Let’s Celebrate: Thematic Unit Clothes Conscious€¦ · 2 Let’s Celebrate Thematic Unit Clothes Conscious ... Resource 2: Clothes Words Provide a large box filled with a variety

Clothes ConsciousLearning for Life and Work (SLD)

Let’s Celebrate:Thematic Unit

Writers’ Group

Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)Catherine Foster, Fleming Fulton School, BelfastMaggie Jamison, Glenveagh School, BelfastCathy McCormick, Tor Bank School, Dundonald Dorothea Simpson, Fleming Fulton School, Belfast

A CCEA Publication ©2009

www.nicurriculum.org.uk

Cover Photograph: Bubbles Photo Library

1 Let’s Celebrate Thematic Unit Clothes Conscious

Unit Title: Let’s CelebrateSub 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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Let’s Celebrate Thematic Unit Clothes Conscious

Statements of Minimum Requirement

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

Education for EmployabilityWork in the Local and Global Economy Investigate a variety of both familiar and unfamiliar jobs

Education for EmployabilityWork in the Local and Global Economy Describe different types of work and investigate the range of employment in the local area

Education for EmployabilityWork in the Local and Global Economy Investigate how an employer might deal with issues affecting work

Personal DevelopmentSelf-awarenessInvestigate the influences on a young person

Local and Global CitizenshipDiversity and InclusionInvestigate ways in which individuals and groups express their identity

Local and Global CitizenshipDiversity and InclusionInvestigate factors, including religious and political, that influence individual and group identity Personal Development

Self-awarenessExplore and express a sense of self


Select, order, classify, make comparisons

Communication -Communicate information, ideas, opinions, feelings and imaginings

Using Mathematics -Organise and present information in mathematical formats

Using ICT -Access and manage information

Using Mathematics -Develop financial capability

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

What kind of clothes do I wear?

... experiment with ideas and questions.

Using Resources 1 and 2, together discuss what clothes your learners usually wear.Select the clothes they are wearing or would like to wear.

Resource 1: Picture Library Of Clothes

Resource 2: Clothes Words

Provide a large box filled with a variety of clothes of various styles, colours andfabrics. Identify different categories of clothes, and have the learners sort them intogroups and discuss their appropriate use.

You could play a dressing-up game using the box of clothes and a selection ofpicture cards depicting items of clothing. Encourage the learners to select a cardand find a similar item in the box to dress up in.• Collectionofavarietyofclothes

Together explore catalogues, magazine pictures or websites to create collagesfor different types of clothes, for example footwear, coats, underwear, tops andbottoms.• Magazines,cataloguesetc.

Resource Sheet in this booklet

OnlineActivity(OA)orPowerPointActivity(PP)availablefromwww.nicurriculum.org.uk

Skills tabs printed in orange are Cross Curricular Skills

Skills tabs printed in yellow are Thinking Skills and Personal Capabilities

Communication -Listen to and take part in discussions, explanations and role plays

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What kind of clothes do I wear?

... experiment with ideas and questions.

Use Resource 3 to collect data on the clothes that the learners 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 orwould like to wear.Visiting shops or using online shopping and catalogues to compare prices of clothes.


Justify methods, opinions and conclusions

Communication -Communicate information, ideas, opinions and feelings



Do we always wear the same clothes?

... justify their own choices and decisions.

Examine pictures of people in different seasons, and discuss what they are wearing.Using Resources 4 and 5, have the learners categorise and match the pictures ofclothes to appropriate types of weather.

You could use these cards in a variety of ways to consolidate learning. See ActiveLearning and Teaching Methods for Key Stage 3 atwww.nicurriculum.org.ukalsoavailable on the CPD disc in the Curriculum Support and Implementation box.

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 and4. Encourage them to ‘pack’ appropriate clothing to wear in a particular place (forexample a holiday destination or when they go to ‘respite’) at a particular time ofyear by sticking the pictures onto the suitcase in Resource 6.

Resource 6: Packing For Holidays!

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Justify opinions and conclusions

Communication -Use non-verbal methods to express ideas and engage with the listener

Communication -Communicate information, meaning and feelings in a clear way



What kind of clothes do I like?

... give reasons for their choices.

Using the cards from Resource 4, give the learners an opportunity to select clothes,categorise them into those they like and those they don’t like, and rank them in orderof preference.

Resource 4: Clothes Cards

Provide a range of fabrics and discuss with the learners the feel, look and smell ofthe materials. Encourage the use of descriptive words, such as hard, soft, rough,smooth, silky, light and heavy, and suggestions for the most suitable climates oroccasions to wear the fabrics.

Ask the learners to select and classify some fabrics they like and some that theydislike. • Acollectionofarangeoffabrics

You can make links to Art & Design by:Having the learners design clothes for different parts of the body and for differentoccasions.Allowing the learners to select clothes they like from catalogues or magazines andcreating a collage for display.• Collectionofcataloguesandmagazines• Artmaterials

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.




What kind of clothes do I like?

... give reasons for their choices.

Use the interactive wordsearch, if appropriate, to help the learners to identifyclothes words.

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 Supportand Implementation box.

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Make links between cause and effect

Communication -Use a range of texts for information



Do I need to look after my clothes?

... link cause to effect. Discuss with the learners the need to take care of their clothes, especially whenthey reach puberty. Talk together about the changes going on in their bodies, forexample body odours, and the need to change their clothes regularly.

Use Resource 7 as a starting point to focus on washing clothes. Discuss a rangeof cleaning and washing products and what they are used for. You could includepersonal grooming products, products for washing clothes and household cleaningmaterials, to develop the learners’ understanding of the importance of usingappropriate 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.


Communication -Listen to and take part in discussions, explanations, role plays and presentations

Communication -Use non-verbal methods to express ideas and engage with the listener

Using ICT -Research, select, process and interpret information

Sequence, order, classify, make comparisons

Communication -Contribute comments, ask questions and respond to others’ points of view



What do people’s clothes say about them?

... explore, compare and contrast aspects of identity.

Talk together about clothes that different groups of people wear. Discuss personalidentity: how we often identify people by the types of clothes they wear, and how wecan use clothes to give us a sense of identity. Highlight the concept of schooluniform as a sign of belonging to the school. Focus on different clothes for: − boys;− girls;− babies; and− sporting activities.

Using the PowerPoint activity and pictures from magazines or the internet, ask thelearners to select, order and categorise clothes cards into appropriate groups, suchas:− clothes for boys;− clothes for girls;− sports clothes; and− uniforms.

PP: Whose Clothes Are They Anyway?

Using Resource 8, discuss how clothes identify other groups of people. Focusinitially on groups that the learners may be directly involved in and uniforms theymight wear, for example:− Scouts or Guides; − a Special Olympics club; − football clubs; and− Irish dancing costumes.

Resource 8: Clothes That Talk!

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Collect and sort pictures of sportspeople in team gear. Ask the following focused questions:− Why do they wear the same colour?− Why do teams need to have different strips?

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 identifyingjobs with the uniforms people wear. Using some of the pictures in Resource 8 asprompts, talk together about any jobs they can think of where the people wearuniforms. Alternatively, examine pictures of people in uniforms and discuss whateach 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.






You can make links to Drama by:Gathering a collection of uniforms for the learners to wear to act out a variety ofworkplace scenarios.

Further extension work on the wearing of uniforms at work could be to considersafety clothing used in the workplace, such as safety glasses, protective gloves orspecialist clothing, including hats and gloves to protect against germs and thespread of infection.

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

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Make predictions and examine evidence

Communication -Listen to and take part in discussions

Using ICT -Research and select information



What different types of clothes do people in other countries wear?

... recognise the importance of respecting differences and similarities between individuals and groups.

Highlight that clothing is very important within a community and is often how peoplesignal their identity in the world in which we live.

Introduce various items of clothing from different countries, for example a sari,kaftan and kimono, using photos and pictures from these websites:www.fotosearch.com/photos-images/cultural-ethnic-dress.html has a wide rangeof photographs of cultural dress.www.cbmphoto.co.uk has photos of Indian women’s costumes.www.japanesekimono.com gives information on Japanese clothing.

Allow your learners to investigate the origins of more types of clothing by completingthe interactive PowerPoint quiz.

PP: Who Wears What In The World?

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

Where appropriate, discuss other issues surrounding dress, for example wearingsymbols 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 andexamine their traditional dress and ask questions.




What different types of clothes do people in other countries wear?

... recognise the importance of respecting differences and similarities between individuals and groups.

Use Resource 10 or 11 and 12, as appropriate, to develop the theme with yourlearners. Ask them to match pictures of clothes to the country they are worn in,including (in Resource 11) items which symbolise the country, such as clogs fromthe Netherlands.

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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Order, classify and make comparisons

Communication -Communicate information, ideas, opinions and feelings

Using ICT -Research and select information



Do people wear different types of clothes on special occasions?

... locate, select and use relevant information.

Together discuss special occasions and the pomp and ceremony that go along withthem. Include, for example:− weddings;− confirmation;− formals;− anniversary dinners; and− funerals.

You could allow the learners to use internet search engines to investigate specificspecial occasions.

Using a collection of magazines, for example Hello, OK and Ulster Tatler, examinepictures of people attending special occasions. Discuss what they are wearing. Askyour learners to order and classify them into different occasions. • Acollectionofmagazines

Have the learners bring in clothes or photos of special occasions they have beeninvolved 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 givethe learners an opportunity to dress up for and participate in a special lunchor dinner, possibly arranging to go to a dress hire shop to hire outfits for the occasion.


Resources


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Picture Library Of Clothes (1 of 2) Resource 1

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Picture Library Of Clothes (2 of 2) Resource 1

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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


Clothes Questionnaire Resource 3

1.Whatclothesareyouwearingtoday?

2.Whochosetheseclothes?

3.Whydidyou/theychoosetheseclothes?

4.Isitcoldorwarmtoday?

5.Whatisyourfavouritecolour?

6.Whatisyourfavouriteoutfit?

7.Whousuallybuysyourclothes?

8.Whatclothesdoyouwearattheweekendoratyouthclub?

Answer the questions. Then talk together about your answers.


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Clothes Cards (1 of 4) Resource 4

t-shirt sports gear jeans

woolly jumper trainers shirt and tie

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vest combats cap

boots overalls cardigan

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dress football top hooded top

woolly hat scarf sandals

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sleeveless top raincoat shoes

gloves sunglasses shorts

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Weather Cards Resource 5

snowing raining sunny

windy cloudy hailstorm

stormy rainstorm frosty

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Packing For Holidays!

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.

Resource 6


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Clothing Symbols Resource 7

hand wash wash at 40 C do not iron do not washo

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


Clothes That Talk! Resource 8

This person is a

This person is a

This person is a

This person is a member of the

This person is

This person has

Word Bank

Scouts

studied hard

from Japan

referee

minister

horse-rider

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


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Matching Game (1 of 3) Resource 9

hat fireproof clothing hat, shirt and trousers

chef fireman police officer

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white coat white uniform overalls

doctor nurse mechanic


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wig hat football kit

judge postman footballer

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Clothes Around The World! (1 of 2) Resource 10

ThesepeoplearewearingtraditionalKIMONOS.TheyarefromJapan.CanyoufindJapanonthemap?UseanatlastofindoutwhereJapanisandcolouritinbelow.

Kimono

America

Africa

Europe Asia

Australia


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

ThesepeoplearewearingtraditionalSARIS.TheyarefromIndia.CanyoufindIndiaonthemap?UseanatlastofindoutwhereIndiaisandcolouritinbelow.

Sari

America

Africa

EuropeAsia

Australia


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


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.

Documents

Let’s Celebrate: Thematic Unit Clothes Conscious€¦ · 2 Let’s Celebrate Thematic Unit Clothes Conscious ... Resource 2: Clothes Words Provide a large box filled with a variety