My Choices

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

Nora O Baoill, Fleming Fulton School, Belfast
Mura Kennedy, Fleming Fulton School, Belfast
Stephen Porter, Riverside School, Antrim
Associate Teachers
Declan Callan, Glenveagh School, Belfast
Bonor Clarke, Sandelford School, Coleraine
Nichola Kelly, Parkview School, Lisburn
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Bubbles Photo Library - Angela Hampton

Unit Title: Knowing and Growing
Sub Theme: My Choices Now
Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making
Curriculum Objective: To develop the young person as a contributor to society
Key Elements: Personal understanding, mutual understanding, moral character, spiritual awareness, ethical awareness, citizenship, media
awareness, economic awareness
Attitudes and Dispositions: personal responsibility, concern for others, openness to new ideas, commitment/determination/resourcefulness,
curiosity, tolerance, self-belief, community spirit, integrity/moral courage, respect
Learning Experiences: investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, skills
integrated, ongoing reflection, enquiry based, supportive environment
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 the key elements and
statements of the Northern Ireland Curriculum.
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.
1 Knowing and Growing Thematic Unit My Choices Now

2
Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:
Home Economics Education for Employability Local and Global Citizenship

Independent Living Work in the Local and Global Democracy and Active
Investigate a range of Economy Participation
factors that influence Describe different types of Investigate why rules and laws
consumer choices and work, and investigate the range are needed, how they are
decisions of employment in the local enforced and how breaches of
area (including any changes the law affect the community
in employment trends), taking
account of the implications for
career planning
Local and Global Citizenship

Democracy and Active
Personal Development Personal Development
Participation
Self–awareness Self-awareness
Investigate various ways to
Explore and express a sense Explore personal morals, values
participate in school and society
of self and beliefs
Personal Development Personal Development Home Economics

Self-awareness Self-awareness Independent Living
Investigate the influences on Develop skills and strategies to Develop a range of skills
a young person improve own learning to promote independence
through planning, managing
and using resources
Knowing and Growing Thematic Unit My Choices Now

Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Make connections
What choices do ... explore and express a sense Discuss with your learners the concept of choice. Ask them to share a choice they
between learning in
of self. made that week (if they find this difficult, allow them to practise by choosing a
I have? sweet/snack/favoured pop group, etc.).
different contexts
Communication -
Explain that our lives are shaped by the choices we make. They may be simple
Communicate
choices (we don’t think too much about them) or difficult ones (we think about
information, ideas,
them a lot before deciding). Together, come up with examples of simple choices
opinions, feelings
with simple consequences (what to eat for breakfast) and difficult choices with
and imaginings
serious consequences (who to marry).
Using Mathematics -
Discuss how the choices we make can tell others about the kind of person we
Read, interpret,
are and our interests (for example liking spicy food, reading books, enjoying heavy
organise and
metal music or flower arranging, playing outdoor sports, wearing bright clothes,
present information
etc.).
in mathematical
formats
Using the adjective grid in Resource 1, help your learners to identify positive
elements in their personalities. Then, explore how these attributes are expressed
in the choices they make every day. They can use the blank spaces to add any
adjectives they think of.
Resource 1: Positively Me!
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Skills tabs printed in yellow are Cross Curricular Skills
Skills tabs printed in orange are Thinking Skills and Personal Capabilities

4
What choices do ... explore and express a sense Using PP: Me and My Choices Book, allow your learners to create their own
of self. interactive book about themselves and their choices. The template allows them to
I have? record their everyday choices. They can use information from their completed
Resource 1 to create the first page of their book and then add details, images and
any other additional choices on a regular basis.
You can extend the activity by allowing them to share their book with the rest of
the class.
Accommodate differentiation by allowing for as few or as many pages as is suitable

for the learner’s ability. Also, consider sharing each learner’s book with their parent
to inform them of choices the learner would like to make now and in the future.
PP: Me and My Choices Book
You can make links to Using Mathematics by:

Together creating graphs, bar charts, pie charts, etc. that celebrate the class’
similarities and differences in their choices.

Generate possible
Who influences ... analyse decisions and Investigate choices and the influences that affect these by playing the game in
solutions, try
justify choices. Resource 2.
my choices? out alternative
approaches and
Resource 2: My Influences Game
evaluate outcomes
Extend the game by conducting a class role play. Gather the game’s cards. Seat
your learners in a circle and ask for a volunteer to sit in the centre. Allow the Make links between
volunteer to select one of the Choices Cards. Allow each learner in the circle to cause and effect
select an Influences Card. Read the Choices Card aloud and give the other learners
time to prepare to role play the influence on their card. After everyone in the circle
has played their role, the volunteer must make their decision.
To close the activity, lead a discussion using the following focused questions:
− Was it easy to resist the influence?
− Who had the most influence?
− Can you think of another influence that wasn’t included on the cards?
− What about the feelings/needs of the volunteer? Did these influence their
choice?
− Did you ever have to make a choice like this? What happened?
− What have we learned from this that will help us make good choices in the
future?

6
Generate possible
How do I make ... analyse decisions and Making healthy choices is fundamental to independence, autonomy and the
solutions, try
justify choices. prevention of substance abuse. Giving your learners a technique for making choices
good choices? will allow them to practise their decision-making in a safe environment and help
out alternative
approaches,
them to be more in control of their decisions.
evaluate outcomes
Using PP: How to Make Good Choices allow your learners to discover and practise the
Using ICT -
steps to good decision-making (Stop-Think-Decide). Once you reach the final slide,
Investigate, make
you can select one of the provided scenarios and allow your learners to verbalise
predictions and
and explore each step in the decision-making process just presented.
solve problems
through interaction
PP: How to Make Good Choices
with digital tools
Once they have practised making choices using the Stop-Think-Decide method,
allow them to suggest choice scenarios of their own. Alternatively, and to allow for
differentiation, suggest some scenarios that pose greater consequences (for
example breaking a confidence, smoking, cycling without a helmet, talking to
strangers). You can pose these to the class, particular groups or one-on-one
depending on their ability. Your learners will best learn and internalise the technique
if you refer to it regularly when discussing situations that occur in and outside of school.
You can make links to Art & Design or Technology by:

Making a traffic light. This can be a useful alternative teaching aid to the
PowerPoint for your more visual or kinaesthetic learners.
• Paper plates and paints or a simple electronic circuit

How do I make ... analyse decisions and Examine good methods for examining options and reaching decisions. Use the
justify choices. thinking frames provided to help your learners visualise and work through the
good choices? decision-making process.
PP: Making Decisions
Resource 3: Decision-Making Thinking Frames

8
Make links
What affects my … explore personal morals, Remind your learners about the healthy food choices that they learned about in the
between cause
values and beliefs around My Body unit. Stress the importance of remembering the tips for a balanced diet:
food choices? food choices. − Eat lots of fresh fruit and vegetables.
and effect
− Eat more fish.

− Avoid foods with lots of fat or sugar.
− Eat less salt.
− Drink plenty of water.
Using Resource 4, together, investigate a variety of diet choices (for example

vegetarianism/Fairtrade, anorexia, bulimia, special diets, food allergies, etc.)
Resource 4: Different Diets
You can find out about additional specialised diets on www.tesco.com
You can find out more about Fairtrade aims and products on www.fairtrade.org.uk
Using Resources 4 and 5, choose two diaries at a time with their corresponding two
diets and work with your learners to pair the food diary with its diet.
Resource 4: Different Diets
Resource 5: Food Diaries
To incorporate what they have learned, as a class prepare healthy snacks for break
that could provide an option for each of the diets you’ve been learning about. We
suggest that you do not prepare the anorexia diet.

Examine options
How can I manage ... explore ways of managing Discuss with your learners the difference between wanting and needing something.
and weigh up pros
money and consider the Clarify that we do not need everything that we want.
my money choices? consequences of financial
and cons
choices. Allow your learners to complete Resource 6 to help them understand, recognise
Sequence, order,
the difference between and prioritise their wants and needs.
classify and make
comparisons
Resource 6: Need or Want?
Using Mathematics -
Continue your exploration of wants and needs, this time by introducing the theme Develop financial
of money management. Discuss personal budgets in their simplest form: planning capability
for spending and saving.
PP: Budgeting!
Resource 7: Your Money
Allow your learners to complete a personal budget.
Resource 8: My Budget
Give your learners opportunities to examine the following items:

− cash/debit cards
− credit cards
− post office/building society savings books
− online bank websites
− PIN numbers
− DLA/benefits leaflets.
• A collection of bank cards, lodgement booklets, benefit booklets, etc.

10
How can I manage ... explore ways of managing Further Suggestions

money and consider the You can extend the learning by together examining the advantages of online access to
my money choices? consequences of financial a bank account. Some local banks will come to schools to explain the role of banks.
choices.
You can also create opportunities for differentiation by visiting the following websites,
which identify and illustrate different methods of payment.
• Access to www.moneyinstructor.com and www.msmoney.com

Examine options,
What influences ... examine options and weigh Many factors influence our decisions. If your learners realise that these influences
weigh up pros
up pros and cons. exist, they may make better decisions.
my consumer and cons
choices? To start, assist your learners to make a list of things or people who influence them.
Using Mathematics -
You may find the Influences Cards from Resource 2 useful.
Develop financial
capability
Resource 2: My Influences Game
Organise trips to a local shop and supermarket to investigate prices of groceries.

Alternatively, allow your learners to explore prices by using supermarket websites.
Have them record each product’s details on Resource 9. Then, explore with
them why prices might be different and whether price is the only thing that
determines where we shop.
Resource 9: Stop and Shop

12
Examine options,
What influences my ... examine options and weigh Using either products or product images, explore with your learners different
weigh up pros
up pros and cons. brands. How familiar are they with different brands? You could:
consumer choices? − allow them to sort products/images into piles of brands they recognise and
and cons
those they don’t;

Communication -
− focus on recognisable brand colours and shapes by creating sets of two or three
Contribute
similar products and allowing them to identify the recognisable brand from
comments, ask
among the generic/less recognisable brands (Coke, Jammie Dodgers, Kellogg’s
questions and
Cornflakes, Pringles, Crayola, and Cadbury’s all have distinctive packaging
respond to others’
shapes/colours);
points of view
− prepare a selection of branded products and allow them to identify which brands
their families buy regularly;
− prepare a selection of brands produced locally; and
− prepare pairs of one branded item with a generic counterpart (for example
ketchup, trainers, mp3 players, crayons), and identify the differences in cost.
Allow your learners to examine the products, then discuss whether they’d pay
more for the brand. Why or why not?
• A selection of branded and generic products
Using Resource 10, allow your learners to discover and compare the differences
in generic and branded clothing costs. They can obtain the information by either
visiting a real shop or by using catalogues in the classroom.
Resource 10: Fashion Costs
• A selection of clothing catalogues

Sequence, order,
Will my interests ... identify personal interests Create Trees of Interests. Provide each learner with a blank tree template and
classify and make
and talents. allow them to choose which leaves to cut out and stick on to their Tree of Interests.
influence my (One leaf is blank, so learners may add any interest not listed. They may also create
comparisons
future? their own leaves or even cut and paste pictures onto their tree.)
Communication -
Develop, express
This can provide a starting point for exploring what choices they may wish to
and present ideas
pursue in the future.
in a variety of
forms and formats,
Resource 11: Tree of Interests
using digital
and traditional
Discuss with your learners what things they might like to do once they’ve finished
resources, for
school. Your learners can complete Resources 12-14 to explore and analyse their
different audiences
options.
and purposes
Resource 12: My Future Choices 1
Resource 13: My Future Choices 2
Resource 14: What Should I Do?
Arrange for visits to work placements or invite staff from adult centres, supported
employment agencies or further education to talk to your learners about what their
post school options are, what courses are on offer, if they feel the courses suit their
interests/strengths, etc.
Explore how to prepare for leaving school and to find employment. See our
Education for Employability pack for extension guidance and resources.
• CCEA’s Education for Employability WOW Factor
• Copies of the What Next? workbook, available on www.mencap.org.uk
• Copies of I Can Get a Job, available on www.mencap.org.uk

14
Make links
How will my … evaluate information As a class, discuss the future. Together, consider what the future may mean to them.
between cause
and evidence. You could use the following focused questions to prompt discussion, and then allow
choices influence your learners to complete Resource 15:
and effect
my future? − Where will you live?
Communication -
− Who will you live with?
Listen to and take
− How will you get money?
part in discussions
− How will you socialise?
and explanations
− What will you do if you need help?
Using Mathematics -
Resource 15: In the Future Identify and
collect information
Using one of the blank decision-making thinking frames in Resource 3, work
through some of the focused questions/choices, above, with your learners. Using ICT -
Present ideas and
Resource 3: Decision-Making Thinking Frames information in
digital media

Examine options,
Which other people ... evaluate and appreciate other Through discussion and by completing the Resource sheets and OA: My Choices,
weigh up pros
people’s choices. explore with your learners who may make decisions:
make decisions − in the family;
and cons
that influence − in school; and
Communication -
my life? − in the community.
Communicate
information, ideas,
Resource 16: Who Decides at Home?
opinions
Resource 17: Who Decides at School?
Resource 18: Who Decides in the Community?
OA: My Choices
You can make links to Art & Design by:

Gathering a selection of pictures of local leaders to create a collage.
• A collection of images of local leaders, paper and paste
Together discuss why some decisions are very important and have to be made by
more than one person (for example where a family goes on holiday, where the class
goes on a trip, who wins a talent competition, if an army should go to war, if the
street should have a party, etc.).
Resource 19: Group Decisions

16
Generate possible
How are group ... respect the views and Together, explore the different ways in which groups of people can make decisions.
solutions
opinions of others. Then, allow your learners to complete Resource 20 to explore how to fairly decide
decisions made? where to go on an imaginary class trip.
Communication -
Speak clearly and
Resource 20: Class Trip
structure talk so
that ideas can be
Help your learners understand that everyone deserves to have their opinion understood by
considered. Use Resource 21 to help reinforce this message by having your others
learners sort the cards into fair and unfair ways of making group decisions.
Communication -
Resource 21: Fair and Unfair Decision Cards Adapt ways of
speaking to
Examine the different ways in which the opinions of individuals can be shared. audience and
Methods might include: situation
− speaking to a person of authority;
− videoing your opinion and sending it to a TV station;
− emailing a radio station;
− role playing in class to explore relevant issues and the methods used to resolve
them; and
− creating a petition.
Resource 22: How am I Heard?

How are group ... respect the views and Discuss what would be the most appropriate method of decision-making for
opinions of others. the scenarios below:
decisions made? − How should we select the class prefect?
− How should we decide who does each school chore?
− How should we decide who goes first in a game?
Use the following focused questions to help prompt discussion:

− How can we make these decisions fairly?
− What happens if the majority votes for the same person every time?
− How do you cope if the decision is not one you like?

18
Make predictions,
What is voting? ... understand the importance of Together, explore why it is important to vote (it helps everyone have a say in
examine and
voting and the methods used. decisions), and then use Resources 23−25 to explore the different ways people can
distinguish fact
vote. You can also find voting resources on the Mencap website.
from fiction
Resource 23: Who Needs Your Vote?

Communication -
Listen to and take
Resource 24: Voting 1
part in discussions,
explanations and
Resource 25: Voting 2
role plays
• Access to the Mencap site at www.mencap.org.uk

Using Mathematics -
Organise and
Use the following focused questions to investigate occasions when people vote
present information
(for example TV competitions like X Factor or Big Brother) and how the voting
in mathematical
works:
formats
− Does the person with the most votes always win? Why or why not?
− What happens if your favourite does not win? Using ICT -
− Does the best performer always win? Why or why not? Present and
− Have you ever voted for your favourite? publish ideas and
− Do you think these competitions are fair? Why? information using
− How does having a vote make you feel? a range of digital
media
Investigate the fair and unfair ways a political party gets votes (for example
campaigns, ads, speeches, TV appearances, etc.).
Resource 26: Winning Your Vote 1
Resource 27: Winning Your Vote 2

What is voting? ... understand the importance of Divide your learners into groups and run a ‘campaign’ on a decision that you want
voting and the methods used. the class to make (for example summer outing destination, who will be head
boy/girl, or achievement awards).
Ask each group to design posters on their choice and think of ways in which they
could convince people to vote for their idea.
As a class, practise the act of voting by having your learners vote for their favourite
TV soap.
You can make links to Using Mathematics by having your learners use pictures
from magazines to create a pictogram of the results.
Further Suggestions
Organise a set of class/school Excellence Awards. Have each learner decide which
talent or gift they feel they excel at (be certain that all talents are recognised). Then,
help your learners to organise a campaign to convince the class to vote for them.
Make rosettes, posters and badges.

20
What is voting? ... understand the importance of Together, explore how school councils work. Invite one of your link schools to talk about
voting and the methods used. their school council. If your school does not have a council, your learners could:
− vote to decide if you should have a council;
− plan how to negotiate with the principal and other learners to set up a council;
− determine how many representatives there should be on the council;
− plan fair representation for each class;
− set targets for setting up the council;
− discuss issues that they feel the school council should consider; and
− explore the possible consequences of decisions made by the council (for
example, if you want a pool table, where will it go, who will pay for it, when will
it be used?).
Make certain to break up the work into sub-tasks.

• Access to www.citizen.org.uk/education/sen/pdf/school_cncl.pdf for learning
activities and resources based on school councils

Resources
22
Positively Me! Resource 1
Write your name in the big, empty box in the middle of the page. Go to the box with the first letter of your name and circle or
underline a word in that box that describes you. Then do the same for the other letters in your name.
A able, athletic, awesome, B best, busy, brilliant, C cheerful, clever, cool, creative,
assertive, agreeable beautiful, brave co-operative, caring, charming
D dynamic, delightful, E excellent, entertaining, eager, F friendly, fantastic,

desirable, dear, dramatic enthusiastic, energetic fabulous, fun
G great, gorgeous, H happy, healthy, helpful, I intelligent, interesting,

generous, gentle, good heroic, honest, handsome independent, intense
J joyful, jolly, K kind, keen, kindly, L likeable, loveable,

jovial, joking kind-hearted, knockout lovely, listening, lively
Name:
M marvellous, merry, magnificent, N nice, neat, natural, O outstanding, original,
mature, memorable, mannerly noble, nifty organised
P precious, proud, popular, Q quiet, quick, quality R rapid, rare,

perfect, pretty, pleasant respectful, responsible
S sensational, sensitive, sensible, T terrific, tremendous, U uplifting, unbeatable, unique

select, soothing, strong, star, special tenacious, tender
V vital, vivacious, vibrant, W wonderful, wholesome, X eXtraordinary,

(also VERY plus any other adjective) wise, winning eXcellent
Y young, youthful, Z zingy, zestful,

yummiest zippy

My Influences Game (1 of 4) Resource 2
Objective:
The intention of this game is for learners to recognise the influences that may affect their choices.
Instructions:
Round 1
Print and cut up the Choices Cards and place them face down on a table.
Print and cut up the Influences Cards and place them face up on the table.
Each learner, in turn, chooses a card and turns it over. The learner (or classroom assistant) reads the scenario and
the learner is asked: “What would you choose?”
Once the learner has chosen, ask them to identify from the Influences Cards who or what might influence their choice.
Round 2
Place all of the Choices Cards face up this time.
Place all of the Influences Cards face down.
Each learner, in turn, chooses a Choices Card. Then (without peeking), he or she chooses three of the Influences Cards.
The learner turns over the Influences Cards to see who they are. Allow a small amount of time for the learner to think
about/imagine what the people on the Influences Cards might say to influence them in their decision. Remind your
learners that influences can be good or bad.

24
My Influences Game (Choices Cards) (2 of 4) Resource 2
You are going to buy a You are thinking about what you You are deciding what
new pair of trainers. would like to be when you are older. you will wear today.
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Your Mum wants you to make

You are deciding what your bed, and your friend calls
Someone has called you a name. to have for breakfast. to see if you can come out to play.
You have been given your You need to choose a You find your uncle’s
pocket money. drink in a café. cigarettes and lighter.

My Influences Game (Choices Cards) (3 of 4) Resource 2
At a family party, a friend dares you Your birthday is coming up and you You are deciding what
to take a drink of your Dad’s beer. are deciding how to celebrate. to have for lunch.
25
5
10
You find a purse with money in it Dinner is over and the dishes You are buying a CD
lying in the street. have to be done. from the local shop.
You have lost your coat and you

You are deciding what television You are deciding if you will visit are deciding whether to tell
programme to watch. your friend. your mum or not.

26
My Influences Game (Influences Cards) (4 of 4) Resource 2
pop star sports star someone from TV
Mummy Daddy sister

brother teacher friend
classroom assistant Granny Granddad

Decision-Making Thinking Frames (Making Decisions) (1 of 2) Resource 3
Question or problem
Option 1 Option 2 Option 3
Pros Cons Pros Cons Pros Cons
Decision

28
Decision-Making Thinking Frames (Making Decisions) (2 of 2) Resource 3
Question or problem
Option 1 Option 2
Pros Cons Pros Cons
Decision

Different Diets (1 of 2) Resource 4
Gluten Free Diet Nut Allergy Diet Diabetic Diet
Some people can not eat gluten, which People who have a nut allergy have to If a person is diabetic, their body
is found in flour and wheat products. be very careful of the food they eat. does not make insulin, so they take
injections. Diabetics need to eat

This means they can not, They must not, for example, eat: regularly, being careful not to skip
for example, eat: • nuts of any kind any meals. They should eat low sugar
• bread • nut oils and dressings foods and high fibre (slow burning)
• pasta • muesli foods.
• cakes • health bars
• some breakfast cereals • bought pastries or cakes They should always keep healthy
(unless made gluten free) • satay sauces and some other snacks available.
• sausages Asian foods
• fish in batter • pesto sauce
• packet soups or sauces. • marzipan
• some types of chocolate.

30
Different Diets (2 of 2) Resource 4
Vegetarian Diet Fairtrade Diet Anorexia Diet
Vegetarians do not eat meat or fish. The Fairtrade Foundation helps Anorexia is an eating disorder where
Usually they do take milk, cheese and farmers in poor parts of the world. It people starve themselves. It can begin
eggs (animal products). They have makes sure they get a fair price for in young people who are convinced
to be careful to eat enough iron (dark their products and have good working they are overweight despite the fact
green vegetables and brown bread) conditions. they are very underweight. They eat
and protein (cheese, beans or textured very little and exercise excessively.
vegetable protein (TVP)). Lots of supermarkets sell Fairtrade
groceries. These products may be
more expensive, but they help farmers
to survive.

Food Diaries (1 of 3) Resource 5
John’s Diet Laura’s Diet
Glass of orange juice Porridge with a sliced

Muesli/porridge with Fairtrade banana
Milk Milk
Green tea Fairtrade orange juice
Piece of fruit Fairtrade sandwich and

yoghurt from a restaurant
Vegetable and bean soup Fairtrade coffee

Wheaten bread
Slice of carrot cake Beef stir fry with
Water Fairtrade rice
Chocolate muffin
Mushroom risotto made with Fairtrade ingredients
with parmesan cheese
Fruit crumble Fairtrade coffee or tea
Ice cream
Green tea or coffee

32
Cathy’s Diet Danny’s Diet
Glass of orange juice Glass of orange juice

Weetabix with milk Porridge with milk
Cereal bar (low sugar) Packet of small rice cakes

Diet Coke
Baked potato with
Vegetable soup baked beans
Brown bread sandwich (ham and salad) Ice cream (check label)
Meat/chicken Meat/chicken
Boiled potatoes Boiled potatoes
Carrots and broccoli Carrots and broccoli
Fresh fruit with Fruit salad and ice cream
plain yoghurt (check label on ice cream)
Glass of milk Cup of tea or coffee

Wheaten bread Gluten-free biscuits
Sliced banana

Clare’s Diet Jane’s Diet
Half a grapefruit Glass of orange juice

Glass of hot water Porridge/cornflakes
with lemon with milk
Toast with butter and
Bottle of water marmalade
Green leaf salad Banana

(no dressing)
Black coffee Tuna salad sandwich
Yoghurt (check label)
Steamed fish Water
and vegetables
Homemade beef casserole
Bottle of water Baked potato
Fruit crumble with
custard
Cup of tea

34
Need or Want? Resource 6
Circle the correct answer for you.
need want need want need want


Your Money Resource 7
We all need to learn how to look after our money.
- a
Everyone should try to plan how they spend their money - this is called a budget.
Decide how to spend your money.

Do you think you should be able to buy anything you want?
Or should you save for things like a concert, holiday or bike?
-
Look at the budget on the next page. Is this how you would plan your budget?

36
My Budget Resource 8
INCOME - Sample Budget My Budget

Money I have received
pocket money £10
earnings £3
birthday/Christmas money
other £3
TOTAL £16
EXPENSES -
YOU OWE
Money I have spent

snacks/sweets £5
DVD/games £4
social activities
clothes
other
SAVINGS -
Money I have not spent £7

Stop and Shop Resource 9
Find these products in a local shop and a large supermarket. Fill in the blanks for each product and then compare the prices.
Product Size/Weight Local Shop Supermarket

Kellogg’s Cornflakes
sliced bread
bunch of bananas
bag of Tate & Lyle sugar

fresh tomatoes
Heinz baked beans
1 litre of milk

38
Fashion Costs Resource 10
Price the clothes the girl is wearing in

Dunnes or Primark or New Look. top
trousers
trainers
Price the clothes with a brand/”label”

such as Adidas, Nike or Roxy. top
trousers
trainers
Is there a difference in the price between the clothes with brand labels and those at Dunnes/Primark/New Look?

Tree of Interests (1 of 2) Resource 11
Below is your Tree of Interests. There are also leaves that name different interests. Cut out the leaves with
your interests on them and stick them to your tree.
Name:

40
Tree of Interests (2 of 2) Resource 11
problem-
drawing talking stories questions
solving
building being
things acting imagining team work
alone
outdoors books music singing games

computers fashion dancing animals plants
sports patterns listening experimenting quizzes
painting gluing writing reading

My Future Choices 1 Resource 12
In the future, you will have to choose what to do when you leave school. Can you draw a line from the description to the correct place?
A bit like school! employment
Someone would help you work adult centre

Earn money for doing a job further education
Spend time with others home
Stay at home supported employment
My choice would be
42
My Future Choices 2 Resource 13

These are some of the choices you will have when you leave school. Think of 1 good point and 1 bad point for each choice.
Choice Good point Bad point
stay at home
adult centre
supported employment
further education
employment

What Should I Do? Resource 14
Can you help decide what these pupils should do when they leave school?
I would like to have a job, I want to play games, spend time

but I might need help. with friends and go on trips.
I would like to learn more

about how to use a computer. I would like to earn some money.
Choices: employment further education supported employment adult centre

44
In the Future Resource 15
In the future, you will have to make some choices. What will your choice be in these situations?
In the
I will live... I will travel by...

with my family using public transport

on my own asking my family
I will get money... I will eat by...

from the government cooking my own meals

from working helping to cook meals
I will spend my free time... If I need help I will ask...
Future

in clubs and with friends my family or friends

on my own my teacher

Who Decides at Home? Resource 16
Who makes these decisions in your home? Tick the correct box.
Decision Parent or carer Brother or sister You
What to have for dinner
What to watch on TV
When to paint the house

When to cut the grass
What time you go to bed
What to wear on Saturday

46
Who Decides at School? Resource 17
Who makes these decisions in your school? Tick the correct box.
Decision Principal Teacher Caretaker

250÷5
A
B
C
When to give homework
When to wash floors
When to have holidays

When to empty bins
What time school ends
What to do for maths
Who gets pupil of the week

Who Decides in the Community? Resource 18
Who makes these decisions in your community? Draw a line from the decision to the person who would make it.
The opening times of the shopping centre police officer
If people have parked correctly council
When the bins are emptied medical staff

If people can get a loan manager
If people are breaking the law traffic manager
If people are healthy bank manager

48
Group Decisions Resource 19
Is it one person’s decision or a group decision? Place a tick in the correct box.
Decision 1 Person’s Decision Group Decision
Where to go on a family holiday
What pen to write with
What chocolate bar to buy

Who wins X Factor
Where to go on a class trip
If an army should go to war
What shirt to buy
Who becomes Prime Minister

Class Trip Resource 20
Imagine you are planning a class trip. How could you decide where to go? Which of these do you think
would be the fairest way to decide?
We should ask
1. 2. everyone to put their
I think I should
decide for everyone. hands up - the venue
that gets the most
hands wins.
We should have a
I think only people secret vote. Everyone
3. 4.
with black hair can make their decision
should decide. without anyone else
knowing what they
voted for.
I think the fairest way to decide is number because

50
Fair and Unfair Decision Cards (1 of 2) Resource 21
Copy and cut out the cards. Then sort them into fair and unfair ways to make group decisions.
one person decides only men decide people with brown hair decide
glasses wearers don’t decide only people who can walk decide only white skinned people decide

Fair and Unfair Decision Cards (2 of 2) Resource 21
toss a coin mark choice on a board put choices in a hat and pick one
show of hands hold a meeting to talk about it secret vote by everyone

52
How am I Heard? Resource 22
How are these people giving their opinions?
Support
us!
Ideas Bank: taking part in a survey e-mailing a newspaper calling the radio station
signing a petition taking part in a protest talking to someone

Who Needs Your Vote? Resource 23
I want to make decisions I want to win I want to help people

about the country. the record deal! in our local area.
Ideas Bank: X Factor contestant government politician councillor

54
Voting 1 Resource 24
People can vote in different ways. What ways are shown in these pictures?
Ideas Bank: postal vote telephone vote secret vote show of hands

Voting 2 Resource 25
People can vote in different ways. Draw a line from the thing we vote on to the way we vote for it.
voting for someone on a TV show putting up your hand
voting for a politician making a phone call
voting in a newspaper poll secret vote
voting to make a class decision postal vote

56
Winning Your Vote 1 Resource 26
People try to win your vote in many ways. Look at the pictures below to see some of the ways people try to win
your vote. Match the pictures to the description.
1. Television advert Picture 4. Giving a speech Picture

2. Meeting the people Picture 5. Newspaper article Picture
3. Poster Picture 6. Radio interview Picture
a. b. c.
d. e. f.

Winning Your Vote 2 (1 of 2) Resource 27
Can you decide which of these pictures show fair and unfair ways of winning votes?
Fair Unfair

58
Winning Your Vote 2 (2 of 2) Resource 27
give a speech pay people stop people voting for use posters
to vote for you another person
use the media bully people into voting talk to people shout at people

Knowing and Growing:
Thematic Unit
My Body
Learning for Life and Work (SLD)

My Choices

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Writers’ Group

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

A CCEA Publication ©2009

Cover Photograph: Bubbles Photo Library - Angela Hampton

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

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

1 Knowing and Growing Thematic Unit My Choices Now

Statements of Minimum Requirement

Home Economics Education for Employability Local and Global Citizenship

Local and Global Citizenship

Personal Development Personal Development Home Economics

Knowing and Growing Thematic Unit My Choices Now

Resource 1: Positively Me!

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

3 Knowing and Growing Thematic Unit My Choices Now

Accommodate differentiation by allowing for as few or as many pages as is suitable

PP: Me and My Choices Book

You can make links to Using Mathematics by:

Knowing and Growing Thematic Unit My Choices Now

5 Knowing and Growing Thematic Unit My Choices Now

You can make links to Art & Design or Technology by:

Knowing and Growing Thematic Unit My Choices Now

PP: Making Decisions

Resource 3: Decision-Making Thinking Frames

7 Knowing and Growing Thematic Unit My Choices Now

− Eat more fish.

Using Resource 4, together, investigate a variety of diet choices (for example

Resource 4: Different Diets

You can find out about additional specialised diets on www.tesco.com

Resource 4: Different Diets

Resource 5: Food Diaries

Knowing and Growing Thematic Unit My Choices Now

Resource 7: Your Money

Allow your learners to complete a personal budget.

Give your learners opportunities to examine the following items:

9 Knowing and Growing Thematic Unit My Choices Now

How can I manage ... explore ways of managing Further Suggestions

Knowing and Growing Thematic Unit My Choices Now

Organise trips to a local shop and supermarket to investigate prices of groceries.

Resource 9: Stop and Shop

11 Knowing and Growing Thematic Unit My Choices Now

those they don’t;

Resource 10: Fashion Costs

• A selection of clothing catalogues

Knowing and Growing Thematic Unit My Choices Now

Resource 12: My Future Choices 1

Resource 13: My Future Choices 2

Resource 14: What Should I Do?

13 Knowing and Growing Thematic Unit My Choices Now

Knowing and Growing Thematic Unit My Choices Now

Resource 17: Who Decides at School?

Resource 18: Who Decides in the Community?

You can make links to Art & Design by:

Resource 19: Group Decisions

15 Knowing and Growing Thematic Unit My Choices Now

Resource 22: How am I Heard?

Knowing and Growing Thematic Unit My Choices Now

Use the following focused questions to help prompt discussion:

17 Knowing and Growing Thematic Unit My Choices Now

Resource 23: Who Needs Your Vote?

• Access to the Mencap site at www.mencap.org.uk