Our Life Times

Our Life Times
Learning for Life and Work (SLD)

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

Catherine Foster, Fleming Fulton School, Belfast
Maggie Jamison, Glenveagh School, Belfast
Cathy McCormick, Tor Bank School, Dundonald
Dorothea Simpson, Fleming Fulton School, Belfast
A CCEA Publication © 2010
www.nicurriculum.org.uk
Unit Title: Our Life Times
Thinking Skills and Personal Capabilities: Working with Others
Curriculum Objective: To develop the young person as a contributor to society
Key Elements: Personal understanding, mutual understanding, personal health, moral

character, economic awareness
Attitudes and Dispositions: Personal responsibility, openness to new ideas, curiosity, respect,
community spirit, tolerance, flexibility
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas,

relevant and enjoyable, offers choice, supportive environment, ongoing reflection, challenging
and engaging, media-rich, skills-integrated, active and hands on, varied to suit learning styles,
enquiry-based
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and
Global Citizenship, Home Economics and Employability and demonstrate how they contribute to the understanding
of a central theme. They provide a number of learning, teaching and assessment activities (and are accompanied by
supporting resources) to help you address, interpret and develop the Northern Ireland Curriculum’s key elements and
Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other
Areas of Learning. In addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities,
incorporate Assessment for Learning principles and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum.
You do not have to follow them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching
and assessment activities in the units and adapt and extend them as appropriate for your classes.
For practical food sessions, be aware of learners with allergies, such as nut or kiwi allergies, or other dietary needs.
Our Life Times Thematic Unit

1
Statements of Minimum Requirement
These are the LLW Statements of Minimum Requirement that are addressed in this unit:
Home Economics Home Economics

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

Enterprise and Personal Development
Entrepreneurship Self-awareness
Identify and practise skills and Explore different ways to develop
attributes which make one self-esteem
enterprising
Personal Development
Self-awareness
Develop skills and strategies to
improve own learning
The unit also allows you to make connections to the following Statements of Minimum Requirement:
Mathematics with Financial English with Media Education

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

2
Our Life Times
Our Life Times gives learners the opportunity to explore one aspect of the media – the newspaper – in depth. By
providing a wide range of learning experiences and activities focused on developing newspaper content, it also
empowers them to create their own publication together.
A flexible resource
You can adapt the material within this unit to suit one of the following main approaches:
ǧ A class approach – A class teacher may choose to have their own group of learners produce a newspaper that
incorporates a selection of the ideas in this unit. For example, they could prepare the Food and Drink feature in
Home Economics lessons.
ǧ A whole-school approach – Alternatively, a school may decide to have every class contribute to a single school
newspaper. This could be a new publication linked to a school enterprise project, or it might be a special edition
of an existing newspaper that staff normally put together. To involve all your learners in the project, you may wish
to assign particular sections to specific classes. For example, appoint one group to create the front page of the
newspaper and another to develop a Travel feature.
Whichever approach you choose, consider in advance the most suitable format for presenting the newspaper.
This might be on school notice boards, on the school website, or photocopied and distributed as a traditional
newspaper. We provide a newspaper template on PowerPoint that you can, if you wish, adapt to suit your learners’
needs. Consider, too, incorporating augmented communication approaches, such as writing with symbols, into your
newspaper articles.
Suggested topics
By using the activities suggested in this unit with your learners, you can develop a newspaper with the following
sections:
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flexibility. (This also gives you the freedom, if you prefer, to treat individual sections as stand-alone learning
experiences not linked to the overall newspaper project.)

3
Potential for extension
Depending on your learners’ needs and interests, you could also develop ideas from other LLW Thematic Units into
content for your newspaper, for example:
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ǧ )HVWLYDOV (Let’s Celebrate)DQG
ǧ :KHUHLQWKH:RUOG(In, Out and Beyond).
You could also make other connections across the Areas of Learning, for example by having your learners develop:
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Resource Sheet in this booklet
LAB or PowerPoint activity available from www.nicurriculum.org.uk
Skills tabs printed in yellow are Cross Curricular Skills
Skills tabs printed in orange are Thinking Skills and Personal Capabilities

4
What is a newspaper?
Learning Intention
Learners will have opportunities to investigate and understand the purpose of a newspaper.
Skills and
Possible Learning, Teaching and Assessment Activities
Capabilities
As an introduction to the unit, ask the learners what newspapers they are familiar Listen actively and
with (for example Belfast Telegraph, The Irish News and The Sun). Discuss together share opinions
what a newspaper is: a daily or weekly publication that contains news, articles and
advertisements. Focus on the newspaper format (large, folded, unstapled sheets). Communication –
Investigate who buys newspapers and reasons why they might buy them. List the Contribute comments,
learners’ suggestions on the board. ask questions and
respond to others’
You can make links to Using Mathematics by carrying out a staff or family survey of points of view
newspaper preferences and creating a bar chart or pie chart to illustrate the results.
Communication –
Provide a selection of different newspapers for the learners to examine as they complete Read a range
Resources 1–3. If possible, provide several identical copies of one of the papers as a of texts for
focus for Resource 3. information, ideas
and enjoyment
Resource 1: What Is A Newspaper?
Communication –
Resource 2: Newspaper Survey Find, select and use
information from a
Resource 3: Newspaper Spy! range of sources
Together compare the different layouts, content, sections, types of articles and pictures Using Mathematics –
in the selection of newspapers. Focus on similarities by identifying features that always Read, interpret,
appear on the front or back pages, and complete Resource 4 together. organise and present
information in
Resource 4: Front Page, Inside Or Back Page? mathematical formats
Use Resource 5 to help consolidate what the learners have discovered about the
different parts of a newspaper.
Resource 5: Label The Newspaper

5
How could we produce our own newspaper?
Learning Intention
Learners will have opportunities to present information appropriate to audience.
Skills and
Capabilities
Explain to the learners that they are going to produce a newspaper together. Begin to Respect the views and
identify decisions that the group will have to make about how to produce and distribute opinions of others,
the finished product. Consider the following: reaching agreement
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WRIROG$VL]HGVKHHWV" Communication –
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explanations, role-plays
Together decide what different features or sections the paper should contain. and presentations
Alternatively, allocate sections to particular groups or classes within the school.
Communication –
To prepare the learners for assuming individual roles during the project, discuss the Talk about and plan
different people involved in producing a newspaper (such as editors, journalists and work
photographers). Use Resource 6 to focus on these and Resource 7 to highlight how
journalists write about different things.
Resource 6: Working In The Press
Resource 7: Sort The Jobs
Assign a role to each learner, taking their interests and abilities into account. Ensure
that everyone has a part to play: make sure you consider in advance the number of roles
you need for the learners who will be involved. For example, within a class you might
appoint one editor, two photographers, one designer and several journalists (perhaps in
charge of different sections). You could also consider assigning roles for the first part of
the project only, then swapping them around to give each learner the opportunity to try
different tasks.

6
How could we produce our own newspaper? continued
Learning Intention
Learners will have opportunities to present information appropriate to audience.
Skills and
Capabilities
See the PowerPoint for a template that you might want to use to provide the format
for your newspaper. You can customise this template to suit your own requirements by
adding or deleting sections, picture boxes and text.
To create a 12-page, A4-sized newspaper including the 12 sections suggested in this

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

7
What news could we include?
Learning Intention
Learners will have opportunities to research and manage information effectively, presenting ideas
clearly to suit audience and purpose.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce illustrated Using Mathematics –
news articles. Read, interpret,
organise and present
Examine newspapers together to see the range of articles that they include. Guide
information in
the learners to choosing some everyday, familiar situations that they would like to
mathematical formats
investigate further for their newspaper.
Communication –
You may wish to suggest particular topics depending on: Read a range of texts
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For example, you might decide together to include a short report on: Communication –
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Talk about and plan
If appropriate for your learners, you may also wish to make reference to a major local work
or global event in the news. If so, introduce the topic by playing a short clip of television
Communication –
news in class and discussing it together.
Contribute comments,
Give the learners an opportunity to attend and take digital photographs at assemblies ask questions and
and other school events. If appropriate, you could have them interview staff and others respond to others’
who are involved, recording their interviews to transcribe later (with support) for the points of view
newspaper.
Communication –
Together compile short reports on the learners’ chosen topics for inclusion in their Communicate
newspaper. Include, where possible, digital photographs, words and symbols. information and
Further suggestions meaning
The group could interview another learner or member of staff about their interests –
hobbies, holidays or favourite television programmes – to compile a special profile for
their newspaper.

8
What could we include in the weather section?
Learning Intention
Learners will have opportunities to select appropriate information and present their findings.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce a weather Listen actively and
forecast or report for their newspaper. share opinions
See the sub-theme Weather Watchers in our Responding Responsibly LLW SLD resource Communication –
for information and ideas to stimulate discussion on weather both at home and abroad. Contribute comments,
ask questions and
Examine several newspapers together to see how they present their weather reports. respond to others’
Focus on local weather by asking the group to record the weather for one week using a points of view
visual chart.
Using ICT –
You can make links to Environment and Society (Geography) by extending this section to: Research, select,
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as what type of clothes to pack and awareness of keeping safe in the sun).
Support the learners in deciding what they would like to include in the weather section
of their newspaper. You might choose to suggest the following:
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ǧ Holiday brochures with weather charts
See the following websites for more information:

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

9
What advertising should we include?
Learning Intention
Learners will have opportunities to analyse the methods used to present advertisements in print.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce one or more Be fair
advertisements for their newspaper.
Communication –
Use Resource 8 to develop a broad discussion on advertisements in general. Focus on
Find, select and use
how we find them in different places, for example:
information from a
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variety of sources
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Using Mathematics –
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Develop financial
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capability
Resource 8: Advertising Communication –

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

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

10
What advertising should we include? continued
Learning Intention
Learners will have opportunities to analyse the methods used to present advertisements in print.
Skills and
Capabilities
Focus on the different types of information that written advertisements can provide.
Use Resource 9 to explore details in a specific type of advertisement: one that gives
information about an event. If there are any events being advertised in your school at the
moment, refer to these as examples.
Resource 9: What’s In An Advert?
Next, focus on advertisements designed to sell products. Provide copies of two

newspaper adverts or flyers from different supermarkets. Have the learners compare
their content. For example, they could consider the wording and any price reductions.
You can make links to Financial Capability by selecting three to five items that appear in both
flyers (for example tea, butter and apples) and comparing prices to decide which products
are better value for money.
As consolidation, consider together the range of advertisements in a selection of

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

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

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

12
What could we include in the food and drink section? continued
Learning Intention
Skills and
Capabilities
Together decide how to present the healthy recipes page for the newspaper.
For example, the learners could include:
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Alternatively, or in addition, you could have your learners develop a feature on food
safety. Explore the following:
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Have your learners compile a list of tips on preventing the transfer of germs in everyday
situations. Use online resources (particularly from www.fdf.org.uk, which provides
clear advice and fun downloadable resources) to increase learners’ awareness of the
various ways germs can transfer from one area to another. Emphasise the importance of
washing our hands before and after various activities, especially when handling food is
involved.
The learners’ newspaper article could also identify safe practices for storing, preparing
and cooking food, for example:
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You may find the following websites useful:

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

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

Read, interpret,
3URYLGHDVHOHFWLRQRIEURFKXUHVDQGRUDFFHVVWRZHEVLWHVDERXWKROLGD\GHVWLQDWLRQV organise and present
Give the learners an opportunity to investigate different places they have been to and information in
locate each one on a world map. mathematical formats
ǧ Holiday brochures
Using ICT –
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Research, select,
Hold a class competition to find the best holiday photograph or drawing. Include the process and interpret
winning entry in the newspaper with a suitable caption underneath. information
Together investigate how to prepare for a holiday. Use Resource 14 to focus on how
people need to pack different clothes for different destinations. Extend the topic by
investigating different things they need to organise or take with them before they go,
such as local currency (see the interactive PowerPoint quiz), and how they can try to
ensure they stay healthy on holiday, for example by using sunscreen (see Resource 15).
Resource 14: What Should I Pack For My Holiday?
PP: What’s Missing?
Resource 15: Healthy On Holiday!

14
What could we include in the travel section? continued
Learning Intention
Learners will have opportunities to combine and build on information from different sources.
Skills and
Capabilities
In preparation for choosing a focus for their newspaper feature, give the learners an
opportunity to explore various aspects of international travel: travelling to different
destinations (Resource 16), local transport around the world (Resource 17), and airport
procedures (Resource 18).
Resource 16: Travel Choices!
Resource 17: Travelling All Over The World!
Resource 18: At The Airport
Choose one or more popular holiday destinations and have the learners investigate the
cost of a holiday there, recording their findings on Resource 19.
Resource 19: What Cost?
Ask the learners to select one or two holiday destinations to focus on in their newspaper.
Consider what details they could include in a fact file on their chosen location(s), such
as a short list of features accompanied by digital photographs or drawings. You could
provide copies of Resource 20 for them to develop into a travel feature. Alternatively,
incorporate ICT by using Clicker 4 to develop the feature.
Resource 20: Dream Destination!
The learners could also include one or more of the following in their newspaper:
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sub-theme within the SEN LLW resource Let’s CelebrateIRULGHDVDQGRU
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There are many good holiday websites that you could use for information, such as:
ǧ www.travelsupermarket.com
ǧ www.thomson.co.uk
ǧ www.expedia.co.uk
ǧ www.firstchoice.co.uk

15
What could we include in a special feature on fashion?
Learning Intention
Learners will have opportunities to demonstrate creativity and initiative when developing ideas.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce a fashion Communication –
picture gallery for their newspaper. Find, select and use
information from a
Discuss where the learners like to buy clothes (for example Topshop and Next), and ask: range of sources
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Talk about and plan
Allow the learners to investigate current trends in fashion by exploring a range of work
WHHQDJHPDJD]LQHVDQGRUWKHLQWHUQHW
You could also give them the opportunity to bring in a favourite outfit from home and
participate in a role-play fashion show, taking digital photographs of the event.
Have the learners work individually or in groups to create a collage of current trends in
fashion to include in their newspaper. Incorporate cut-outs from magazines, printouts
IURPWKHLQWHUQHWDQGRUSKRWRVIURPWKHLUIDVKLRQVKRZHYHQW
The feature could also include short articles, supported by pictures, of celebrities who
SOD\DUROHLQWKHZRUOGRIIDVKLRQVXFKDV9LFWRULD%HFNKDP
Further suggestions
Encourage your learners to examine how fashion has changed over the past 50 years,
or to study fashion in particular historical periods, and create posters or scrapbooks to
illustrate their findings.
You could also give them an opportunity to investigate clothes from other countries (see
the sub-unit Clothes Conscious within our LLW SLD resource Let’s Celebrate).

16
What could we include in a special feature on gardening?
Learning Intention
Learners will have opportunities to demonstrate creativity and initiative when developing ideas and
following them through.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce a ‘how to’ Take personal
gardening feature for their newspaper. responsibility for
work with others and
Using plant catalogues, library books and the internet for reference, investigate what evaluate their own
plants are in season and suitable for cultivating in school. Together decide on a range of contribution to the
plants, such as: group
ǧ JHUDQLXPFXWWLQJV
ǧ VXQȋRZHUV Communication –
ǧ EXV\OL]]LHV Listen and take part in
ǧ WRPDWRHVDQGRU discussion
ǧ OHWWXFH
Communication –
Make a group visit to a garden centre to purchase the pots, compost and plants. Develop, express
Then plant out the pots together. and present ideas
in a variety of forms
You could make links to Art and Design by encouraging the learners to decorate the pots. and formats, using
traditional and digital
Together discuss what to include in the gardening feature for the learners’ newspaper. resources, for different
Suggest a feature on how to cultivate a particular type of plant. Include: purposes
ǧ WLSVRQKRZWRPDNHXSDSRWEDVNHW
ǧ ǟFDUHODEHOǠLQVWUXFWLRQVIRUKRZWRWDNHFDUHRIWKHSODQWDQG Using Mathematics –
ǧ SKRWRJUDSKVRIWKHȊQLVKHGSURGXFW Using simple maths
calculations for money
You could also have the learners take photographs at various stages and create a visual
sequencing record of events using SWITCH IT maker on the C2K system.
Read, interpret,
ǧ 3ODQWDQGJDUGHQLQJFDWDORJXHVZLWKSLFWXUHVRISODQWHGSRWVEDVNHWV
information in
For additional ideas and resources, refer to these and other websites on gardening:
ǧ ZZZWKRPSVRQPRUJDQFRP Using ICT –
ǧ ZZZEEFFRXNJDUGHQLQJ Research, select,
process and interpret
information

17
What could we include in a special feature on gardening?
continued
Learning Intention
Learners will have opportunities to demonstrate creativity and initiative when developing ideas and
following them through.
Skills and
Capabilities
Further suggestions
This section has great potential to be developed into a mini-enterprise. Discuss with your
OHDUQHUVKRZEHVWWRGRWKLVIRUH[DPSOH\RXFRXOGSODQWSRWVRUEDVNHWVWRVHOOWKURXJK
an advertisement in the newspaper.
Assign a role in the enterprise to each member of the group. These roles might include:
ǧ EDQNHUVLQFKDUJHRIWKHEXGJHWIRUEX\LQJFRPSRVWSRWVSODQWVHWF
ǧ EX\HUVRIVHHGVDQGSODQWV
ǧ JDUGHQHUVDQG
ǧ VHOOHUV
You could make links to Financial Capability by having the group work out the expected
expenditure and how to make a profit, including:
Ņ KRZPDQ\SRWVWKH\DUHJRLQJWRSODQW
Ņ KRZPDQ\SODQWVWKH\ZLOOQHHG
Ņ ZKDWHDFKSRWLVJRLQJWRFRVWWRSODQW
Ņ KRZPXFKWKH\VKRXOGFKDUJHIRUHDFKSRWDQG
Ņ KRZPXFKSURŧWWKH\ZLOOPDNHRQHDFKSRW
You could make links to Art and Design by having the learners design the newspaper
advertisements to help sell the pots.

18
What could we include in a special feature on jokes?
Learning Intention
Learners will have opportunities to work effectively in a team.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce a special Give and respond to
feature on humour, including a competition to find the best jokes, for their newspaper. feedback
Introduce the theme by telling a joke or showing a few funny clips from television
programmes. Together discuss humour and what it means to each learner. Talk about Communication –
examples of the following that they find funny: Read a range of texts
for information, ideas
ǧ 79SURJUDPPHV
ǧ ERRNV and enjoyment
ǧ MRNHV
ǧ FRPLFV Communication –
ǧ FKDUDFWHUVDQG Find, select and use
ǧ VLWXDWLRQV information from a
range of sources
Give the learners an opportunity to investigate suitable joke books, websites (for
example www.scatty.comDQGFRPLFVIRUJRRGMRNHV2UJDQLVHDǟMRNHWLPHǠ Using ICT –
encouraging each learner to tell jokes that they like. (Take care to ensure that the jokes Research, select,
told are appropriate.) process and interpret
information
ǧ A selection of joke books from the library
Have the learners (or the appointed editor) select their favourite two or three jokes for
submission to their newspaper. These could have a single theme, for example:
ǧ NQRFNNQRFNMRNHV
ǧ DQLPDOMRNHV
ǧ IRRWEDOOMRNHVRU
ǧ GRFWRUGRFWRUMRNHV
You could also incorporate a school competition in one of the following ways:
ǧ +ROGDFRPSHWLWLRQZKLOHWKHOHDUQHUVDUHSUHSDULQJWKHLUQHZVSDSHUVSHFLI\LQJD
closing date. After the closing date, have the learners choose the top three school
jokes, and publish the winning entries in the newspaper.
ǧ 8VHWKHQHZVSDSHUWRDGYHUWLVHDMRNHFRPSHWLWLRQDQGDQQRXQFHWKHZLQQHUVLQD
school assembly after the closing date.
You can make links to Art and Design by having the learners create newspaper
advertisements or flyers to advertise the joke competition.
Further suggestions
Choose some of the learners’ best jokes. Record or video them telling the jokes. Use a
method appropriate to each learner, for example words, symbols, or a communication aid.
Display the jokes on a notice board along with the photographs of the learners who
told them. (You could record the jokes on simple communication aids and put these on
display for others to listen to.)

19
What could we include in the jobs section?
Learning Intention
Skills and
Capabilities
You can use the following suggestions to enable your learners to develop a newspaper Using Mathematics –
article featuring interviews about different jobs. Read, interpret,
([SODLQWR\RXUOHDUQHUVWKDWWKH\DUHJRLQJWRIRFXVRQWKHWRSLFǟ:KDWMREVGRSHRSOHLQ organise and present
VFKRROGR"Ǡ6HOHFWVHYHUDOVWDIIPHPEHUVIRUH[DPSOHDWHDFKHUDFODVVURRPDVVLVWDQW information in
a caretaker and a cook) to interview. For example, the learners could ask each person: mathematical formats
ǧ ZKDWWKHLUMREHQWDLOV
ǧ KRZWKH\JHWWRZRUNDQG Communication –
ǧ WKHKRXUVWKH\ZRUN Read a range of texts
for information, ideas
Record and transcribe the interviews for inclusion in the learners’ newspaper. Take and enjoyment
some digital photographs to illustrate the feature. Alternatively, you could develop a
short article about the variety of jobs that different people have in school. Communication –
Find, select and use
You can make links to Using Mathematics by carrying out a survey of staff in school to learn information from a
how they found their jobs, for example through a newspaper, internet or job centre, and range of sources
recording the results on a graph.
You could also explore one or more of the following ideas for the job section: Communication –
Talk about and plan
ǧ 7RJHWKHUFUHDWHDIHDWXUHDERXWWKHOHDUQHUVǠZRUNH[SHULHQFHKLJKOLJKWLQJZKDWWKH\
work
do, what they like and what they dislike about a particular job.
ǧ 7RJHWKHUGHFLGHRQDMREWKDWFRXOGEHFUHDWHGLQVFKRROIRUH[DPSOHDPLONGLVWULEXWRU
or lunch money collector, and create an advert for the job to submit to the newspaper.
Further suggestions
As an extension exercise, focus on jobs in the local community. Provide copies of
newspapers for the learners to examine job adverts. As a group, select a range of jobs
that they would like to do and some that they would not like to do. Cut out the adverts
and sequence the jobs in order of preference, beginning with their favourite.
Organise a visit to a job centre. Examine several adverts and consider the features of
different jobs, such as:
ǧ H[SHULHQFHUHTXLUHG
ǧ TXDOLȊFDWLRQVUHTXLUHG
ǧ WKHQHHGIRUDGULYLQJOLFHQFH
ǧ ORFDWLRQ
ǧ SD\
ǧ KRXUVDQG
ǧ KROLGD\V
Role play a job interview, use a video camera to record the participants and discuss the
interview together.
See our SLD Education for Employability resource box (2006) for further extension
exercises and resource sheets.

20
What could we include in the television section?
Learning Intention
Learners will have opportunities to select appropriate, relevant information.
Skills and
Capabilities
You can use the following suggestions to enable your learners to include their ideal TV Respect the views and
schedule in their newspaper. opinions of others,
reaching agreement
7RJHWKHUH[DPLQH79VFKHGXOHVLQDUDQJHRIQHZVSDSHUVDQGPDJD]LQHVVXFKDVRadio using negotiating and
Times and TV Times, and discuss the different types of programme that the learners compromise
enjoy.
Communication –
Draw up a shortlist of popular programmes, and carry out a class or whole-school Contribute comments,
survey to find the most watched programme overall. Discuss this programme together ask questions and
and complete Resource 21. respond to others’
points of view
Resource 21: TV Report
You could make links to Using Mathematics by displaying the survey results on a bar chart or Read, interpret,
pie chart and including this in the learners’ newspaper. organise and present
Ņ The TV section from a number of newspapers information in
ǧ 79PDJD]LQHVFKHGXOHV mathematical formats
6XJJHVWSXWWLQJWRJHWKHUDIHDWXUHIRUWKHQHZVSDSHUFDOOHGǟ2XU,GHDO796FKHGXOHǠ Using ICT –

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

21
What could we include in the horoscope section?
Learning Intention
Learners will have opportunities to discuss, compare and evaluate their ideas.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce a horoscopes Communication –
page for their newspaper. Use this section at your own discretion, including it only if you are Contribute comments,
confident that it would be suitable for your group of learners and treating the topic lightly. ask questions and
Together examine the different horoscopes in a variety of newspapers and magazines.
)LQGRXWHDFKOHDUQHUǠVVWDUVLJQ'LVFXVVZKDWPDNHVDǟJRRGǠKRURVFRSHDQGKRZ points of view
negative horoscopes could make people anxious.
Communication –
Together create simple, positive, generic horoscopes for each star sign and submit them Listen to and take
for inclusion in the newspaper. part in discussion,
explanations, role-plays
You could make links to Art & Design by creating visual designs of the twelve star signs to and presentations
include alongside the horoscopes in the newspaper.
You could make links to Using Mathematics by carrying out a survey of class/school star Read, interpret,
signs and displaying the results on a bar chart or pie chart. organise and present
information in

22
What could we include in the sports section?
Learning Intention
Learners will have opportunities to communicate effectively in oral, visual and written form,
showing a developing awareness of audience.
Skills and
Capabilities
You can use the following suggestions to enable your learners to produce the sports Respect the views and
page for their newspaper. opinions of others,
reaching agreement
Discuss the learners’ favourite sports together. If this is a very popular section, you
using negotiating and
could divide the learners into groups depending on their interests and have each group
compromise
investigate a different sport (for example football, motorbike racing, tennis, snooker and
swimming).
Communication –
To enable the learners to gather ideas and information about sports, you could:
ask questions and
ǧ SURYLGHWKHPZLWKVSRUWVSDJHVIURPQHZVSDSHUVRUXSWRGDWHLQIRUPDWLRQ
GRZQORDGHGIURPWKHLQWHUQHW
points of view
ǧ JLYHWKHPDQRSSRUWXQLW\WRSKRWRJUDSKDVFKRROVSRUWVWHDPDQGRUGHYHORSDVKRUW
DUWLFOHRQDUHFHQWVFKRROVSRUWVHYHQWDQGRU
ǧ LQYLWHDORFDOVSRUWVSHUVRQDOLW\LQWRJLYHDWDONRULQWHUYLHZDQGWDNHSKRWRJUDSKVRI
Read, interpret,
the event.
Decide what to include in the sports page of the learners’ newspaper. You might choose information in
to focus on: mathematical formats
ǧ IDPRXVWHDPVDQGVSRUWVVWDUVLQFOXGLQJ
ǜ DSURȊOHDQGSKRWRJUDSKRIWKHOHDUQHUVǠIDYRXULWHVSRUWVVWDUVHH5HVRXUFHDQG Using ICT –
ǜ GUDZLQJVRIWKHLUIDYRXULWHVSRUWLQJHYHQWVRU Research, select,
ǧ WKHOHDUQHUVǠRZQH[SHULHQFHVRIVSRUWIRUH[DPSOH process and interpret
ǜ SKRWRJUDSKVDQGVKRUWGHVFULSWLRQVRIVFKRROVSRUWVDFWLYLWLHV information
ǜ DUHSRUWRQWKHLUPHHWLQJZLWKDORFDOVSRUWVSHUVRQDOLW\DQGRU
– tips on where to buy the best sportswear locally.
Resource 22: My Favourite Sports Personality
You can make links to Using Mathematics by making a tally of the learners’ favourite sports
stars and displaying the results on a bar chart.
ǧ 1HZVSDSHUVSRUWVSDJHV
ǧ $GLJLWDOFDPHUD

23
How can we distribute our newspaper?
Learning Intention
Learners will have opportunities to work collaboratively as a team.
Skills and
Capabilities
Recap on the decisions made at the beginning of the project about the name, size, format, Develop routines of
contents and price of the newspaper. Review and amend those decisions where necessary. turn-taking, sharing
and co-operating
Bring all your learners’ contributions together to compile their newspaper. Involve them in
making editorial decisions, if necessary, about any content that should be added or omitted. Communication –
Prepare and print out or photocopy the finished product, then together explore different
ask questions and
ways of distributing the newspaper. For example:
ǧ *LYHDFRS\WRHDFKOHDUQHUWRWDNHKRPH
points of view
ǧ *LYHHDFKOHDUQHUWKHRSSRUWXQLW\WRRUGHUFRSLHVIRUIDPLO\PHPEHUV
ǧ +DYHWKHOHDUQHUVJLYHRUVHOOFRSLHVWRVWDII
ǧ /HDYHFRSLHVDWUHFHSWLRQ
Develop financial
ǧ /HDYHFRSLHVDWDORFDOQHZVDJHQWǠV
capability
Set up roles to allow the learners to take responsibility for distributing their newspaper
and, if appropriate, collecting money. Using ICT –
Create, develop, present
and publish ideas and
information using a
range of digital media

24
Resources

25
Resource 1 What Is A Newspaper?
Fill in the blanks to complete the sentences about newspapers.
Use words from the Word Bank.
1. A newspaper is something people can r __ __ __ .
2. Newspapers contain reports and p __ __ __ __ __ __ __ __ __ __ of events

that have taken place.
3. Newspapers are printed on p __ __ __ __.
4. Newspapers contain r__ __ __ __ __ __ on events such as politics, health,

the world and entertainment.
5. The back pages are usually where the s __ __ __ __ __ reports are found.
6. Some newspapers are produced nationally. These papers are available

throughout the country and contain reports about events in the
w __ __ __ __.
7. Some newspapers are produced locally. These newspapers contain reports

and photographs of l __ __ __ __ events.
Word Bank
local sports photographs world
read reports paper

26
Newspaper Survey Resource 2
Collect different types of newspaper and compare them.

Record your findings below.
Name of the newspaper
Local or national?
Price
Number of pages
Free supplement?
\HVRUQR
Coloured pictures?
\HVRUQR
Adverts on the front page

/LVWDQ\LWHPVRUVHUYLFHV
advertised on the front
SDJH

27
Resource 3 Newspaper Spy!
Look through a newspaper. Find the following items and write
the page numbers.
Sports reports are on TV listings are on
Puzzles are on The price is on
The weather reports are on Jobs are advertised on
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)

28
Front Page, Inside Or Back Page? Resource 4
Imagine you are the editor of a newspaper. Where would you

SXWWKHVHLWHPVLQLW"6KRXOGWKH\EHRQWKHIURQWLQVLGHRURQ
WKHEDFNSDJHV"
New School
Opens
sports date price headline
Daily News
puzzles name TV listings adverts
Front page Inside pages Back page

29
Resource 5 Label The Newspaper
'R\RXNQRZZKDWWKHGLIIHUHQWSDUWVRIDQHZVSDSHUDUHFDOOHG"
Write the names in the spaces.
S

1HZ6FKRRO2SHQV
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx
Photo by James Camera xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxx
Report by Adam Story
Holiday Section
Pages 12 & 13
Star Sports Win a free boat trip!
Sale Now On!
Word Bank
advert photograph story
headline contents name

30
Working In The Press Resource 6
These people all have jobs connected with newspapers.

&DQ\RXPDWFKWKHGHVFULSWLRQWRWKHFRUUHFWZRUNHU"
I am the EDITOR.
I decide what information
goes into the newspaper.
I am a JOURNALIST.
I interview people and write
articles for the newspaper.
I am the PHOTOGRAPHER.
I take pictures for the
newspaper.
I am the PRINTER. I make

copies of the newspaper.
I am the DELIVERY
VAN DRIVER. I take the
newspapers to the shops.
©iStockphoto.com 92720516
I am the NEWSAGENT.
I sell the newspaper.

31
Resource 7 Sort The Jobs
These people would like to be journalists for a newspaper.
&DQ\RXGHFLGHZKRZRXOGEHEHVWIRUHDFKMRE"
Cut and paste the job into the space beside the person you think should do it.
Fashion Gardening Politics

Reporter Reporter Reporter
Sports Food & Drink Travel

Reporter Reporter Reporter
Name Details Job given

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

Steph and animals
Dislikes: TV, football and cooking
Likes: football, keeping fit and cars

David
Dislikes: travel, animals and cooking
Likes: shopping, styling hair and walking

Megan Dislikes: gardening, tennis and cars
Likes: politics, celebrities and cooking

Jane Dislikes: animals, gardening and
reading
Likes: working outside, animals and DIY

Tom
Dislikes: shopping, cooking and golf

32
Resource 4
Advertising Resource 8
Read the following sentences about advertisements and

answer the questions.
Advertisements help companies to sell their products.
Adverts can be found in many places.
Large adverts can be seen on billboards, which are often on the side of
buildings.
Advertisements are shown during breaks in TV programmes.
Advertisements can be heard on the radio.
Newspapers and magazines also have adverts printed in them.
Questions:
1. What do advertisements help companies to do?
________________________________________________________________
2. Where can billboard adverts often be seen?
________________________________________________________________
3. What happens during breaks in TV shows?
________________________________________________________________
4. Where can adverts be heard?
________________________________________________________________
5. Where can we find printed adverts?
________________________________________________________________
My favourite advert is for ____________________________________________
________________________________________________________________

33
Resource 9 What’s In An Advert?
Look at these advertisements. Can you find the answers to the
ȊYHǟ:ǠVZKRZKDWZKHUHZKHQDQGZK\"
Youth Club Fundraiser
Cake Sale
WHO? _____________________________
WHAT? _____________________________
Friday 12th May at 2.00pm
in the Youth Club
WHERE? _____________________________
WHEN? _____________________________
Funds to help pay for new kit WHY? _____________________________
WHO? _____________________________
Riding Club
WHAT? _____________________________
c o
Dis
WHERE? _____________________________
Saturday, September 1st
WHEN? _____________________________
Green’s Hotel at 9.00pm
WHY? _____________________________ Help fund the new stables!
Monday 6th June WHO? _____________________________

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

34
Resource 4
Fruit Factor! Resource 10
Compare the price of fruit in two different shops.

Record your findings in the table below.
Supermarket
Shop 1 Shop 2
Fruit Name: Name:
_________ _________
apple
banana
pear
orange
kiwi
grapes
melon
grapefruit

35
Resource 11 Fruit Survey
Investigate and taste these different fruits. Record your findings
in the table.
Fruit Description Like or dislike
cherries
lime
blueberries
pineapple
kiwi
raspberries
melon

36
Resource 4
Where Have I Been? Resource 12
Write the names of the places where you have been on holiday
onto the labels on the suitcase.

37
Resource 13 Look Where We’ve Been! (1 of 2)
10
England Wales Scotland Rep. of Ireland Spain France USA Other


38
Resource 4
Look Where We’ve Been! (2 of 2) Resource 13
Cut and paste the faces onto the graph to show the number of
people in the class who have visited each country on holiday.

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

for my holiday?

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

for my holiday?

41
What should I pack

for my holiday?

42
Resource 4
What should I pack

for my holiday?

43

44
Resource 4

45
Resource 15 Healthy On Holiday!
How could you make sure these events don’t happen when you
DUHRQKROLGD\"'UDZDOLQHIURPHDFKSUREOHPWRZKDW\RX
think would help.
travel sickness use insect spray
sunburn get travel insurance
insect bite take tablets
allergic to the food use sunscreen
expensive hospital get an injection

treatment before leaving

46
Resource 4
Travel Choices! Resource 16
:KHUHFRXOG\RXJRXVLQJWKHVHIRUPVRIWUDQVSRUW"
Add the names of destinations to types of transport you could
use to get there.
'HVWLQDWLRQ%DQN8VHWKHVHRUFKRRVH\RXURZQ
America Scotland France England Portrush Africa

Spain Dublin Belfast Australia Isle of Man Cork

47
Resource 17 Travelling All Over The World!
There are different types of transport in the world. Can you
PDWFKWKHSODFHVWRWKHWUDQVSRUWWKDWPLJKWEHXVHGWKHUH"
Use the internet to help you find the answers.
the Sahara desert rickshaw
China gondola
London camel
Venice snow mobile
Alps double decker bus


48
Resource 4
At The Airport Resource 18
Put the events that happen at the airport in order.
1 2 3
4 5 6
Board the aeroplane. Collect your bag from the belt. Take off!
Wait until your flight is called. Check in. Go through security.

49
Resource 19 What Cost?
Investigate how much it would cost to travel to a destination
of your choice. Use the internet, travel brochures or
advertisements to find out.
Destination chosen: _______________________________
Expense Cost
Travel
(how much would it cost to get there and
FRPHKRPHDJDLQ"
Accommodation
(how much would it cost to spend one
ZHHNLQDKRWHO"
Food
KRZPXFKZRXOGDQDYHUDJHPHDOFRVW"
Clothes
(how much would you need to spend on
QHZFORWKHVIRUWKHKROLGD\"
Entertainment
(how much would it cost to do the things
\RXZRXOGOLNHWRGRZKHQRQKROLGD\"
Spending money
KRZPXFKZRXOG\RXWDNHZLWK\RX"
Total cost of the holiday

50
Resource 4
Dream Destination! (1 of 2) Resource 20
Photocopy these two pages so that you can fold them to make
DEURFKXUH7KHQFKRRVHDGHVWLQDWLRQDQGZULWHGUDZDQGRU
stick photographs in the spaces.
r eam D es t i nation!
D
_____________________________
Colour your destination!
Brochure by

51
Travel by
_____________ Clothes to bring
__________________________________________
Dream Destination! (2 of 2)
__________________________________________
Weather report __________________________________________
_____________
Currency used
_____________
Things to do or see

__________________________________________
Resource 20
__________________________________________
Language spoken
_____________ __________________________________________
52
Resource 4
TV Report Resource 21
:ULWHDERXW\RXUIDYRXULWH79SURJUDPPHLQWKHER[HV
The programme is about … The programme is on …
TV Report
_________________
3URJUDPPH
The main characters are … I like the programme because …

53
Resource 22 My Favourite Sports Personality
Insert picture here
Name: _____________________________________________________________
Sport played: _____________________________________________________________
Age: _____________________________________________________________
Nationality: _____________________________________________________________
Achievements: _____________________________________________________________
____________________________________________________________________________
Why I like them: _____________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Report by _____________________________________________________________

54

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Our Life Times

Learning for Life and Work (SLD)

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

A CCEA Publication © 2010

Thinking Skills and Personal Capabilities: Working with Others

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

Key Elements: Personal understanding, mutual understanding, personal health, moral

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

Our Life Times Thematic Unit

Home Economics Home Economics

Education for Employability

Mathematics with Financial English with Media Education

Our Life Times Thematic Unit

Our Life Times Thematic Unit

Resource Sheet in this booklet

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

Skills tabs printed in yellow are Cross Curricular Skills

Our Life Times Thematic Unit

Resource 5: Label The Newspaper

Our Life Times Thematic Unit

Learners will have opportunities to present information appropriate to audience.

Resource 6: Working In The Press

Resource 7: Sort The Jobs

Our Life Times Thematic Unit

Learners will have opportunities to present information appropriate to audience.

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

PP: Newspaper Template

Our Life Times Thematic Unit

Our Life Times Thematic Unit

See the following websites for more information:

Our Life Times Thematic Unit

Resource 8: Advertising Communication –

Then explore the learners’ opinions about the following:

Our Life Times Thematic Unit

Resource 9: What’s In An Advert?

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

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

Our Life Times Thematic Unit

Learners will have opportunities to research and manage information effectively.

Resource 11: Fruit Survey Using Mathematics –

Our Life Times Thematic Unit

Learners will have opportunities to research and manage information effectively.

You may ﬁnd the following websites useful:

Our Life Times Thematic Unit

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

Resource 14: What Should I Pack For My Holiday?

PP: What’s Missing?

Resource 15: Healthy On Holiday!

Our Life Times Thematic Unit

Resource 16: Travel Choices!

Resource 17: Travelling All Over The World!

Resource 18: At The Airport

Resource 19: What Cost?

Resource 20: Dream Destination!

Our Life Times Thematic Unit

Our Life Times Thematic Unit

Our Life Times Thematic Unit

Our Life Times Thematic Unit

Learners will have opportunities to work effectively in a team.

Our Life Times Thematic Unit

Learners will have opportunities to research and manage information effectively.

Our Life Times Thematic Unit

Learners will have opportunities to select appropriate, relevant information.

6XJJHVWSXWWLQJWRJHWKHUDIHDWXUHIRUWKHQHZVSDSHUFDOOHGǟ2XU,GHDO796FKHGXOHǠ Using ICT –

1. A newspaper is something people can r __ .

2. Newspapers contain reports and p of events

3. Newspapers are printed on p .

4. Newspapers contain r on events such as politics, health,