Let’s Celebrate:

Thematic Unit
Clothes Conscious
Learning for Life and Work (SLD)
Writers’ Group

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

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

A CCEA Publication ©2009

www.nicurriculum.org.uk

Cover Photograph: Bubbles Photo Library

 Unit Title: Let’s Celebrate
Sub Theme: Clothes Conscious

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as an individual

Key Elements: Personal understanding, mutual understanding, citizenship, cultural understanding, media awareness, ethical awareness

Attitudes and Dispositions: Personal responsibility, concern for others, commitment/determination/resourcefulness, openness to new ideas,
curiosity, community spirit, tolerance, integrity, respect

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, skills-integrated, active
and hands-on, offers choice, challenging and engaging, supportive environment, positive reinforcement, ongoing reflection, enquiry-based,
openness to new ideas, culturally diverse

The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the
Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.

Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.

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Statements of Minimum Requirement

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

Education for Education for Education for

Employability Employability Employability
Work in the Local and Work in the Local and Work in the Local and
Global Economy Global Economy Global Economy
Describe different types of Investigate how an employer might Investigate a variety of both
work and investigate the deal with issues affecting work familiar and unfamiliar jobs
range of employment in the
local area
Personal Development
Local and Global Citizenship
Self-awareness
Diversity and Inclusion
Local and Global Citizenship Investigate the influences on a
Investigate ways in which
Diversity and Inclusion young person
individuals and groups express
Investigate factors, including their identity
religious and political, that
influence individual and
group identity Personal Development
Self-awareness
Explore and express a sense of
self

Let’s Celebrate Thematic Unit Clothes Conscious

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

Select, order,
What kind of ... experiment with ideas Using Resources 1 and 2, together discuss what clothes your learners usually wear.
classify, make
and questions. Select the clothes they are wearing or would like to wear.
clothes do I wear? comparisons
Resource 1: Picture Library Of Clothes
Communication -
Resource 2: Clothes Words Listen to and take
part in discussions,
explanations and
Provide a large box filled with a variety of clothes of various styles, colours and
role plays
fabrics. Identify different categories of clothes, and have the learners sort them into
groups and discuss their appropriate use.
Communication -
Communicate
You could play a dressing-up game using the box of clothes and a selection of
information, ideas,
picture cards depicting items of clothing. Encourage the learners to select a card
opinions, feelings
and find a similar item in the box to dress up in.
and imaginings
• Collection of a variety of clothes

Using Mathematics -
Together explore catalogues, magazine pictures or websites to create collages
Organise and
for different types of clothes, for example footwear, coats, underwear, tops and
present information
bottoms.
in mathematical
• Magazines, catalogues etc.
formats

Using ICT -
Access and manage
Resource Sheet in this booklet information

Using Mathematics -
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Develop financial
capability
Skills tabs printed in orange are Cross Curricular Skills

Skills tabs printed in yellow are Thinking Skills and Personal Capabilities

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

What kind of ... experiment with ideas Use Resource 3 to collect data on the clothes that the learners wear.
and questions.
clothes do I wear? Resource 3: Clothes Questionnaire

You can make links to Using Mathematics by:

Creating bar graphs, Venn diagrams etc. of the kinds of clothes they are wearing or
would like to wear.
Visiting shops or using online shopping and catalogues to compare prices of clothes.

Let’s Celebrate Thematic Unit Clothes Conscious

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

Justify methods,
Do we always wear ... justify their own choices Examine pictures of people in different seasons, and discuss what they are wearing.
opinions and
and decisions. Using Resources 4 and 5, have the learners categorise and match the pictures of
the same clothes? clothes to appropriate types of weather.
conclusions

Communication -
You could use these cards in a variety of ways to consolidate learning. See Active
Communicate
Learning and Teaching Methods for Key Stage 3 at www.nicurriculum.org.uk also
information, ideas,
available on the CPD disc in the Curriculum Support and Implementation box.
opinions and
feelings
Resource 4: Clothes Cards

Resource 5: Weather Cards

Use the interactive activity to reinforce the concept of seasonal clothes.

OA: Weather and Clothing

Discuss with the learners a selection of holiday destinations they know about.
Provide catalogues or magazines, or copies of the picture cards in Resources 1 and
4. Encourage them to ‘pack’ appropriate clothing to wear in a particular place (for
example a holiday destination or when they go to ‘respite’) at a particular time of
year by sticking the pictures onto the suitcase in Resource 6.

Resource 6: Packing For Holidays!

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

Justify opinions
What kind of ... give reasons for their Using the cards from Resource 4, give the learners an opportunity to select clothes,
and conclusions
choices. categorise them into those they like and those they don’t like, and rank them in order
clothes do I like? of preference.
Communication -
Use non-verbal
Resource 4: Clothes Cards
methods to express
ideas and engage
Provide a range of fabrics and discuss with the learners the feel, look and smell of with the listener
the materials. Encourage the use of descriptive words, such as hard, soft, rough,
smooth, silky, light and heavy, and suggestions for the most suitable climates or Communication -
occasions to wear the fabrics. Communicate
information,
Ask the learners to select and classify some fabrics they like and some that they meaning and
dislike. feelings in a
• A collection of a range of fabrics clear way

You can make links to Art & Design by:

Having the learners design clothes for different parts of the body and for different
occasions.
Allowing the learners to select clothes they like from catalogues or magazines and
creating a collage for display.
• Collection of catalogues and magazines
• Art materials

You could also take the opportunity to visit clothes and shoe shops together.

You can make links to Using Mathematics by:

Discussing together what clothes the learners would like to buy, within a set budget.

Let’s Celebrate Thematic Unit Clothes Conscious

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

What kind of ... give reasons for their Use the interactive wordsearch, if appropriate, to help the learners to identify
choices. clothes words.
clothes do I like?
OA: Clothing Wordsearch

See also Active Learning and Teaching Methods for Key Stage 3 at
www.nicurriculum.org.uk also available on the CPD disc in the Curriculum Support
and Implementation box.

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

Make links
Do I need to look ... link cause to effect. Discuss with the learners the need to take care of their clothes, especially when
between cause
they reach puberty. Talk together about the changes going on in their bodies, for
after my clothes? example body odours, and the need to change their clothes regularly.
and effect

Communication -
Use Resource 7 as a starting point to focus on washing clothes. Discuss a range
Use a range of texts
of cleaning and washing products and what they are used for. You could include
for information
personal grooming products, products for washing clothes and household cleaning
materials, to develop the learners’ understanding of the importance of using
appropriate materials for the job.

Resource 7: Clothing Symbols

Practical activities might include washing clothes, focusing on:

− stain removal;
− understanding labels;
− dry cleaning;
− hand washing;
− using the washing machine; and
− storage.

Let’s Celebrate Thematic Unit Clothes Conscious

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

Sequence, order,
What do people’s ... explore, compare and Talk together about clothes that different groups of people wear. Discuss personal
classify, make
contrast aspects of identity. identity: how we often identify people by the types of clothes they wear, and how we
clothes say about can use clothes to give us a sense of identity. Highlight the concept of school
comparisons
them? uniform as a sign of belonging to the school. Focus on different clothes for:
Communication -
− boys;
Contribute
− girls;
comments, ask
− babies; and
questions and
− sporting activities.
respond to others’
points of view
Using the PowerPoint activity and pictures from magazines or the internet, ask the
learners to select, order and categorise clothes cards into appropriate groups, such
Communication -
as:
Listen to and take
− clothes for boys;
part in discussions,
− clothes for girls;
explanations,
− sports clothes; and
role plays and
− uniforms.
presentations

PP: Whose Clothes Are They Anyway?

Communication -
Use non-verbal
Using Resource 8, discuss how clothes identify other groups of people. Focus methods to express
initially on groups that the learners may be directly involved in and uniforms they ideas and engage
might wear, for example: with the listener
− Scouts or Guides;
− a Special Olympics club; Using ICT -
− football clubs; and Research, select,
− Irish dancing costumes. process and
interpret
Resource 8: Clothes That Talk! information

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

What do people’s ... explore, compare and Collect and sort pictures of sportspeople in team gear. Ask the following focused questions:
contrast aspects of identity. − Why do they wear the same colour?
clothes say about − Why do teams need to have different strips?
them?
Where appropriate, discuss some of the problems with types of clothes and identity,
for example the associations that different football tops might have.

Many of the learners’ understanding of employment may be through identifying

jobs with the uniforms people wear. Using some of the pictures in Resource 8 as
prompts, talk together about any jobs they can think of where the people wear
uniforms. Alternatively, examine pictures of people in uniforms and discuss what
each person does. You might include:
− police;
− fire fighters;
− nurses;
− doctors; and
− a lollipop man or lady.

Use Resource 9 to make picture cards and play a matching game with your learners,
matching uniforms and jobs.

Resource 9: Matching Game

You can find extra pictures in the Year 8 Education for Employability pack.

You could invite people with jobs that involve wearing a uniform into the class, and
the learners could develop questions to ask about their jobs.

Let’s Celebrate Thematic Unit Clothes Conscious

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

What do people’s ... explore, compare and You can make links to Drama by:
contrast aspects of identity. Gathering a collection of uniforms for the learners to wear to act out a variety of
clothes say about workplace scenarios.
them?
Further extension work on the wearing of uniforms at work could be to consider
safety clothing used in the workplace, such as safety glasses, protective gloves or
specialist clothing, including hats and gloves to protect against germs and the
spread of infection.

Refer to these websites for more information, online activities and/or printable
resources:
www.scouts.org.uk
www.girlguiding.org.uk
www.specialolympics.org
www.schooluniform247.co.uk
www.owayo.co.uk
www.thegaastore.com

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

Make predictions
What different ... recognise the importance Highlight that clothing is very important within a community and is often how people
and examine
of respecting differences and signal their identity in the world in which we live.
types of clothes similarities between individuals
evidence
do people in other and groups. Introduce various items of clothing from different countries, for example a sari,
Communication -
countries wear? kaftan and kimono, using photos and pictures from these websites:
Listen to and take
www.fotosearch.com/photos-images/cultural-ethnic-dress.html has a wide range
part in discussions
of photographs of cultural dress.
www.cbmphoto.co.uk has photos of Indian women’s costumes.
Using ICT -
www.japanesekimono.com gives information on Japanese clothing.
Research and select
information
Allow your learners to investigate the origins of more types of clothing by completing
the interactive PowerPoint quiz.

PP: Who Wears What In The World?

Discuss the reasons why people in other countries wear clothes that are different
from those the learners wear, for example different weather and traditions.

Where appropriate, discuss other issues surrounding dress, for example wearing
symbols associated with different religions, such as a headscarf or a cross, to school.

Invite visitors from different cultures to school so that the learners can see and
examine their traditional dress and ask questions.

Let’s Celebrate Thematic Unit Clothes Conscious

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

What different ... recognise the importance Use Resource 10 or 11 and 12, as appropriate, to develop the theme with your
of respecting differences and learners. Ask them to match pictures of clothes to the country they are worn in,
types of clothes similarities between individuals including (in Resource 11) items which symbolise the country, such as clogs from
do people in other and groups. the Netherlands.
countries wear?
Resource 10: Clothes Around The World!

Resource 11: A World Of Clothes

Resource 12: World Fashion Designer!

You can make links to Art & Design and Geography by:
Using magazines, newspapers and/or the internet to create a poster or collage of
‘Clothes Around the World’.

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

Order, classify and

Do people wear ... locate, select and use Together discuss special occasions and the pomp and ceremony that go along with
make comparisons
relevant information. them. Include, for example:
different types of − weddings;
Communication -
clothes on special − confirmation;
Communicate
occasions? − formals;
information, ideas,
− anniversary dinners; and
opinions and feelings
− funerals.
Using ICT -
You could allow the learners to use internet search engines to investigate specific
Research and select
special occasions.
information

Using a collection of magazines, for example Hello, OK and Ulster Tatler, examine
pictures of people attending special occasions. Discuss what they are wearing. Ask
your learners to order and classify them into different occasions.
• A collection of magazines

Have the learners bring in clothes or photos of special occasions they have been
involved in and describe the events.

You can make links to Art & Design by:

Making a collage of special outfits.

It may be possible to plan a special meal out or a school formal. This would give
the learners an opportunity to dress up for and participate in a special lunch
or dinner, possibly arranging to go to a dress hire shop to hire outfits for the occasion.

Let’s Celebrate Thematic Unit Clothes Conscious

 Resources
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Picture Library Of Clothes (1 of 2) Resource 1

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

Let’s Celebrate Thematic Unit Clothes Conscious

 Picture Library Of Clothes (2 of 2) Resource 1
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

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Clothes Words Resource 2

jumper jeans shirt shoes shorts gloves

coat t-shirt cap vest hat trousers

jacket dress skirt scarf socks cardigan

Let’s Celebrate Thematic Unit Clothes Conscious

 Clothes Questionnaire Resource 3

Answer the questions. Then talk together about your answers.

1. What clothes are you wearing today?

2. Who chose these clothes?

3. Why did you/they choose these clothes?

4. Is it cold or warm today?

5. What is your favourite colour?

6. What is your favourite outfit?

7. Who usually buys your clothes?

8. What clothes do you wear at the weekend or at youth club?

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Clothes Cards (1 of 4) Resource 4

t-shirt sports gear jeans

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

woolly jumper trainers shirt and tie

Let’s Celebrate Thematic Unit Clothes Conscious
 Clothes Cards (2 of 4) Resource 4

vest combats cap

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

boots overalls cardigan

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Clothes Cards (3 of 4) Resource 4

dress football top hooded top

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

woolly hat scarf sandals

Let’s Celebrate Thematic Unit Clothes Conscious
 Clothes Cards (4 of 4) Resource 4

sleeveless top raincoat shoes

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

gloves sunglasses shorts

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Weather Cards Resource 5

snowing raining sunny

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

windy cloudy hailstorm

stormy rainstorm frosty

Let’s Celebrate Thematic Unit Clothes Conscious
 Packing For Holidays! Resource 6

What would you pack if you were going on holiday? Look through a catalogue and cut out some clothes you
would take. Stick them onto the suitcase.

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Clothing Symbols Resource 7

What do these symbols that you find on clothes mean? Match each picture to the correct meaning.

hand wash wash at 40oC do not iron do not wash

Let’s Celebrate Thematic Unit Clothes Conscious

 Clothes That Talk! Resource 8

What can you tell me about these people from the clothes they are wearing? Fill in the gaps.

This person is a
Word Bank

This person is a Scouts

studied hard
This person is a
from Japan

referee
This person is a member of the
minister

horse-rider
This person is

This person has

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Matching Game (1 of 3) Resource 9

hat fireproof clothing hat, shirt and trousers

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

chef fireman police officer

Let’s Celebrate Thematic Unit Clothes Conscious
 Matching Game (2 of 3) Resource 9

white coat white uniform overalls

doctor nurse mechanic

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Matching Game (3 of 3) Resource 9

wig hat football kit

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

judge postman footballer

Let’s Celebrate Thematic Unit Clothes Conscious
 Clothes Around The World! (1 of 2) Resource 10

Kimono
These people are wearing traditional KIMONOS. They are from Japan.
Can you find Japan on the map? Use an atlas to find out where Japan is and colour it in below.

Asia
Europe
America

Africa

Australia

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Clothes Around The World! (2 of 2) Resource 10

Sari
These people are wearing traditional SARIS. They are from India.
Can you find India on the map? Use an atlas to find out where India is and colour it in below.

Asia
Europe
America

Africa

Australia

Let’s Celebrate Thematic Unit Clothes Conscious

 A World Of Clothes (1 of 2) Resource 11

Cut and paste the clothes into the correct box to show where they are found in the world.

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A World Of Clothes (2 of 2) Resource 11

beret kimono bowler hat

clogs kilt sari

face veil fur hat cork hat

Let’s Celebrate Thematic Unit Clothes Conscious

 World Fashion Designer! Resource 12

Be a sari and kimono designer! Draw around one of these templates or search for an image on the internet,
and colour it in bright colours for display.

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