Entry LevelLife SkillsScheme of WorkUnit 6: Representing MyselfThis is an exemplar scheme of work whichsupports the teaching and learning of theEntry Level Life Skills specification

2

Unit 6: Representing Myself

Learning Outcome 1: The learner will be able to make an opinion

known

Assessment Criteria. The learner can: Suggested Evidence

Entry Level 1

1.1 identify how to get someone’s attention to ask a question or request help;

1.2 identify two people who can help them at school or college;

1.3 demonstrate, with support, one way of giving an opinion in a given situation.

Photographic evidence Witness statement Completed worksheets Video/audio recording

of giving an opinion

Entry Level 2

1.1 identify two ways of getting someone’s attention to ask a question or request help;

1.2 identify two people who can help them in each area:a) at school or college;b) at home; andc) in the community;

1.3 identify a situation in which they may need to make their opinion know;

1.4 demonstrate, with some support, two ways of giving an opinion.

Photographic evidence Witness statement Completed worksheets Video/audio recording

of giving an opinion

Entry Level 3

1.1 demonstrate two ways of getting someone’s attention to ask questions;

1.2 identify two people who can help them and a method for requesting their help in each of the areas below:

a) at school or college;

Photographic evidence Witness statement Completed worksheets Video/audio recording

of giving an opinion

3

b) at home; andc) in the community;

1.3 identify two situations in which they may need to make their opinion known;

1.4 demonstrate three ways of giving an opinion.

Learning and Teaching Activities suggested for accessing Entry Level 1-3

Resources

Teacher demonstration of the different ways you can get someone’s attention.

Show pupils the video on correct and incorrect ways to get attention in the classroom.

Role play – pupils in pairs role play ways of getting someone’s attention to ask a question. Photograph the pupils taking part as evidence.

Use laminated cards to identify people who can help in school, at home and in the community.

Take pupils on a tour around school to identify all of the people who can help them e.g. classroom assistant, school nurse, office staff, and canteen staff. Pupils could photograph the staff members (with permission) and create a gallery to display in school.

Group work – each pupil to choose one of the ‘people who help’ cards and suggest a situation when they would need to ask for help.

At Entry Level 3 pupils pupils should identify people who can help and a method for requesting their help.

Use the PowerPoint to explain in simple terms what an opinion is. Provide the pupils with a range of statements and ask them to give

their opinion e.g. spiders are nice, maths is my favourite subject,

www.okeydokey.com.au/webfiles/ files/whattodotogetattention.pdfSimple pdf of appropriate ways to get attention, uses symbols and written word

https://vimeo.com/63399775 Video of hearing and language impaired pupils demonstrating the correct ways to get someone’s attention in a classroom setting

http://boystowntraining.org/ assets/AskingforHelpActivity.pdfAsking for help activity

www.tes.com/teaching-resource/ people-who-help-us-6104106Cards to cut out and laminate – people who help us

4

Manchester United are the best football team. Worksheet to complete – Resource 24 from CCEA thematic unit ‘Have

Your Say’, where pupils decide how various people are making their opinion known.

Discussion – show the PowerPoint on ‘Respecting different Opinions’ and discuss.

Worksheet to complete – pupils to select, from given material, situations when they may need to make their opinion known.

Role play – demonstrate ways of giving opinion.

www.tes.com/teaching-resource/ people-who-help-us-6035364PowerPoint – people who help us

www.primaryresources.co.uk/ english/powerpoints/fact_or_opinion.pptPowerPoint on fact or opinion

www.primaryresources.co.uk/ pshe/pshe.htmIn the section ‘Thinking About Others’, select the PowerPoint ‘Respecting Differing Opinions’

http://ccea.org.uk/sites/default/ files/docs/curriculum/area_of_learning/learning_life_work/thematic_unit-into_independance/ks3-sld-have_your_say.pdfResource 24 is a picture worksheet on ‘Making an Opinion Known’.

5

Learning Outcome 2:

The learner will develop an awareness of local

government and voting

Assessment Criteria. The learner can: Suggested Evidence

Entry Level 1

2.1 recognise the logo of a local council;

2.2 identify two areas of responsibility a local council has in its community;

2.3 give an example of how to cast a vote; and

2.4 participate with support in a class or school vote.

Screenshot of local council logo Completed worksheets Witness Statement Photographic Evidence

Entry Level 2

2.1 identify a local council and three of its areas of responsibility;

2.2 identify a local councillor;2.3 give two examples of how to cast a vote; and2.4 participate with some support in a class/school vote

and record the result.

Screenshot of local council logo Completed worksheets Witness Statement Photographic Evidence Results of class vote

Entry Level 3

2.1 identify a local council and four of its areas of responsibility;

2.2 give three examples of services a local council provides;

2.3 give three examples of how to cast a vote and match each example to an appropriate situation;

2.4 participate in a class/school vote and record the result;2.5 identify the steps needed to vote in a local election.

Screenshot of local council logo Completed worksheets Witness Statement Photographic Evidence Results of class vote Completed Worksheets – Resources

10,11,12 and 13 from CCEA thematic unit “Have Your Say”

6

7

Learning and Teaching Activities suggested for accessing Entry Level 1–3

Resources

Using the whiteboard, use the internet to research the local council for your area.

Invite a local councillor into school to talk to the class about their role and areas of responsibility.

If possible, take the class on a visit to the local council offices. Use the resources from CCEA thematic unit ‘Have Your Say’ to

identify the areas of responsibility of the local council and the services which it provides. (Resources 14, 15 and 16).

Group work – pupils to discuss and consider something which they would like their local council to consider as an area to develop in the future (Resource 17).

Show pupils the PowerPoint presentation on the voting process. Use the CCEA Resources to highlight the different ways to vote and

to consider which method of voting is suitable for a variety of voting situations. (Resources 5 and 6).

Using the provided ‘Voting Papers’ (Resources 7 and 8) pupils will vote for favourite free time activity and TV programme.

Set up a mock election in the class. Pupils could be split into groups/parties e.g. the arty party, the baking party, the sporty party. Each group designs a logo and a manifesto (e.g. the arty party will design and make new classroom displays, the baking party will make cakes on Fridays, the sporty party will organise sporting events etc.).Give each party time to present their manifesto to the rest of the class.Set up a voting booth in the classroom and for pupils to cast their votes.Count votes and announce the winning party.Activity can be developed to involve the whole school, or as part of a

CCEA Thematic Unit ‘Have Your Say’http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/learning_life_work/thematic_unit-into_independance/ks3-sld-have_your_say.pdf− Resources 15, 16, 17 and 18 to

cover Assessment Criteria 2.1 and 2.2

− Resources 5, 6, 7, 8, 9, 10, 11, 12 and 13 to cover Assessment Criteria 2.3, 2.4 and 2.5

Use this site to find your local council www.nidirect.gov.uk/articles/find-your-local-council

Logos for local councilswww.google.co.uk/search?q=local+council+logos+northern+ireland&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwiL2tbG2eDUAhVOEVAKHXisDcgQ7AkIRg&biw=1280&bih=894

In the ‘Citizenship’ section, select ‘Elections’ for a PowerPoint on the

8

special assembly.Activity can be developed as a cross curricular theme, involving art (designing a logo, voting cards), English (manifesto speeches), mathematics (counting votes).

At Entry Level 3 pupils are required to identify the steps needed to vote in a local election (Resources 10, 11, 12 and 13).

voting processwww.primaryresources.co.uk/pshe/pshe4.htm#citizenship

Example of a classroom poem which introduces the topic of ‘voting’, using naming a bear as a demonstration of casting a vote. (Entry Level 1) https://education.scholastic.co.uk/resources/361565

Citizenship resource for holding a class election and vote. (Entry Level 3)http://education.niassembly.gov.uk/racetostormont/assets/docs/Election_Day.pdf

Additional support resources for holding a class electionwww.parliament.uk/education/teaching-resources-lesson-plans/elections-and-voting-whiteboard/

Classroom resources for holding a mock electionwww.twinkl.co.uk/resource/t-c-254549-polling-station-general-election-2017-role-play-pack

9

10