Me in the World The Time of Our Lives

Key Stage 2 (SLD)

A CCEA Publication © 2010

The Time of The Time of Our LivesOur Lives

A practical resource to support The World Around Us (TWAU) Area of Learning in the Northern Ireland Curriculum

This Me in the World (The World Around Us) thematic unit for Key Stage 2 pupils with severe learning diffi culties (SLD) aims to provide teachers with support in beginning the planning, teaching and assessing of TWAU within the Northern Ireland Curriculum.

This resource comprises four sub-units:• All Dressed Up• Food for Thought• Where in the World• The Time of Our Lives.

It details suggested learning activities and methodologies which will assist teachers in developing children’s awareness of the world around them at this stage of their development.

It includes links to the Thinking Skills and Personal Capabilities framework and the Cross-Curricular Skills of Communication, Using Mathematics and Using ICT. The resource also connects to the other Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.

InterdependencePupils should be enabled to explore:• ‘me’ in the world;• how plants and animals rely on each other within the natural world;• interdependence of people and the environment;• the effect of people on the natural environment over time; and• interdependence of people, plants, animals and place.

PlacePupils should be enabled to explore:• how place infl uences plant and animal life;• ways in which living things depend on and adapt to their environment;• features of the immediate world and comparisons between places;• change over time in local places; and• positive and negative effects of people on places.

Movement and EnergyPupils should be enabled to explore:• sources of energy in the world;• how and why people and animals move; and• changes in movement and energy over time.

Change Over TimePupils should be enabled to explore:• ways in which change occurs in the natural world;• how people and places have changed over time; and• positive change and how we have a responsibility to make

an active contribution.

(The above statutory requirements are fromThe Northern Ireland Curriculum Primary: Key Stage 1.)

Writers Amy Gault, Sandleford School, ColeraineAlison Hasson, Sandleford School, ColeraineSara Liddell, Tor Bank School, DundonaldShanna Orr, Castle Tower School, BallymenaLorraine Thompson, Clifton School, BangorRuth Walker, Sperrinview School, Dungannon

Resource sheet in this booklet

Skills listed on a lime green background are Cross-Curricular Skills

Skills listed on a light green background are Thinking Skills and Personal Capabilities


Me in the WorldMe in the World

Curriculum ObjectiveTo develop the young person as a contributor to the economy and the environment

Key ExperiencesLearners will have opportunities to:• develop a sense of change over time;• compare changes over time; and• protect the environment by recycling.

Learning IntentionsLearners will begin to: • identify key events and activities in their day;• develop an understanding of key differences

between clothes from the past and clothes as they are now;

• understand how they have changed from baby to child;

• make links between celebrations, events and seasons and the clothes they wear; and

• understand why and how we can recycle items of clothing.

Progress in LearningI am beginning to:• know what happens in daily routines;• recognise clothes appropriate for a baby,

child or adult;• identify past and present clothes;• recognise clothing appropriate to events or

seasons; and• understand the benefi ts of recycling.

Success CriteriaLearners will begin to:• follow their schedules/timetables with

increasing levels of independence;• indicate clothing appropriate for different

age groups;• identify clothes from the past; • understand recycling by participating in a

recycling activity; and• celebrate their achievements.

Attitudes and Dispositions• Self-confi dence• Personal responsibility• Curiosity• Respect

Thinking Skills and Personal CapabilitiesSelf-Management

Me in the World The Time of Our Lives 1

What happens at school and when?

My Day at SchoolUse pictorial schedules and timetables with your whole class and with individual learners, choosing a format appropriate to their needs. You could use a ‘First/Then’ structure, familiarising your learners with the symbols and pictures in Resource 1 and showing them what is happening in school now and next.

Throughout the school day, use appropriate language related to the passing of time. Include words such as fi rst, then, next and after.

Allow the learners to take digital photographs of different activities that they engage in throughout their day. Use these to create a

PowerPoint titled ‘My Day’ or a visual timeline showing a typical day at school.

You could also have your learners sequence their photographs, symbols and/or drawings and stick them on an A3-sized copy of one of the blank school templates in Resource 2 (choosing whichever is more appropriate for your class).

For further information, examples and printable symbols and pictures, see:• www.teacch.com; and• www.do2learn.com

Me in the World The Time of Our Lives2

KEY QUESTION

You can make links to:• Language and Literacy by using time

related words in different contexts indicating a sequence or order;

• Mathematics and Numeracy by sequencing and ordering activities; and

• Personal Development and Mutual Understanding by giving the learners responsibility for managing activities within a time schedule and developing their self-confi dence as they learn to manage their time.

Cross-Curricular Skills:Using ICT – Create, develop and present information using digital media

Using Mathematics –Use mathematical knowledge

Thinking Skills and Personal Capabilities: Focus, sustain attention and persist with tasksLearn ways to manage own time

Resource 1:First/Then Cards and Sample Symbols

Resource 2:My Time at School

You will need:

3Me in the World The Time of Our Lives

How do the things we need change as we get older?

Clothes ChangeInvolve parents and carers in collecting photographs of your learners as babies, as infants and as they are now.

Use the photographs to reinforce the process of time. Order them in sequence, and ask focused questions such as:• Are the clothes we wear as babies big or

small?• Would we wear the same clothes now?

Develop the idea of how we need different things at different times in our lives, completing the matching activity in Resource 3 together.

Next, give your learners an opportunity to compare real items of clothing from two different stages of life: clothes that they wear now and babies’ clothes. Discuss the main differences. Cut the pictures in Resource 4 into cards and have the learners categorise the objects under the headings ‘Baby’ and ‘Child’. You can also encourage your learners to match, sort and sequence the pictures in Resource 5 for different age groups. To develop the theme, see Resource 6 for details on how to create a sorting activity using clothes hangers and some real clothes or objects.


KEY QUESTION

Cross-Curricular Skills:Communication – Contribute comments, ask questions and respond to others’ points of view

Using ICT – Carry out interactive activities using computer/smartboard

Thinking Skills and Personal Capabilities: Make predictions, examine evidenceListen actively and share opinions

Rice BabiesFollowing the steps in Resource 7, create rice babies together with clothes and features that represent your learners when they were babies. This activity could form part of a whole day based on the theme of celebrating when the learners were babies. You could provide opportunities for the learners to:• create birth certifi cates;• make and taste baby food;• ‘feed’ their babies using spoons and bottles;• play with their babies;• sing simple songs and lullabies; and• put their babies into a cot for a nap!

You can make links to:• Personal Development and Mutual

Understanding by exploring changes from baby to child; and

• Language and Literacy by encouraging role-play and fi nding verbal and non-verbal ways for your learners to communicate their thoughts and feelings. Encourage them to think about what they can do now that they couldn’t do as a baby.

You will need: Resource 3: Match the Things to the People

Resource 4: Baby or Child? Resource 5: Different Ages, Different Stages

Resource 6: Coat Hanger Matching Game Resource 7: Making a Rice Baby

• Clothes hanger and selection of clothes suitable for three distinct age groups

• Rice, scales, tights and materials to decorate ‘rice babies’


What did people wear a long time ago?

Then and NowEncourage your learners to bring in photographs of older family members when they were young. Alternatively, use your own family photographs, newspapers, books or the internet.

Gather a selection of two different types of photographs:• photographs that are clearly from a long

time ago (for example they might be in sepia tones, or the people might have old fashioned clothes and hairstyles); and

• photographs of people with current, fashionable clothes and hairstyles. In groups or on a one-to-one basis, encourage your learners to sort these photographs under the headings ‘Then’ and ‘Now’ from Resource 8.


KEY QUESTION

Cross-Curricular Skills:Communication – Listen to and take part in discussions

Thinking Skills and Personal Capabilities: Sequence, order, classify and make comparisons

Consider taking your learners to a local history venue where they could try on or view clothes, staff wear period costumes, or toys and fi gures are on display, for example a National Trust property such as Springhill or a museum. If possible, photograph your learners twice: fi rst wearing their own uniforms and then wearing clothes from the past. Use the photographs to create a class display with the headings ‘Now’ and ‘Then’.

You can make links to:• Language and Literacy by encouraging your

learners to role-play using clothes from the past; and

• Personal Development and Mutual Understanding by encouraging your learners to think about what daily life was like at the time in the past that you are visiting. Ask if they would like to have lived at that time.

You will need:• Photographs of people taken long ago (with only one or two people in each photograph)

Resource 8: Then and Now Signs


How do we use food when we celebrate?

Special TimesDiscuss with your learners special occasions when we eat special food to celebrate, such as birthdays. Ask what other occasions we celebrate (for example Christmas or Easter). Encourage children from other cultural backgrounds to tell the class about their special occasions, for example Eid al Fitr or Diwali.

Find out what foods your learners like to eat when they celebrate. Ask their parents/carers to share their family traditions, and give examples from your own experience.

You might fi nd some of the following links useful when exploring celebrations in other cultures:

• Stepping Out, in the Resources section of www.creni.org has stories of special times in other cultures. (Look for ‘Events’.)

• www.ngfl -cymru.org.uk/diwali_-_ks1 has interactive activities about Diwali for whiteboard and computer.

• You can purchase the ‘Refl ect a Story’ series of Big Books and jigsaws about Christmas, Diwali and Chinese New Year from TTS at www.tts-group.co.uk

KEY QUESTION


Let’s CelebrateAs you come to the end of the ‘Me in the World’ unit of work, suggest that the class celebrate with some special food. Depending on your learners’ suggestions, you could consider preparing the food in school; alternatively, you could ask if parents would be willing to provide some items, particularly if these might be from a culture that you are not familiar with. Tasting unfamiliar food provides opportunities for class discussion. Your celebration should provide opportunities for:• writing invitations;• preparing the menu;• shopping for food;• helping to cook the food;• decorating the room or table; and• dressing up.

You could use one of the two templates in Resource 9 as the basis for recording your group’s menu.

You can make links to:• Mathematics and Numeracy by estimating

and calculating the amount of food to be prepared and its cost;

• Language and Literacy by exploring books about celebrations in other countries, and by writing lists and menus;

• The Arts by dressing up in special clothes for the celebration and role play;

• Personal Development and Mutual Understanding by learning more about other cultures and their special occasions; and

• Religious Education by exploring special times for Christians and people of other world religions, especially when represented in your class.

Cross-Curricular Skills:Communication – Listen to and take part in discussion

Using Mathematics –Use mathematical knowledge

Thinking Skills and Personal Capabilities: Make new connections between ideas/information

You will need:• Pictures, decorations and music from a variety of celebrations

• Clothes from other cultures for role-play• DVDs of festivals (available from, for example, TTS educational catalogue)• Celebrations and Good Times (Years 3&4 Thematic Unit: CCEA (2009))

Resource 9: Celebration Menus


What do we wear when we celebrate events and festivals?

Hats GaloreGive each learner the opportunity to create a hat, crown or bonnet for a special occasion such as a birthday party or seasonal event. Create a template or headband using stampers, cut out shapes and other collage materials.

Collect a variety of different hats to play a hat matching game. Allow the learners to pull a hat out of a ‘mystery box’ and match it to a picture of a celebration, event or season from Resource 10. Make sure to refl ect learners’ individual cultures, experiences and interests. For example, if a learner has recently attended a wedding, you could include a fascinator or veil; if a learner has family in America, you could reference Thanksgiving. Follow up with the matching activity in Resource 11.

As a follow-on project, give an opportunity for the learners to take digital photographs of each other wearing a variety of hats and other seasonal items. Choose twelve of the photographs to represent the twelve

months of the year. For example, you might include woolly hats for the winter months, waterproof hats and raincoats with the hood up in autumn, baseball caps for spring and sunhats for summer. Then give the learners an opportunity to create their own calendars.


KEY QUESTION

You can make links to:• Mathematics and Numeracy by: – counting the seasons in a year and the

months in each season together; – ordering the months of the year; and – (if you make a calendar) making

reference to the number of days in a week and weeks in a month; and

• The Arts by allowing your learners to: – design a calendar together, working

on individual pages and producing the calendar as a group; and

– design hats, providing opportunities for them to experience a range of fabrics and accessories.

Cross-Curricular Skills:Communication – Contribute comments or use non-verbal methods to engage with the listener

Thinking Skills and Personal Capabilities: Value the unexpected or surprisingTake risks for learning

You will need:• A variety of hats and materials for making hats

Resource 10: Celebrations Cards

Resource 11: Match the Events to

the Hats


How can we celebrate what we’ve learned?

Old for NewAsk your learners to donate old clothes from home that you could recycle in class. First, collect a number of old fl eece jumpers to recycle into hats. If you need to buy additional materials, you might be able to purchase suitable clothing very cheaply from charity shops. Follow the steps below, illustrated in Resource 12, to make hats from old fl eece jumpers. Help your learners where necessary.• Cut a rectangular piece of fl eece

approximately 30cm × 38cm. • Fold the fl eece in half widthways.• Stitch along the short sides, about 2cm

from the edge. Start at the fold and end approximately 5cm from the bottom. (Learners could use fabric glue instead of needle and thread.)

• Cut narrow strips (1cm or less) from the bottom of the hat up to where the stitching ends.

• Fold the strips and secure them to the top of the hat to give a pom pom effect.

You could also encourage your learners to customise second hand hats by gluing on ribbons, sequins and bows.

Tie and DyeRevamp second hand T-shirts (white or any pale colour) by tie dyeing them in the colour of the learners’ choice. Twist them together tightly lengthwise, and secure them with string wound tightly from top to bottom. Soak the T-shirts in the dye, taking care to follow the instructions on the pack. Remove the T-shirts and allow them to dry. When they are completely dry, remove the string. Then admire the patterns!


KEY QUESTION

Material PictureMany grids and meshes are suitable for weaving. You could use fencing or fl exible trellis-type materials, or you could buy frames and meshes specifi cally for weaving (for example from the TTS catalogue at www.tts-group.co.uk).

Cut a variety of materials into strips to be woven through the frame. The learners could begin by sorting the materials by colour. If you weave through browns fi rst, followed by greens, then blues and fi nally greys, the fi nished product should look like earth, grass and sky.

Use this activity as a celebration of the work the learners have done in the unit, making links to the other booklets in the resource. For example, they could stick wool to sheep shapes (as in Food for Thought ) and attach them to the green part of the picture. You and your learners might also decide to depict particular weather conditions by adding a sun, raindrops or snowfl akes and attaching

appropriately dressed fi gures to the woven background (using what they learned about clothes in All Dressed Up). Finally, allow the learners to choose an appropriate, prominent place in the school (referring back to the places they visited in Where in the World ) to display their work for everyone to see.

You can make links to:• The Arts by having your learners

participate in a range of creative projects when making recycled hats and the material collage, giving them opportunities to explore a range of textures;

• Language and Literacy by leading discussions, making class books and displays, and using pictures and symbols to represent key events; and

• Mathematics and Numeracy by developing the learners’ skills in sorting, matching and sequencing.

Thinking Skills and Personal Capabilities: Select, classify and compareDevelop routines of turn-taking, sharing and co-operating

You will need:• Old fl eece garments• Needles and thread, or fabric glue

• A large grid or mesh for weaving• A variety of fabrics and art materials

Resource 12: Make Your Own Hat

Cross-Curricular Skills:Communication – Listen to and take part in discussions, explanations and role-plays


14 Me in the World The Time of Our Lives

Resource 1First/Then Cards and Sample Symbols(1 of 2)

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Resource 1First/Then Cards and Sample Symbols (2 of 2)

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Resource 2My Time at School (1 of 2)

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Resource 2My Time at School (2 of 2)

Monday Tuesday Wednesday Thursday Friday


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Draw lines between the pictures.


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school bag babygrow pram

school uniform rattle dummy

shoes shorts T-shirt

glasses cot bottle

bed glass bike

Sort the pictures into baby or child.


Resource 5Different Ages, Different Stages

babygrow suit

trousers and T-shirts school bag

coat and dress pram

walking stick school uniform

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Coat Hanger Matching Game Resource 6

Find some coat hangers, pegs, and a selection of clothes and other items that are suitable for three distinct age groups. Attach three pictures to individual clothes hangers: a baby, a pupil as your learners are now, and an adult or old person.

Use clothes pegs to attach the selection of clothes and other items to the correct hangers. You could introduce this activity with a small group of learners and use it as an independent play activity.

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Resource 7Making a Rice Baby

1. Ask parents/carers to provide information about their child’s date of birth and birth weight. You could also allow learners to prepare for their baby’s ‘arrival’ by bringing in some baby food, bottles and clothing if they have these at home.

2. Involve the learners in weighing out the correct amount of rice (or you could use sand) to represent their birth weight as a baby.

3. Transfer the rice into a cut off leg from a pair of fl esh coloured tights. Tie the end.

4. Give the learners an opportunity to add facial features using: • googly eyes; • paper cut outs or buttons to represent a mouth and nose; or • a suitably sized picture of themselves as a baby.

5. Provide a selection of clothes and accessories for the learners to choose from. Discuss what would fi t a baby, what would be suitable for a baby to use and what it would be safe to give to a baby. Parents may have some clothes from when the learners were babies that they could allow them to use.


Then and Now Signs Resource 8

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Resource 9Celebration Menus (1 of 2)

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Celebration Menus (2 of 2) Resource 9

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Resource 10Celebrations Cards

Easter Christmas

Wedding Birthday

Halloween Thanksgiving

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Match the Events to the Hats Resource 11

Easter witch’s hat

Halloween Easter bonnet

Birthday woolly hat

Winter party hat


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Which of the following go together?

Draw lines between the pictures.


Resource 12Make Your Own Hat

Key Stage 2 (SLD)

A CCEA Publication © 2010


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Me in the World The Time of Our Lives