learning for life and work
TRANSCRIPT
Learning for Life and WorkDelivery Materials for
CPD Units 1-3
OverviewThis document contains all the activity sheets you will need during delivery of the three CPD training units for Learning for Life and Work.
We recommend that you read the Learning for Life and Work Guidance Booklet,
included in your Curriculum Support and Implementation Box, before attempting
to deliver the training units. This will familiarise you with the content and help
to ensure a smoother, more informed delivery.
For each unit there is a PowerPoint presentation, and each presentation
includes a script (located in its Notes Pages) to help you deliver each unit’s
training. You can view the Notes Pages by opening the fi le, clicking ‘View’ on the
toolbar, and selecting ‘Notes Pages’. You can print the Notes Pages by opening
the fi le, clicking ‘File’ on the toolbar, selecting ‘Print’ and then selecting ‘Notes
Pages’ from the ‘Print What’ dropdown menu.
Please note that these are only suggested scripts, and you should feel free to
augment these to suit:
• your understanding of each topic;
• your particular delivery style; and
• your group’s/school’s particular needs.
Overleaf is a summary of each unit’s key messages and estimated delivery time.
Unit # Unit Title Key Messages Resources Needed for
Delivery
Unit 1 Rationale and
Overview
• LLW is a statutory Area of Learning in
the Revised Curriculum.
• It is comprised of four distinct strands.
• LLW contributes very directly to the
Revised Curriculum’s aim and
objectives.
CPD CD
‘The Big Picture’ (from
your curriculum box)
Post-It note pads
Flipcharts
•
•
•
•
Unit 2 Statutory
Minimum
Requirements
• Each strand of LLW must fulfi l a set of
Statements of Minimum Requirement.
• Each theme within each strand must
also fulfi l a set of Statements of
Minimum Requirement.
• All statutory statements are based on
detailed research and are designed to
ensure pupils develop the skills,
knowledge and understanding they
require to become responsible, active
and contributing members of society.
• CPD CD
• Unit 2 Activity Sheets
1-2 and Resource
Sheet 1
• Coloured stickers
Unit 3 The Learning
Environment
and
Methodologies
A positive learning environment is
crucial to delivery of Learning for Life
and Work.
Learning environments have changed
signifi cantly over the years.
Teachers can create a suitable learning
environment for LLW by following a few
key principles.
•
•
•
CPD CD
Unit 3 Activity Sheets
1-3 (note you will need
to copy Sheets 2 and 3
to card, making a set
for each group)
Flipcharts
•
•
•
Unit 1:Rationale and Overview
No Activity Sheetsneeded for Delivery of CPD
Unit 2:Statutory Minimum
Requirements
Activity Sheets 1-2and Resource Sheet 1
Uni
t 2: S
tatu
tory
Min
imum
Req
uire
men
tsA
cti
vity
Sh
ee
t 1
: S
tate
me
nts
of
Min
imu
m R
eq
uir
em
en
tA
rea
of
Le
arn
ing
: L
ea
rnin
g f
or
Lif
e a
nd
Wo
rk -
Pe
rso
na
l D
eve
lop
me
nt
Str
an
d
Th
e s
tatu
tory
re
qu
ire
me
nts
are
se
t o
ut
in b
old
un
de
r th
e K
ey
Co
nce
pts
an
d L
ea
rnin
g O
utc
om
es
. A
dd
itio
na
l g
uid
an
ce
ap
pe
ars
in
pla
in t
ext.
All
exa
mp
les a
re i
n i
tali
cs.
All
of
the
ill
ustr
ati
on
s
off
ere
d a
im t
o r
ela
te t
his
str
an
d t
o L
ife
an
d W
ork
co
nte
xts
.
Ke
y C
on
cep
t –
Se
lf-a
wa
ren
es
s
Exp
lori
ng
Se
lf-A
wa
ren
ess p
rovi
de
s o
pp
ort
un
itie
s t
o c
on
sid
er
the
im
po
rta
nce
of
se
lf-c
on
fi d
en
ce
an
d s
elf
-este
em
to
ph
ysic
al
an
d e
mo
tio
na
l/m
en
tal
he
alt
h t
hro
ug
ho
ut
life
.
Ke
y C
on
cep
t –
Pe
rso
na
l H
ea
lth
Exp
lori
ng
Pe
rso
na
l H
ea
lth
pro
vid
es o
pp
ort
un
itie
s t
o u
nd
ers
tan
d t
he
im
po
rta
nce
of
reco
gn
isin
g a
nd
ma
na
gin
g f
acto
rs t
ha
t m
ay
infl
ue
nce
ph
ysic
al
an
d e
mo
tio
na
l/
me
nta
l h
ea
lth
th
rou
gh
ou
t li
fe.
Ke
y C
on
cep
t –
Re
lati
on
sh
ips
Exp
lori
ng
Re
lati
on
sh
ips p
rovi
de
s o
pp
ort
un
itie
s t
o u
nd
ers
tan
d t
he
imp
ort
an
ce
of
form
ing
an
d m
ain
tain
ing
re
lati
on
sh
ips t
o p
hys
ica
l
an
d e
mo
tio
na
l/m
en
tal
he
alt
h t
hro
ug
ho
ut
life
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Ex
plo
re a
nd
ex
pre
ss
a s
en
se
of
se
lf,
for
exa
mp
le
tem
pe
ram
en
t, f
ee
lin
gs
an
d e
mo
tio
ns,
pe
rso
na
l re
spo
nsi
bil
ity,
pe
rso
na
l n
ee
ds,
asp
ira
tio
ns,
etc
.
Ex
plo
re p
ers
on
al
mo
rals
, va
lue
s a
nd
be
lie
fs,
for
exa
mp
le
the
ori
gin
of
pe
rso
na
l va
lue
s, d
eve
lop
ing
a m
ora
l fr
am
ew
ork
,
pe
rso
na
l in
teg
rity
, e
tc.
Inve
sti
ga
te t
he
in
fl u
en
ces
on
a y
ou
ng
pe
rso
n,
for
exa
mp
le
pe
er
pre
ssu
re,
me
dia
, so
cia
l a
nd
cu
ltu
ral
tre
nd
s, f
ea
rs,
an
xie
tie
s
an
d m
oti
vati
on
s, e
tc.
Ex
plo
re t
he
dif
fere
nt
wa
ys t
o d
eve
lop
se
lf-e
ste
em
, fo
r
exa
mp
le e
nh
an
ced
se
lf-a
wa
ren
ess
, se
nse
of
secu
rity
an
d s
elf
-
wo
rth
; se
ttin
g a
chie
vab
le t
arg
ets
; d
eve
lop
ing
re
sili
en
ce,
ne
w
inte
rest
s a
nd
sk
ills
; le
arn
ing
to
re
cog
nis
e a
chie
vem
en
t, e
tc.
De
velo
p s
kil
ls a
nd
str
ate
gie
s t
o i
mp
rove
ow
n l
ea
rnin
g,
for
exa
mp
le s
elf
ma
na
ge
me
nt,
tim
e m
an
ag
em
en
t, a
ttit
ud
es
an
d
mo
tiva
tio
n t
ow
ard
s le
arn
ing
, o
rga
nis
ati
on
an
d r
eco
gn
itio
n o
f o
wn
lea
rnin
g p
refe
ren
ces,
de
velo
pin
g a
mb
itio
ns
for
life
an
d w
ork
,
etc
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Ex
plo
re t
he
co
nce
pt
of
He
alt
h a
s t
he
de
velo
pm
en
t o
f a
wh
ole
pe
rso
n,
for
exa
mp
le d
efi
nin
g w
ha
t m
ak
es
up
a w
ho
le p
ers
on
, th
e n
ee
d t
o d
eve
lop
ph
ysic
al,
me
nta
l, s
oci
al,
mo
ral,
co
gn
itiv
e d
eve
lop
me
nt
etc
.
Inve
sti
ga
te t
he
in
fl u
en
ces
on
ph
ysic
al
an
d e
mo
tio
na
l /m
en
tal
pe
rso
na
l h
ea
lth
of,
fo
r e
xa
mp
le i
mm
un
isa
tio
n,
reg
ula
r p
hys
ica
l a
ctiv
ity,
pe
rso
na
l h
ygie
ne
, d
iet,
stre
ss,
ad
dic
tio
n,
life
/ w
ork
ba
lan
ce,
etc
.
De
velo
p u
nd
ers
tan
din
g a
bo
ut,
an
d s
tra
teg
ies
to
ma
na
ge
, th
e e
ffe
cts
of
ch
an
ge
on
bo
dy,
min
d a
nd
be
ha
vio
ur,
fo
r e
xa
mp
le p
ub
ert
y, b
od
y im
ag
e,
mo
od
sw
ing
s, e
tc.
Inve
sti
ga
te t
he
eff
ec
ts o
n t
he
bo
dy
of
leg
al
an
d i
lle
ga
l s
ub
sta
nce
s a
nd
th
e r
isk
s
an
d c
on
se
qu
en
ces
of
the
ir m
isu
se
, fo
r e
xa
mp
le e
ffe
cts
on
be
ha
vio
ur,
ph
ysic
al
an
d m
en
tal
he
alt
h,
life
an
d w
ork
ch
an
ge
s, e
tc.
De
velo
p p
reve
nta
tive
str
ate
gie
s i
n r
ela
tio
n t
o a
ccid
en
ts i
n t
he
ho
me
, s
ch
oo
l
an
d o
n t
he
ro
ad
, fo
r e
xa
mp
le s
afe
pra
ctic
es
in r
ela
tio
n t
o a
pp
lia
nce
s a
nd
eq
uip
me
nt,
ch
em
ica
ls,
ma
chin
ery
, ve
hic
les,
ro
ad
sa
fety
; k
no
win
g w
ha
t to
do
in t
he
eve
nt
of
cuts
, b
urn
s, fi
re
an
d e
me
rge
ncy
fi r
st a
id,
etc
.
De
velo
p s
tra
teg
ies
to
pro
mo
te p
ers
on
al
sa
fety
, fo
r e
xa
mp
le r
esp
on
din
g
ap
pro
pri
ate
ly t
o d
iffe
ren
t fo
rms
of
bu
llyi
ng
, a
bu
se,
ph
ysic
al
vio
len
ce;
de
velo
pin
g s
afe
pra
ctic
e in
re
lati
on
to
th
e in
tern
et,
ge
ttin
g h
om
e;
un
de
rsta
nd
ing
an
d m
an
ag
ing
ris
k,
the
pla
ce o
f ru
les
an
d b
ou
nd
ari
es,
etc
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Ex
plo
re t
he
qu
ali
tie
s o
f re
lati
on
sh
ips
in
clu
din
g f
rie
nd
sh
ip,
for
exa
mp
le c
on
dit
ion
s fo
r h
ea
lth
y re
lati
on
ship
s, t
ype
s o
f re
lati
on
ship
s,
he
alt
hy
bo
un
da
rie
s, g
en
de
r is
sue
s in
re
lati
on
ship
s, e
tc.
Ex
plo
re t
he
qu
ali
tie
s o
f a
lo
vin
g,
res
pe
ctf
ul
rela
tio
ns
hip
, fo
r
exa
mp
le h
ow
ch
oic
es
wit
hin
a r
ela
tio
nsh
ip a
ffe
ct b
oth
ph
ysic
al
an
d
em
oti
on
al
de
velo
pm
en
t, f
rie
nd
ship
s, e
tc.
De
velo
p c
op
ing
str
ate
gie
s t
o d
ea
l w
ith
ch
all
en
gin
g r
ela
tio
ns
hip
sce
na
rio
s,
for
exa
mp
le s
ibli
ng
riv
alr
y, c
ari
ng
fo
r re
lati
ves,
do
me
stic
vio
len
ce,
tee
na
ge
re
be
llio
n,
chil
d a
bu
se,
sexi
sm,
cha
ng
e in
fa
mily
circ
um
sta
nce
s, c
op
ing
wit
h r
eje
ctio
n,
lon
eli
ne
ss a
nd
loss
, e
tc.
De
velo
p s
tra
teg
ies
to
avo
id a
nd
re
so
lve
co
nfl
ict,
fo
r e
xa
mp
le
act
ive
lis
ten
ing
, a
sse
rtiv
en
ess
, n
eg
oti
ati
on
, m
ed
iati
on
, e
tc.
Ex
plo
re t
he
im
pli
ca
tio
ns
of
se
xu
al
ma
tura
tio
n,
for
exa
mp
le
sexu
al
he
alt
h,
fert
ilit
y, c
on
tra
cep
tio
n,
con
cep
tio
n,
tee
na
ge
pre
gn
an
cy,
chil
db
irth
, e
tc.
Ex
plo
re t
he
em
oti
on
al,
so
cia
l a
nd
mo
ral
imp
lic
ati
on
s o
f e
arl
y
se
xu
al
ac
tivi
ty,
for
exa
mp
le p
ers
on
al
valu
es,
att
itu
de
s a
nd
pe
rce
pti
on
s, t
he
La
w,
ST
Is,
the
imp
act
of
un
de
rag
e p
are
nti
ng
, e
tc.
Le
arn
ing
Ou
tco
me
s
Th
e l
ea
rnin
g o
utc
om
es
re
qu
ire
th
e d
em
on
str
ati
on
of
sk
ills
an
d a
pp
lic
ati
on
of
kn
ow
led
ge
an
d u
nd
ers
tan
din
g o
f P
D.
You
ng
pe
op
le s
ho
uld
be
ab
le t
o:
•d
eve
lop
an
aw
are
ne
ss
of
em
erg
en
cy
fi rs
t a
id p
roce
du
res
;
•re
se
arc
h a
nd
ma
na
ge
in
form
ati
on
eff
ec
tive
ly t
o i
nve
sti
ga
te P
D i
ss
ue
s,
usin
g M
ath
em
ati
cs a
nd
IC
T w
he
re a
pp
rop
ria
te;
•s
ho
w d
ee
pe
r u
nd
ers
tan
din
g b
y th
ink
ing
cri
tic
all
y a
nd
fl e
xib
ly,
so
lvin
g p
rob
lem
s a
nd
ma
kin
g i
nfo
rme
d d
ec
isio
ns
, u
sin
g M
ath
em
ati
cs a
nd
IC
T
w
he
re a
pp
rop
ria
te;
•d
em
on
str
ate
cre
ati
vity
an
d i
nit
iati
ve w
he
n d
eve
lop
ing
id
ea
s a
nd
fo
llo
win
g t
he
m t
hro
ug
h;
an
d
•w
ork
eff
ec
tive
ly w
ith
oth
ers
;
•d
em
on
str
ate
se
lf-m
an
ag
em
en
t b
y w
ork
ing
sys
tem
ica
lly,
pe
rsis
tin
g w
ith
ta
sk
s,
eva
lua
tin
g a
nd
im
pro
vin
g o
wn
pe
rfo
rma
nce
; a
nd
•co
mm
un
ica
te e
ffe
cti
vely
in
ora
l, v
isu
al,
wri
tte
n a
nd
IC
T f
orm
ats
, s
ho
win
g c
lea
r a
wa
ren
es
s o
f a
ud
ien
ce a
nd
pu
rpo
se
.
NB
Te
ach
ers
ma
y d
eve
lop
act
ivit
ies
tha
t co
mb
ine
ma
ny
of
the
sta
tuto
ry r
eq
uir
em
en
ts p
rovi
de
d t
ha
t, a
cro
ss t
he
Ke
y S
tag
e,
all
of
the
sta
tuto
ry a
spe
cts
hig
hli
gh
ted
in B
OL
D (
incl
ud
ing
ea
ch o
f th
e K
ey
Co
nce
pts
) a
re m
et.
Ke
y C
on
cep
t –
He
alt
hy
Ea
tin
g
Exp
lori
ng
He
alt
hy
Ea
tin
g p
rovi
de
s o
pp
ort
un
itie
s t
o d
eve
lop
un
de
rsta
nd
ing
re
qu
ire
d i
n t
he
ch
oic
e,
pla
nn
ing
, sto
rag
e,
pre
pa
rati
on
,
co
ok
ing
an
d s
erv
ing
of
foo
d.
Ke
y C
on
cep
t –
Ho
me
an
d F
am
ily
Lif
e
Exp
lori
ng
Ho
me
an
d F
am
ily
Lif
e p
rovi
de
s o
pp
ort
un
itie
s t
o
un
de
rsta
nd
th
e i
mp
ort
an
ce
of
the
fa
mil
y a
s a
ca
rin
g u
nit
.
Ke
y C
on
cep
t –
In
de
pe
nd
en
t L
ivin
g
Exp
lori
ng
In
de
pe
nd
en
t L
ivin
g p
rovi
de
s o
pp
ort
un
itie
s t
o u
nd
ers
tan
d
the
im
po
rta
nce
of
be
co
min
g d
isce
rnin
g c
on
su
me
rs a
nd
eff
ecti
ve
ma
na
ge
rs o
f re
so
urc
es.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
De
velo
p p
rac
tic
al
sk
ills
in
th
e s
afe
, h
ygie
nic
, h
ea
lth
y a
nd
cre
ati
ve
us
e o
f fo
od
s t
o p
lan
, p
rep
are
, co
ok
an
d s
erv
e a
ra
ng
e o
f m
ea
ls,
for
exa
mp
le c
rea
tive
use
of
ing
red
ien
ts,
coo
kin
g f
or
dif
fere
nt
cult
ure
s a
nd
occ
asi
on
s, e
tc.
De
velo
p t
he
pra
cti
ca
l s
kil
ls i
n t
he
sa
fe u
se
of
a r
an
ge
of
ute
ns
ils
an
d a
pp
lia
nce
s i
n t
he
pre
pa
rati
on
, co
ok
ing
an
d s
erv
ing
of
a v
ari
ety
of
dis
he
s,
for
exa
mp
le s
ele
ctin
g t
he
eq
uip
me
nt
ap
pro
pri
ate
to
th
e
task
, m
ak
ing
use
of
lab
ou
r sa
vin
g a
pp
lia
nce
s a
nd
ne
w t
ech
no
log
y in
th
e
kit
che
n,
etc
.
Inve
sti
ga
te t
he
im
pa
ct
of
sto
rag
e,
pre
pa
rati
on
an
d c
oo
kin
g o
n f
oo
d,
for
exa
mp
le n
utr
itio
na
l va
lue
, p
reve
nti
on
of
foo
d p
ois
on
ing
an
d s
po
ila
ge
,
etc
.
Ex
plo
re w
ays
to
ac
hie
ve a
he
alt
hy
die
t, f
or
exa
mp
le a
n u
nd
ers
tan
din
g
of
the
cu
rre
nt
die
tary
re
com
me
nd
ati
on
s a
nd
ho
w t
he
y ca
n b
e a
pp
lie
d t
o
foo
d c
ho
ice
an
d p
rep
ara
tio
n a
nd
die
t re
late
d d
iso
rde
rs a
s a
co
nse
qu
en
ce
of
po
or
foo
d c
ho
ice
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Ex
plo
re t
he
ro
les
an
d r
es
po
ns
ibil
itie
s o
f in
div
idu
als
wit
hin
a v
ari
ety
of
ho
me
an
d f
am
ily
str
uc
ture
s,
for
exa
mp
le s
ha
rin
g r
ole
s w
ith
in t
he
fam
ily,
role
re
vers
al,
etc
.
De
velo
p a
wa
ren
es
s o
f p
are
nti
ng
sk
ills
, fo
r e
xa
mp
le h
ow
pa
ren
ts/
care
rs c
an
nu
rtu
re p
hys
ica
l, in
tell
ect
ua
l, e
mo
tio
na
l, s
oci
al
an
d m
ora
l
de
velo
pm
en
t, e
tc.
Inve
sti
ga
te s
om
e o
f th
e c
ha
ng
ing
ne
ed
s o
f fa
mil
y m
em
be
rs a
t
dif
fere
nt
sta
ge
s o
f th
e l
ife
cyc
le,
for
exa
mp
le p
hys
ica
l (i
ncl
ud
ing
nu
trit
ion
al)
, in
tell
ect
ua
l, e
mo
tio
na
l a
nd
so
cia
l n
ee
ds,
etc
.
Ex
plo
re s
tra
teg
ies
to
ma
na
ge
fa
mil
y s
cen
ari
os
, fo
r e
xa
mp
le
ma
na
gin
g c
ha
ng
es
in f
am
ily c
ircu
mst
an
ces
such
as
sib
lin
g r
iva
lry,
cari
ng
fo
r re
lati
ves,
etc
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
De
velo
p a
ra
ng
e o
f s
kil
ls t
o p
rom
ote
in
de
pe
nd
en
ce t
hro
ug
h
pla
nn
ing
, m
an
ag
ing
an
d u
sin
g r
es
ou
rce
s,
for
exa
mp
le t
ask
an
d
tim
e m
an
ag
em
en
t, c
oo
kin
g f
or
an
d m
an
ag
ing
se
lf,
ma
na
gin
g m
on
ey,
etc
.
Inve
sti
ga
te a
ra
ng
e o
f fa
cto
rs t
ha
t in
fl u
en
ce c
on
su
me
r c
ho
ice
s
an
d d
ec
isio
ns
, fo
r e
xa
mp
le m
ed
ia a
nd
ad
vert
isin
g,
pe
er
pre
ssu
re,
eth
ica
l is
sue
s, v
alu
e f
or
mo
ne
y, m
eth
od
s o
f p
aym
en
t, im
pu
lse
/pla
nn
ed
pu
rch
ase
s, e
tc.
Inve
sti
ga
te c
on
su
me
r ri
gh
ts,
res
po
ns
ibil
itie
s a
nd
su
pp
ort
ava
ila
ble
in
a r
an
ge
of
sce
na
rio
s,
for
exa
mp
le m
ak
ing
use
of
rele
van
t le
gis
lati
on
an
d c
on
sum
er
org
an
isa
tio
ns,
co
mp
lain
ing
eff
ect
ive
ly,
etc
.
Le
arn
ing
Ou
tco
me
s
Th
e l
ea
rnin
g o
utc
om
es
re
qu
ire
th
e d
em
on
str
ati
on
of
sk
ills
an
d
ap
pli
ca
tio
n o
f k
no
wle
dg
e a
nd
un
de
rsta
nd
ing
of
Ho
me
Eco
no
mic
s.
You
ng
pe
op
le s
ho
uld
be
ab
le t
o:
•
de
mo
ns
tra
te s
kil
ls i
n t
he
sa
fe,
hyg
ien
ic,
he
alt
hy
an
d c
rea
tive
us
e o
f fo
od
;
•
res
ea
rch
an
d m
an
ag
e i
nfo
rma
tio
n e
ffe
cti
vely
to
in
ves
tig
ate
Ho
me
Eco
no
mic
s i
ss
ue
s,
usin
g M
ath
em
ati
cs a
nd
IC
T w
he
re a
pp
rop
ria
te;
•
sh
ow
de
ep
er
un
de
rsta
nd
ing
by
thin
kin
g c
riti
ca
lly
an
d fl
ex
ibly
, s
olv
ing
pro
ble
ms
an
d m
ak
ing
in
form
ed
de
cis
ion
s,
us
ing
Ma
the
ma
tic
s
an
d I
CT
wh
ere
ap
pro
pri
ate
;
•
de
mo
ns
tra
te c
rea
tivi
ty a
nd
in
itia
tive
wh
en
de
velo
pin
g i
de
as
an
d f
oll
ow
ing
th
em
th
rou
gh
;
•
wo
rk e
ffe
cti
vely
wit
h o
the
rs;
•
de
mo
ns
tra
te s
elf
-ma
na
ge
me
nt
by
wo
rkin
g s
yste
ma
tic
all
y, p
ers
isti
ng
wit
h t
as
ks
, e
valu
ati
ng
an
d i
mp
rovi
ng
ow
n p
erf
orm
an
ce;
an
d
•
com
mu
nic
ate
eff
ec
tive
ly i
n o
ral,
vis
ua
l, w
ritt
en
, m
ath
em
ati
ca
l a
nd
IC
T f
orm
ats
, s
ho
win
g c
lea
r a
wa
ren
es
s o
f a
ud
ien
ce a
nd
pu
rpo
se
.
Are
a o
f L
ea
rnin
g:
Le
arn
ing
fo
r L
ife
an
d W
ork
-H
om
e E
con
om
ics
Str
an
d
Th
e s
tatu
tory
re
qu
ire
me
nts
are
se
t o
ut
in b
old
un
de
r th
e K
ey
Co
nce
pts
an
d L
ea
rnin
g O
utc
om
es.
Ad
dit
ion
al
gu
ida
nce
ap
pe
ars
in
pla
in t
ext
. A
ll e
xam
ple
s a
re in
ita
lics.
All
of
the
ill
ustr
ati
on
s o
ffe
red
aim
to
re
late
th
is
str
an
d t
o L
ife
an
d W
ork
co
nte
xts.
NB
Te
ach
ers
ma
y d
eve
lop
act
ivit
ies
tha
t co
mb
ine
ma
ny
of
the
sta
tuto
ry r
eq
uir
em
en
ts p
rovi
de
d t
ha
t, a
cro
ss t
he
Ke
y S
tag
e,
all
of
the
sta
tuto
ry a
spe
cts
hig
hli
gh
ted
in B
OL
D (
incl
ud
ing
ea
ch o
f th
e K
ey
Co
nce
pts
) a
re m
et.
Are
a o
f L
ea
rnin
g:
Le
arn
ing
fo
r L
ife
an
d W
ork
- L
oc
al
an
d G
lob
al
Cit
ize
ns
hip
Str
an
d
Th
e s
tatu
tory
re
qu
ire
me
nts
are
se
t o
ut
in b
old
un
de
r th
e K
ey
Co
nce
pts
an
d L
ea
rnin
g O
utc
om
es.
Ad
dit
ion
al
gu
ida
nce
ap
pe
ars
in
pla
in t
ext
. A
ll e
xam
ple
s a
re in
ita
lics.
All
of
the
ill
ustr
ati
on
s o
ffe
red
aim
to
re
late
th
is
str
an
d t
o L
ife
an
d W
ork
co
nte
xts.
Ke
y C
on
cep
t –
Div
ers
ity
an
d I
nc
lus
ion
Exp
lori
ng
Div
ers
ity
an
d I
nclu
sio
n p
rovi
de
s
op
po
rtu
nit
ies t
o c
on
sid
er
the
ra
ng
e a
nd
exte
nt
of
div
ers
ity
in s
ocie
tie
s l
oca
lly
an
d
glo
ba
lly
an
d t
o i
de
nti
fy t
he
ch
all
en
ge
s a
nd
op
po
rtu
nit
ies t
ha
t d
ive
rsit
y a
nd
in
clu
sio
n
pre
se
nt
in l
oca
l, n
ati
on
al,
Eu
rop
ea
n a
nd
glo
ba
l co
nte
xts
.
Ke
y C
on
cep
t –
Hu
ma
n R
igh
ts a
nd
So
cia
l
Re
sp
on
sib
ilit
y
Exp
lori
ng
Hu
ma
n R
igh
ts a
nd
So
cia
l R
esp
on
sib
ilit
y
pro
vid
es o
pp
ort
un
itie
s t
o u
nd
ers
tan
d t
ha
t a
glo
ba
lly
acce
pte
d v
alu
es b
ase
exis
ts t
ha
t re
fl e
cts
the
rig
hts
, a
s o
utl
ine
d w
ith
in v
ari
ou
s i
nte
rna
tio
na
l
hu
ma
n r
igh
ts i
nstr
um
en
ts,
an
d r
esp
on
sib
ilit
ies o
f
ind
ivid
ua
ls a
nd
gro
up
s i
n d
em
ocra
tic s
ocie
ty.
Ke
y C
on
cep
t –
Eq
ua
lity
an
d S
oc
ial
Ju
sti
ce
Exp
lori
ng
Eq
ua
lity
an
d S
ocia
l J
usti
ce
pro
vid
es
op
po
rtu
nit
ies t
o u
nd
ers
tan
d t
ha
t so
cie
ty n
ee
ds t
o
sa
feg
ua
rd i
nd
ivid
ua
l a
nd
co
lle
cti
ve r
igh
ts t
o t
ry a
nd
en
su
re t
ha
t e
very
on
e i
s t
rea
ted
fa
irly
.
Ke
y C
on
ce
pt
– D
em
ocra
cy
an
d A
cti
ve P
art
icip
ati
on
Exp
lori
ng
De
mo
cra
cy
an
d A
cti
ve P
art
icip
ati
on
pro
vid
es o
pp
ort
un
itie
s f
or
you
ng
pe
op
le t
o
un
de
rsta
nd
ho
w t
o p
art
icip
ate
in
an
d t
o i
nfl
ue
nce
de
mo
cra
tic p
roce
sse
s a
nd
to
be
aw
are
of
so
me
ke
y
de
mo
cra
tic i
nsti
tuti
on
s a
nd
th
eir
ro
le i
n p
rom
oti
ng
inclu
sio
n,
justi
ce
an
d d
em
ocra
cy.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Inve
sti
ga
te f
ac
tors
in
clu
din
g r
eli
gio
us
an
d
po
liti
ca
l th
at
infl
ue
nce
in
div
idu
al
an
d g
rou
p
ide
nti
ty,
for
exa
mp
le a
ge
, g
en
de
r, y
ou
th
cult
ure
, e
thn
icit
y, c
om
mu
nit
y b
ack
gro
un
d,
mu
ltip
le id
en
tity
, ch
an
gin
g id
en
titi
es,
etc
.
Inve
sti
ga
te w
ays
in
wh
ich
in
div
idu
als
an
d
gro
up
s e
xp
res
s t
he
ir i
de
nti
ty,
for
exa
mp
le
dre
ss c
od
e,
lan
gu
ag
e,
mu
sica
l a
nd
sp
ort
ing
tra
dit
ion
s, r
eli
gio
us
an
d p
oli
tica
l o
pin
ion
,
be
lie
fs,
etc
.
Inve
sti
ga
te h
ow
an
d w
hy
con
fl ic
t, i
nc
lud
ing
pre
jud
ice
, s
tere
oty
pin
g,
se
cta
ria
nis
m
an
d r
ac
ism
ma
y a
ris
e i
n t
he
co
mm
un
ity.
Inve
sti
ga
te w
ays
of
ma
na
gin
g c
on
fl ic
t
an
d p
rom
oti
ng
co
mm
un
ity
rela
tio
ns
,
reco
nc
ilia
tio
n.
Inve
sti
ga
te t
he
op
po
rtu
nit
ies
ari
sin
g f
rom
div
ers
ity
an
d m
ult
icu
ltu
rali
sm
an
d p
os
sib
le
wa
ys o
f p
rom
oti
ng
in
clu
sio
n,
for
exa
mp
le
com
mu
nit
y re
lati
on
s w
ork
, sh
are
d f
est
iva
ls
an
d s
po
rtin
g e
ven
ts,
inte
gra
ted
ed
uca
tio
n,
etc
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Inve
sti
ga
te w
hy
it i
s i
mp
ort
an
t to
up
ho
ld h
um
an
rig
hts
sta
nd
ard
s i
n m
od
ern
de
mo
cra
tic
so
cie
tie
s,
inc
lud
ing
me
eti
ng
ba
sic
ne
ed
s,
pro
tec
tin
g
ind
ivid
ua
ls a
nd
gro
up
s o
f p
eo
ple
.
Inve
sti
ga
te k
ey
hu
ma
n r
igh
ts p
rin
cip
les
as
ou
tlin
ed
in
, fo
r e
xa
mp
le T
he
Un
ive
rsa
l D
ecl
ara
tio
n
of
Hu
ma
n R
igh
ts (
UD
HR
), T
he
Eu
rop
ea
n C
on
ven
tio
n
of
Hu
ma
n R
igh
ts (
EC
HR
) a
nd
Th
e U
nit
ed
Na
tio
ns
Co
nve
nti
on
s o
f th
e R
igh
ts o
f C
hil
dre
n (
UN
CR
C)
as
a
valu
e b
ase
.
Inve
sti
ga
te w
hy
dif
fere
nt
rig
hts
mu
st
be
lim
ite
d
or
ba
lan
ced
in
ou
r s
oc
iety
, fo
r e
xa
mp
le in
div
idu
al
rig
hts
v g
rou
p r
igh
ts,
fre
ed
om
of
exp
ress
ion
,
mo
vem
en
t, m
od
e o
f p
rote
st,
etc
.
Inve
sti
ga
te l
oc
al
an
d g
lob
al
sce
na
rio
s w
he
re
hu
ma
n r
igh
ts h
ave
be
en
se
rio
us
ly i
nfr
ing
ed
,
for
exa
mp
le c
hil
d l
ab
ou
r, p
riso
ne
rs o
f co
nsc
ien
ce,
inst
an
ces
wh
ere
th
e a
ctio
ns
of
the
sta
te h
ave
be
en
qu
est
ion
ed
an
d c
ha
lle
ng
ed
, e
tc.
Inve
sti
ga
te t
he
pri
nc
iple
s o
f s
oc
ial
res
po
ns
ibil
ity
an
d t
he
ro
le o
f in
div
idu
als
, s
oc
iety
an
d
go
vern
me
nt
in p
rom
oti
ng
th
es
e,
for
exa
mp
le i
n
rela
tio
n t
o a
dd
ress
ing
th
e is
sue
s ra
ise
d a
cro
ss t
he
ke
y co
nce
pts
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Ex
plo
re h
ow
in
eq
ua
liti
es
ca
n a
ris
e i
n s
oc
iety
inc
lud
ing
ho
w a
nd
wh
y s
om
e p
eo
ple
ma
y e
xp
eri
en
ce
ine
qu
ali
ty o
r d
isc
rim
ina
tio
n o
n t
he
ba
sis
of
the
ir
gro
up
id
en
tity
, fo
r e
xa
mp
le g
rou
ps
na
me
d in
Se
ctio
n
75
, T
he
No
rth
ern
Ire
lan
d A
ct 1
99
8.
Inve
sti
ga
te h
ow
an
d w
hy
so
me
pe
op
le m
ay
ex
pe
rie
nce
in
eq
ua
lity
/so
cia
l e
xc
lus
ion
on
th
e b
as
is
of
the
ir m
ate
ria
l c
irc
um
sta
nce
s i
n l
oc
al
an
d g
lob
al
con
tex
ts,
for
exa
mp
le a
bso
lute
an
d r
ela
tive
po
vert
y,
ho
me
less
ne
ss,
the
exp
eri
en
ce o
f re
fug
ee
s a
nd
asy
lum
see
ke
rs,
etc
.
Ex
plo
re t
he
wo
rk o
f in
ter-
go
vern
me
nta
l,
go
vern
me
nta
l a
nd
no
n g
ove
rnm
en
tal
org
an
isa
tio
ns
(NG
O)
wh
ich
aim
to
pro
mo
te e
qu
ali
ty a
nd
so
cia
l
jus
tice
, fo
r e
xa
mp
le t
he
wo
rk o
f th
e U
nit
ed
Na
tio
ns,
the
Eq
ua
lity
Co
mm
issi
on
fo
r N
. Ir
ela
nd
, lo
cal
an
d g
lob
al
de
velo
pm
en
t a
ge
nci
es,
etc
.
You
ng
pe
op
le s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Inve
sti
ga
te t
he
ba
sic
ch
ara
cte
ris
tic
s o
f d
em
oc
rac
y,
for
exa
mp
le p
art
icip
ati
on
, th
e r
ule
of
law
, p
rom
oti
on
of
eq
ua
lity
an
d h
um
an
rig
hts
, e
tc.
Inve
sti
ga
te v
ari
ou
s w
ays
to
pa
rtic
ipa
te i
n s
ch
oo
l a
nd
so
cie
ty,
for
exa
mp
le s
cho
ol
cou
nci
ls,
pe
er
me
dia
tio
n,
mo
ck e
lect
ion
s, v
olu
nte
eri
ng
, co
mm
un
ity
act
ion
/
invo
lve
me
nt,
lob
byi
ng
an
d c
am
pa
ign
ing
th
rou
gh
NG
Os,
loca
l co
un
cill
ors
, M
LA
or
ME
P,
etc
.
Inve
sti
ga
te w
hy
rule
s a
nd
la
ws
are
ne
ed
ed
, h
ow
th
ey
are
en
forc
ed
an
d h
ow
bre
ac
he
s o
f th
e l
aw
aff
ec
t
the
co
mm
un
ity,
fo
r e
xa
mp
le s
cho
ol
rule
s, c
lass
roo
m
cha
rte
r, a
ge
re
late
d l
aw
, th
e y
ou
ng
pe
rso
n in
th
e
crim
ina
l ju
stic
e s
yste
m,
etc
.
Inve
sti
ga
te a
n i
ss
ue
fro
m a
ra
ng
e o
f vi
ew
po
ints
an
d
su
gg
es
t a
cti
on
th
at
mig
ht
be
ta
ke
n t
o i
mp
rove
or
res
olv
e t
he
sit
ua
tio
n,
for
exa
mp
le h
ow
to
imp
rove
loca
l
you
th s
erv
ice
s; e
nh
an
ce a
n e
xist
ing
pla
y a
rea
; d
esi
gn
a c
om
mu
nit
y g
ard
en
, d
rop
in c
en
tre
or
mu
lti-
cult
ura
l
mu
ral/
eve
nt;
en
viro
nm
en
tal
act
ivit
ies;
invo
lve
me
nt
in
cam
pa
ign
s o
n g
lob
al
issu
es
such
as:
Ed
uca
tio
n f
or
All
,
Fa
ir T
rad
e,
etc
.
Le
arn
ing
Ou
tco
me
s
Th
e L
ea
rnin
g o
utc
om
es
re
qu
ire
th
e
de
mo
ns
tra
tio
n o
f s
kil
ls a
nd
ap
pli
ca
tio
n o
f
kn
ow
led
ge
an
d u
nd
ers
tan
din
g o
f L
oc
al
an
d
Glo
ba
l C
itiz
en
sh
ip.
You
ng
pe
op
le s
ho
uld
be
ab
le t
o:
•
res
ea
rch
an
d m
an
ag
e i
nfo
rma
tio
n e
ffe
cti
vely
to
in
ves
tig
ate
Cit
ize
ns
hip
is
su
es
, u
sin
g M
ath
em
ati
cs a
nd
IC
T w
he
re a
pp
rop
ria
te;
•
sh
ow
de
ep
er
un
de
rsta
nd
ing
by
thin
kin
g c
riti
ca
lly
an
d fl
ex
ibly
, e
xp
lori
ng
pro
ble
ms
an
d m
ak
ing
in
form
ed
de
cis
ion
s,
usin
g M
ath
em
ati
cs a
nd
IC
T w
he
re
ap
pro
pri
ate
;
•
de
mo
ns
tra
te c
rea
tivi
ty a
nd
in
itia
tive
wh
en
de
velo
pin
g i
de
as
an
d f
oll
ow
ing
th
em
th
rou
gh
;
•
wo
rk e
ffe
cti
vely
wit
h o
the
rs;
•
de
mo
ns
tra
te s
elf
-ma
na
ge
me
nt
by
wo
rkin
g s
yste
ma
tic
all
y, p
ers
isti
ng
wit
h t
as
ks
, e
valu
ati
ng
an
d i
mp
rovi
ng
ow
n p
erf
orm
an
ce;
an
d
•
com
mu
nic
ate
eff
ec
tive
ly i
n o
ral,
vis
ua
l, w
ritt
en
, m
ath
em
ati
ca
l a
nd
IC
T f
orm
ats
, s
ho
win
g c
lea
r a
wa
ren
es
s o
f a
ud
ien
ce a
nd
pu
rpo
se
.
NB
Te
ach
ers
ma
y d
eve
lop
act
ivit
ies
tha
t co
mb
ine
ma
ny
of
the
sta
tuto
ry r
eq
uir
em
en
ts p
rovi
de
d t
ha
t, a
cro
ss t
he
Ke
y S
tag
e,
all
of
the
sta
tuto
ry a
spe
cts
hig
hli
gh
ted
in B
OL
D (
incl
ud
ing
ea
ch o
f th
e K
ey
Co
nce
pts
) a
re m
et.
Ke
y C
on
cep
t –
Wo
rk i
n t
he
Lo
ca
l a
nd
Glo
ba
l E
con
om
y
Exp
lori
ng
Wo
rk i
n t
he
Lo
ca
l a
nd
Glo
ba
l E
co
no
my
all
ow
s y
ou
ng
pe
op
le
op
po
rtu
nit
ies t
o i
nve
sti
ga
te t
he
im
pa
ct
of
the
glo
ba
l m
ark
et
on
No
rth
ern
Ire
lan
d a
nd
to
re
fl e
ct
on
th
e i
mp
lica
tio
ns f
or
the
ir p
ers
on
al
ca
ree
r p
lan
nin
g.
Ke
y C
on
cep
t –
Ca
ree
r M
an
ag
em
en
t
Exp
lori
ng
Ca
ree
r M
an
ag
em
en
t p
rovi
de
s o
pp
ort
un
itie
s f
or
you
ng
pe
op
le t
o
inve
sti
ga
te t
he
ch
an
gin
g c
on
ce
pt
of
ca
ree
r, w
hic
h i
s m
ovi
ng
aw
ay
fro
m t
he
lik
eli
ho
od
of
a j
ob
fo
r li
fe t
o t
he
exp
ecta
tio
n t
ha
t in
div
idu
als
wil
l e
xp
eri
en
ce
se
vera
l ca
ree
r ch
an
ge
s a
nd
th
is w
ill
invo
lve
lif
elo
ng
le
arn
ing
, u
pd
ati
ng
kn
ow
led
ge
an
d s
kil
ls,
se
lf-
ma
rke
tin
g a
nd
eff
ecti
ve p
ers
on
al
ca
ree
r
pla
nn
ing
.
En
terp
ris
e a
nd
En
tre
pre
ne
urs
hip
Exp
lori
ng
En
terp
rise
an
d E
ntr
ep
ren
eu
rsh
ip p
rovi
de
s
op
po
rtu
nit
ies f
or
you
ng
pe
op
le t
o i
nve
sti
ga
te t
he
ne
ed
for
cre
ati
vity
an
d e
nte
rpri
se
, w
he
the
r a
s a
n e
mp
loye
r
or
em
plo
yee
, a
nd
to
id
en
tify
an
d p
racti
se
so
me
of
the
sk
ills
an
d d
eve
lop
th
e a
ttri
bu
tes a
sso
cia
ted
wit
h b
ein
g
en
terp
risin
g.
Pu
pil
s s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
De
sc
rib
e d
iffe
ren
t ty
pe
s o
f w
ork
an
d i
nve
sti
ga
te t
he
ra
ng
e o
f e
mp
loym
en
t in
the
lo
ca
l a
rea
, in
clu
din
g a
ny
ch
an
ge
s i
n e
mp
loym
en
t tr
en
ds
, ta
kin
g a
cco
un
t
of
the
im
pli
ca
tio
ns
fo
r c
are
er
pla
nn
ing
, fo
r e
xa
mp
le f
ind
ing
ou
t a
bo
ut
the
ma
in o
ccu
pa
tio
na
l se
cto
rs in
No
rth
ern
Ire
lan
d a
nd
ho
w t
he
se c
ha
ng
e o
ver
tim
e.
Inve
sti
ga
te t
he
lo
ca
l im
pa
ct
of
the
glo
ba
l m
ark
et,
fo
r e
xa
mp
le e
xplo
re t
he
rea
son
s fo
r a
nd
be
ne
fi ts
of
wo
rke
rs w
ho
ha
ve c
om
e f
rom
oth
er
Eu
rop
ea
n s
tate
s
an
d b
eyo
nd
.
Inve
sti
ga
te h
ow
te
ch
no
log
y is
aff
ec
tin
g l
ife
an
d w
ork
, fo
r e
xa
mp
le e
xam
ine
som
e o
f th
e p
ros
an
d c
on
s o
f te
chn
olo
gy
in t
he
wo
rkp
lace
an
d h
ow
th
is c
an
aff
ect
wo
rk/l
ife
ba
lan
ce.
Inve
sti
ga
te h
ow
an
em
plo
yer
mig
ht
de
al
wit
h i
ss
ue
s a
ffe
cti
ng
wo
rk,
for
exa
mp
le e
xam
ine
wh
y is
he
alt
h a
nd
sa
fety
so
imp
ort
an
t in
wo
rk.
Inve
sti
ga
te h
ow
en
viro
nm
en
tal
con
sid
era
tio
ns
are
aff
ec
tin
g w
ork
an
d w
ork
pra
cti
ces
, fo
r e
xa
mp
le c
on
sid
er
wh
at
the
co
nse
qu
en
ces
to t
he
eco
no
my
are
if
org
an
isa
tio
ns
do
no
t su
pp
ort
en
viro
nm
en
tal
pri
ori
tie
s.
Inve
sti
ga
te h
ow
wo
rk o
rga
nis
ati
on
s c
on
trib
ute
to
th
e c
om
mu
nit
y, f
or
exa
mp
le e
xam
ine
th
e im
pa
ct t
ha
t p
osi
tive
co
ntr
ibu
tio
ns
ha
ve o
n a
co
mm
un
ity.
Pu
pil
s s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
As
se
ss
pe
rso
na
l s
kil
ls a
nd
ac
hie
vem
en
ts t
o d
ate
; id
en
tify
are
as
of
inte
res
t
an
d s
et
targ
ets
fo
r s
elf
-im
pro
vem
en
t, f
or
exa
mp
le c
on
sid
er
the
imp
act
th
at
sub
ject
ch
oic
es
an
d p
ers
on
al
inte
rest
s h
ave
on
fu
ture
ca
ree
r o
pti
on
s.
Ex
plo
re t
he
ch
an
gin
g c
on
cep
t o
f c
are
er,
fo
r e
xa
mp
le fi
nd
ou
t a
bo
ut
the
ran
ge
of
job
s so
me
pe
op
le h
ave
ha
d a
nd
co
nsi
de
r th
e im
po
rta
nce
of
de
velo
pin
g
tra
nsf
era
ble
sk
ills
fo
r fu
ture
ca
ree
r o
pp
ort
un
itie
s.
En
ga
ge
in
th
e p
ers
on
al
ca
ree
r p
lan
nin
g p
roce
ss
to
in
ves
tig
ate
an
d r
ea
ch
de
cis
ion
s a
bo
ut
po
st-
14
op
tio
ns
, re
cog
nis
ing
th
at
att
itu
de
s t
o w
ork
wil
l
ch
an
ge
ove
r ti
me
an
d a
re i
nfl
ue
nce
d b
y fa
mil
y a
nd
co
mm
un
ity
valu
es
, fo
r
exa
mp
le c
on
sid
er
som
e o
f th
e r
ea
son
s w
hy
pe
op
le w
ork
an
d t
he
imp
ort
an
ce o
f
fulfi
lli
ng
wo
rk.
Pra
cti
se
pre
se
nta
tio
na
l a
nd
se
lf-m
ark
eti
ng
sk
ills
, fo
r e
xa
mp
le fi
nd
ou
t
ab
ou
t th
e q
ua
liti
es
em
plo
yers
loo
k f
or
in p
ote
nti
al
em
plo
yee
s.
Inve
sti
ga
te a
va
rie
ty o
f b
oth
fa
mil
iar
an
d u
nfa
mil
iar
job
s,
for
exa
mp
le
exp
lore
ca
ree
r o
pp
ort
un
itie
s w
ith
in v
ari
ou
s e
mp
loym
en
t se
cto
rs.
Acc
es
s g
uid
an
ce (
on
ca
ree
r m
an
ag
em
en
t),
for
exa
mp
le e
xplo
re d
iffe
ren
t
pa
thw
ays
to
a r
an
ge
of
care
ers
.
Pu
pil
s s
ho
uld
ha
ve o
pp
ort
un
itie
s t
o:
Ide
nti
fy a
nd
pra
cti
se
th
e s
kil
ls a
nd
att
rib
ute
s w
hic
h m
ak
e
on
e e
nte
rpri
sin
g,
for
exa
mp
le fi
nd
ou
t h
ow
va
rio
us
pe
op
le
are
en
terp
risi
ng
in t
he
ir w
ork
.
Un
de
rsta
nd
th
e i
mp
ort
an
ce o
f in
no
vati
on
an
d d
eve
lop
str
ate
gie
s t
o p
rom
ote
an
en
tre
pre
ne
uri
al
sp
irit
,
con
sid
eri
ng
po
ss
ible
im
pli
ca
tio
ns
fo
r c
are
er
pla
nn
ing
, fo
r
exa
mp
le e
xplo
re f
am
ilia
r p
eo
ple
wh
o h
ave
ha
d g
oo
d id
ea
s
an
d d
eve
lop
str
ate
gie
s fo
r g
en
era
tin
g a
nd
bu
ild
ing
up
on
ide
as.
Fin
d o
ut
wh
at
ma
ke
s a
n e
ntr
ep
ren
eu
r a
nd
de
velo
p a
n
aw
are
ne
ss
of
the
ch
all
en
ge
s a
nd
be
ne
fi ts
of
bu
ild
ing
you
r o
wn
bu
sin
es
s,
for
exa
mp
le fi
nd
ou
t a
bo
ut
som
e o
f th
e
fact
ors
th
at
ha
ve e
nco
ura
ge
d e
ntr
ep
ren
eu
rs t
o r
ea
lise
th
eir
ide
as.
Ex
plo
re t
he
ra
ng
e o
f s
ma
ll b
us
ine
ss
es
in
th
e l
ife
of
the
com
mu
nit
y a
nd
co
ns
ide
r p
os
sib
le i
mp
lic
ati
on
s f
or
ca
ree
r
pla
nn
ing
, fo
r e
xa
mp
le e
xam
ine
th
e im
po
rta
nce
of
sma
ll
bu
sin
ess
es
in a
n e
con
om
y.
Le
arn
ing
Ou
tco
me
s
Th
e l
ea
rnin
g o
utc
om
es
re
qu
ire
th
e d
em
on
str
ati
on
of
sk
ills
an
d a
pp
lic
ati
on
of
kn
ow
led
ge
an
d u
nd
ers
tan
din
g o
f E
mp
loya
bil
ity.
Pu
pil
s s
ho
uld
be
ab
le t
o:
•
res
ea
rch
an
d m
an
ag
e i
nfo
rma
tio
n e
ffe
cti
vely
to
in
ves
tig
ate
em
plo
yab
ilit
y is
su
es
, u
sin
g M
ath
em
ati
cs a
nd
IC
T w
he
re a
pp
rop
ria
te;
•
sh
ow
de
ep
er
un
de
rsta
nd
ing
by
thin
kin
g c
riti
ca
lly
an
d fl
ex
ibly
, s
olv
ing
pro
ble
ms
an
d m
ak
ing
in
form
ed
de
cis
ion
s,
usin
g M
ath
em
ati
cs
an
d I
CT
wh
ere
ap
pro
pri
ate
;
•
de
mo
ns
tra
te e
nte
rpri
se
, c
rea
tivi
ty a
nd
in
itia
tive
wh
en
de
velo
pin
g i
de
as
an
d f
oll
ow
ing
th
em
th
rou
gh
;
•
wo
rk e
ffe
cti
vely
wit
h o
the
rs;
•
de
mo
ns
tra
te s
elf
-ma
na
ge
me
nt
by
wo
rkin
g s
yste
ma
tic
all
y, p
ers
isti
ng
wit
h t
as
ks
, e
valu
ati
ng
an
d i
mp
rovi
ng
ow
n l
ea
rnin
g a
nd
pe
rfo
rma
nce
; a
nd
•
com
mu
nic
ate
eff
ec
tive
ly i
n o
ral,
vis
ua
l, w
ritt
en
, m
ath
em
ati
ca
l a
nd
IC
T f
orm
ats
, s
ho
win
g c
lea
r a
wa
ren
es
s o
f a
ud
ien
ce a
nd
pu
rpo
se
.
Are
a o
f L
ea
rnin
g:
Le
arn
ing
fo
r L
ife
an
d W
ork
- E
du
ca
tio
n f
or
Em
plo
yab
ilit
y S
tra
nd
Th
e s
tatu
tory
re
qu
ire
me
nts
are
se
t o
ut
in b
old
un
de
r th
e K
ey
Co
nce
pts
an
d L
ea
rnin
g O
utc
om
es.
Ad
dit
ion
al
gu
ida
nce
ap
pe
ars
in
pla
in t
ext
. A
ll e
xam
ple
s a
re in
ita
lics.
All
of
the
ill
ustr
ati
on
s o
ffe
red
aim
to
re
late
th
is s
tra
nd
to L
ife
an
d W
ork
co
nte
xts.
NB
Te
ach
ers
ma
y d
eve
lop
act
ivit
ies
tha
t co
mb
ine
ma
ny
of
the
sta
tuto
ry r
eq
uir
em
en
ts p
rovi
de
d t
ha
t, a
cro
ss t
he
Ke
y S
tag
e,
all
of
the
sta
tuto
ry a
spe
cts
hig
hli
gh
ted
in B
OL
D (
incl
ud
ing
ea
ch o
f th
e K
ey
Co
nce
pts
) a
re m
et.
Unit 2: Statutory Minimum RequirementsActivity Sheet 2: Structured Questions
1. What are the key concepts of this strand of LLW?
2. What is the range of issues/content/skills covered by each key concept?
3. How have the issues/content/skills been progressed through the Key
Stages?
4. How might you go about demonstrating the learning outcomes for this
strand of LLW?
5. How does this strand of LLW connect with other Areas of Learning within
the curriculum?
6. What are the implications for teaching this strand of LLW in our school?
7. What are we presently doing in school that would help deliver this strand of
LLW?
Unit 2: Statutory Minimum RequirementsResource Sheet 1: Minimum Requirements for
Personal Development and Mutual Understanding at
Foundation Level, Key Stage 1 and Key Stage 2
Foundation Level
Children should have opportunities to explore:
• themselves and their personal attributes;
• their own and others’ feelings and emotions;
• their dispositions and attitudes to learning;
• the importance of keeping healthy and
how to keep safe in familiar and unfamiliar
environments;
• their relationships with family and friends;
• their responsibilities for self and others;
• how to respond appropriately in confl ict
situations;
• similarities and differences between groups of
friends; and
• learning to live as a member of a community.
Key Stage 1
Children should have opportunities to explore:
• their self–esteem and self-confi dence;
• their own and others’ feelings and emotions and
how their actions affect others;
• positive attitudes to learning and achievement;
• strategies and skills for keeping themselves
healthy and safe;
• initiating and developing mutually satisfying
relationships;
• responsibility and respect, honesty and fairness;
• constructive approaches to confl ict;
• similarities and differences between people; and
• developing themselves as members of a
community.
Key Stage 2
Children should have opportunities to explore:
• their self esteem, self confi dence and how they develop as individuals;
• their management of a range of feelings and emotions and the feelings and emotions of others;
• effective learning strategies;
• how to sustain their health, growth and well-being and coping safely and effi ciently with their
environment;
• initiating, developing and sustaining mutually satisfying relationships;
• human rights and social responsibility;
• causes of confl ict and appropriate responses;
• valuing and celebrating cultural differences and diversity; and
• playing an active and meaningful part in the life of the community and being concerned about the
wider environment.
Unit 3:The Learning Environment
and Methodologies
Activity Sheets 1-3
Unit 3: The Learning Environment and MethodologiesActivity Sheet 1: Photographs
Courtesy of Ironbridge Gorge Museum Trust
Used with the permission of the National Museum
of Science and Industry
Crown Copyright
© Popperfoto.com
Unit 3: The Learning Environment and MethodologiesActivity Sheet 2: Learning and Teaching Strategies
Hot-Seating
A pupil sits on the ‘hot’ seat
and answers questions from
the class in role (for example
as an historical fi gure or a
person in a specifi c profession
or circumstance (for example
a refugee)).
Post-It Brainstorm
On Post-Its, pupils write key
words or ideas in response
to a given topic or question.
These are then placed on the
board or wall. Pupils read
them and begin to cluster
them in groups with common
themes.
Board Blast/ Thought shower/
Brainstorm
Pupils contribute their ideas or
thoughts in relation to a given
topic. As pupils call out their
ideas, they are all recorded (no
matter how unrealistic) on a
fl ipchart. Once this is completed,
the ideas are discussed further.
Each One Teach One
Key ideas or facts relating to
a topic or concept are placed
on individual pieces of card.
Each pupil takes one and
spends the next 10 minutes
attempting to teach this fact to
their peers. The use of visuals,
mime, etc. to illustrate
meaning is encouraged. After
10 minutes, the teacher can
question pupils to see how
effective they have been in
learning the facts.
Mind Movies
Pupils are asked to sit quietly,
close their eyes and picture
a scene from a movie about
a given topic (for example an
event in history or imagine
how a given scenario would
play out). The teacher can
provide the stimulus for the
scene by reading an extract
from a book or describing the
scene and characters in it.
Post-It Ranking
On Post-Its, pupils write key
words in response to a given
question (or are provided with
keywords). They are then asked
to place these in priority order
in a diamond shape – most
important at the top, two in
second place, etc. The placings
must be made on the basis of
group consensus.
Cotton-Bud Debate
Each pupil has three cotton
buds. Each time they
contribute to the debate they
hand in a cotton bud to the
teacher. Once a pupil has used
all their cotton buds, they
must stay silent.
Newspaper Headlines
Pupils have to make up a
headline to illustrate their
ideas, key points or learning
about a given topic or event.
Mind Mapping
A means of recording ideas
in a free fl owing way, (using
keywords, images, symbols,
colours) and allowing links to be
made between a wide range of
related ideas.
Think, Pair, Share
Pupils are given a question
or problem to think about
individually. Then, in pairs,
they compare ideas and come
up with an agreed answer
which they then share with the
class.
Structured Board Blast
Same as ‘Board Blast’, except
the suggestions made must
fall under one of a number of
identifi ed categories. This forces
pupils to think more carefully
about their suggestions.
On the Spot
An adult visitor is put on
the spot answering pupils’
questions.
Mime/Charades
Individual pupils are given a
role or character and asked
to demonstrate (without
speaking) an action or actions
that represent that role. The
rest of the pupils guess.
Group Mimes
A group of pupils are given a
role or character and asked to
demonstrate (without speaking)
a series of actions that
represent tasks carried out by a
person in that role. The rest of
the groups guess.
Role Play
Pupils are assigned
characters/roles relating to
a simple scenario. Pupils are
asked to think about what their
character would do, feel, think
in the given situation. After fi ve
minutes preparation, pupils
act out the scenario for the
rest of the class.
Snowballing (2,4,8)
Pupils are given a question
or problem to think about
individually. Then, in pairs,
they compare ideas and come
up with an agreed answer.
They then share that answer
with another pair. They agree
their response and then join
another four pupils. The eight
share with the rest of the
class.
Giant Steps
Pupils are each given a card
with the details of a person, a
member of a group, or a job or
profession on it. The pupils line
up at one end of the room. The
teacher reads out statements.
If the pupil feels the statement
applies to their card, they take a
step forward. At the end of the
activity, the class discusses why
some individuals have moved
forward and others have not.
Bingo
Pupils are given prepared
sheets with symbols, pictures
or words relating to any
topic. The teacher holds up
corresponding items and
pupils identify a match on their
sheet. The fi rst to match all
items calls bingo!!!!
Expert Groups/ Jigsawing/
Rainbowing
Pupils in groups are assigned
a colour or number. They are
then sent to appropriate parts
of the room where they meet
with other pupils with similar
colours or numbers. Pupils in
these small groups are given
some factual information,
which is part of a whole that
they need to read, discuss
(understand) and summarise.
They then return to their
original groups and share the
info, which is then collated
and presented as a totality to
the rest of the class.
Carousel Discussion
Six questions are written
on two separate sheets of
fl ipchart paper. Each sheet
is placed on a different table.
The class is divided into
six and assigned to one of
the sheets. They are given
two minutes to record their
response to that question.
The groups are then rotated
around each of the sheets, in
turn adding new responses.
Quiz
A set of questions are prepared
on any relevant topic and pupils
in groups respond. This can be
managed in a variety of ways
(for example ‘Who Wants to Be a
Millionaire?’).
Walking Debate (spectrum)
Signs saying ‘agree’ and
‘disagree’ are placed
on opposite ends of the
classroom. The teacher reads
a statement relating to the
topic under discussion and
pupils move to the position
on a continuum that they
feel matches their view on
the subject. They can then
be asked to explain their
decision.
Posters/ Collage
Pupils are asked to prepare
a visual representation of a
topic or issue. This can be
individual or group.
Under My Skin/ In Their Shoes
Individual pupils are given
a photograph or newspaper
articles about a person in
diffi cult circumstances (for
example a beggar in the street
or Vietnam veteran). They are
given fi ve to 10 minutes to
prepare a short presentation or
speech about how it feels to be
in that person’s position.
4 Cornered Debate
Signs saying ‘agree’,
‘disagree’, ‘don’t know’
and ‘perhaps’ are placed
in the four corners of the
classroom. The teacher reads
a statement relating to the
topic under discussion and
pupils move to the position
that they feel matches their
view on the subject. They can
then be asked to explain their
decision.
Card Ranking
Pupils, in small groups, are
given a set of cards relating to
a subject. They have to rank
them according to importance,
priority, time, etc. They then
feedback and compare with
other groups.
World’s Worst
Pupils are given a situation or
role to consider in its ‘worst
possible’ version. They record
their ideas on a fl ipchart as a
picture or key words. Feedback
is used to exemplify a positive
version of the same.
Yes/No Debate
Pupils are given two A4 cards:
one saying yes and the other
no. In response to a series of
questions, the pupils respond
by holding up the card to show
their response.
Card Clustering
Pupils cluster cards according
to given criteria.
Show and Tell
Pupils are asked to bring in
an item relating to a topic or
interest area. Pupils, in turn, talk
about their item for a minute.
Murals
Pupils in small groups are
given a large sheet of paper,
magazines, and glue. Their
task is to represent, as a
mural on a gable end, a topic,
an historical fi gure, etc.
Odd One Out
Pupils are given pages or
cards with sets of images, and
they are asked to identify the
odd ones out and give their
reasons.
Unit 3: The Learning Environment and MethodologiesActivity Sheet 3: Learning Intentions
Expressing opinions Showing empathy Justifying Opinions (reasoning)
Managing feelings Self-awareness Social skills
Making a group decision Pictorial representation Individual decision-making
Problem solving Refl ection Working with others
Communication skills Creative thinking Research
Enquiry Presenting information Managing information