. Invite a local entrepreneur to discuss goals of a business

Identify and list the goal or target of the mini enterprise. Discuss this with the group.

Develop an understanding of options for stock either created from scratch, bought individually or bought in bulk.

Discuss with learners options for stock and make a decision as to the best method for the mini enterprise

Discuss in groups what needs to be done in the business and tasks which learners can contribute towards

Resource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to dvd or cameraAmazing BrainsLocal shopsLocal shopping centrewww.ebay.co.ukwww.tesco.comwww.bakerross.co.uk

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With others assess activities and create a list of activities to be carried out and assign learners to various roles and responsibilities.

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Making My Business Work – Learning Outcomes 1–3

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Entry Level 1–3 Unit 9: Making My Busines Work – Learning Outcome 1




Level 1 1. Be able to carry out activities they planned in the mini enterprise

1.1. identify one activity they are involved in within the mini enterprise

Using pictures of the mini enterprise learners can choose by pointing or recording one activity they are involved in (Resource 9.1).

1.2. State their role in this activity

They can tell what they do in this activity (Resource 9.1).

1.3. With help, follow simple instructions to carry out one activity

Learners could use a pictorial checklist to carry out an activity (Resource 9.2).

Level 2 1. Be able to carry out activities they planned in the mini enterprise

1.1 indentify two activities they are involved in within the mini enterprise

Learners could use pictures to identify their involvement (Resource 9.1).Learners could use a dvd to record their contribution in activities (Resource 9.1).

1.2 state how they contributed to these activities

1.3follow simple Learners could use a checklist to carry out

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instructions to carry out two activities

instructions on two occasions (Resource 9.2)

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Entry Level 1–3 Unit 9: Making My Busines Work – Learning Outcome 1 (cont.)




Level 3(cont.)

1. Be able to organise and participate in a mini-enterprise

1.1outline the roles and responsibilities of one of their team

Learners could explore roles in a team. They could assign themselves to a role and list their responsibilities (Resource 9.1).

1.2follow simple instructions to carry out three activities

Learners could record instructions to carry out three activities (Resource 9.2).

1.3state three activities they contributed towards

Learners could use pictures to identify their contribution to the activities (Resource 9.2).

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Resources

Learners will be given the opportunity to: Discuss what needs to be completed within

the mini- enterprise Discuss various teams within school or

sport Working with others carry out team games

in class. These could include a treasure hunt, making an object, making a picture together, doing a jigsaw

Discuss a team e.g. football team or a school team. Explain the roles within the team.

Invite a sports coach to school to discuss teams and to go some fun activities with the team

Within the mini enterprise the teacher could outline roles needed and learners could identify what is required for these roles

Compile a list of what needs to be done. Learners can then identify activities which they are involved in up to three activities

Using various tasks learners can state what their do in each task

Learners carry out tasks using verbal or written instructions. Tasks can be generated by the teacher or can be independent depending on the level.

Resource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to dvd or camerawww.active.com › Parenting And Familywww.businessballs.com › teambuilding/gamesaccess to internet re football teams etcwww. decision buddy app .com/ www.youtube.com/watch?v=f74rawHBfac

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Level 1 2. Be able to develop decision making skills

2.1with help, give one example of a decision they contributed to within the mini enterprise

Learner could verbally record a decision they have undertaken. This could be backed up by a teacher witness statement (Resource 9.3).

2.2 with help, give one example of how they helped solve a problem within the mini enterprise

Learner could choose from a list a problem in the company and highlight this problem. The learner could give a verbal response to how they helped solve the problem (Resource 9.4).

Level 2 2. Be able to develop decision making skills

2.1 give two examples of decision they contributed to within the mini enterprise

Learners could from a list of decisions highlight two examples of their own contribution to the mini company (Resource 9.3).

2.2 give two examples of how they helped solve problems within the mini

Learners could give own opinions on a class board to identify how they helped solve problems (Resource 9.4).

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enterprise

2.3 give one example of when they worked in a team within the mini enterprise

Use pictures to show example of working in a team within the mini enterprise (Resource 9.5).

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Level 3(cont.)

2. Be able to develop decision making skills

2.1state three examples of decision they contributed to within the mini enterprise

Learners could use pictures or a table to identify examples of how they helped to make decisions and the outcome of the decisions (Resource 9.3).

2.2give three examples of how they helped solve problems within the mini enterprise

Learners could use blank scenario cards to record how they helped to solve three problems (Resource 9.4).

2.3give two examples of how they worked with others within the mini enterprise

Learners could use pictures to show evidence of working with others and an open statement to tell how they worked with others (Resource 9.5).

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Entry Level 1–3 Unit 9: Making My Busines Work (cont.)


Resources

Learners will be given the opportunity to: Discuss decisions we make everyday Show a powerpoint on decisions we make. Working with the team record as evidence

a decision you were involved within the mini enterprise

Discuss problems. Learners could use a scaling activity to measure how big they think a problem might be. Scenarios are given by the teacher

Working in the team discusses problems within the mini enterprise e.g. orders may have been too much to cope with, someone absent for the day, someone not doing their own work.

In the team discuss how each individual member tried to solve one or more problems within the mini enterprise

Recap on team work from learning outcome 1.

Think about when they worked with more than one person on an activity within the team examples could include selling products, setting up a table, assembling or packaging a product etc

Use a mind map whole class activity to stimulate an understanding of how they contributed to working with others or in a

Resource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to dvd or camerawww.active.com › Parenting And Familywww.businessballs.com › teambuilding/gamesaccess to internet re football teams etcwww. decision buddy app .com/ www.youtube.com/watch?v=f74rawHBfac

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http://www.decisionbuddyapp.com/


team

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Level 1 3. Be able to review the mini-enterprise

3.1 state one example of what they liked about the mini enterprise

Learners could use prompt pictures to point to or identify what they liked about the enterprise (Resource 9.6).

3.2 state one example of what they disliked about the mini enterprise

Learners could use prompt pictures to point to or identify what they disliked about the enterprise (Resource 9.6).


3.1 state two examples of what they liked about what mini enterprise

Learners could consider and record using pictures two examples of what they liked about the enterprise(Resource 9.6).

3.2 state two examples of what they disliked about the mini enterprise

Learners could consider and record using pictures two examples of what they disliked about the enterprise (Resource 9.6).


3.1 list three activities that went will in the mini enterprise

Learners could use a group session to discuss activities which went well within the enterprise. These could be displayed on a chart and learner could highlight own

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choice (Resource 9.6).

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Learning Outcomes

Assessment Criteria Suggested Evidence


Level 3 (cont.)

3.2 list three activities that could be improved on in the mini enterprise

Learners could use a group session to discuss activities which went well within the enterprise. These could be displayed on a chart and learner could highlight own choice (Resource 9.6).

Learners could use prepared skills and qualities cards and using a table list two skills and two qualities and give a reason for choice linked to mini enterprise (Resource 9.7).

3.3 describe two skills or two qualities they have developed within the mini enterprise

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Entry Level 1–3 Unit 9: Making My Busines Work (cont.)


Resources

Learners will be given the opportunity to: Discuss opinions. Use various scenarios for like or

dislike this could include food, colours, TV programs, football teams etc

Use PowerPoint of pictures, a collage of pictures or photo story for learners to discuss in a team all the activities which have taken place within the mini enterprise

Discuss evaluation and what it means. Evaluate everyday activities e.g. dressing, showering,

school subjects Use a voting system to indicate preferences e.g.

Dominos or Pizza hut. This indicates two choices like and dislike

Discuss pictures of the enterprise and learners can verbally communicate or in written format express an opinion of up to three activities which they liked, enjoyed or went well and up to three activities which they disliked or did not enjoy or could have been improved upon.

Discuss Skills and qualities with I am and I can. Learners read and discuss cards in detail and then

make a choice of two skills and two qualities. Discuss how the skills and qualities chosen have been

developed by the learner

Resource sheetsExemplar material as suggested evidenceAccess to a PC or IpadAccess to dvd or camerawww.youtube.com/watch?v=B2VG7aKxO0chttp://www.nicurriculum.org.uk/docs/inclusion_and_sen/mld/education_for_employability/Employ_ks3_1.pdf

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