Where Inthe World

In, Out and Beyond:
Thematic Unit
Where in the World
Learning for Life and Work (SLD)
Writers’ Group
Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)

Helena Downey, Foyle View School, Londonderry
Paula Jordan, Sperrinview School, Dungannon
Alison Millar, Sperrinview School, Dungannon
Associate Writer
Grainne Dunn
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Jupiter Images

Unit Title: In, Out and Beyond
Sub Theme: Where in the World
Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making
Curriculum Objective: To develop the young person as a contributor to the economy and the environment
Key Elements: Personal understanding, mutual understanding, moral character, citizenship, personal health, cultural understanding, ethical
awareness, employability, economic awareness, education for sustainable development
Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, community spirit, flexibility, respect, tolerance
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, media-rich, skills
integrated, active and hands on, offers choice, challenging and engaging, supportive environment, positive reinforcement, varied to suit
learning style, ongoing reflection
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the
Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
1 In, Out and Beyond Thematic Unit Where in the World

2
Statements of Minimum Requirement

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

Work in the Local and Global Work in the Local and Global Work in the Local and Global
Economy Economy Economy
Investigate the local impact Investigate how an employer Describe different types of
of the global economy might deal with issues affecting work and investigate the range
work of employment in the local
area, including any changes in
employment trends, taking
Education for Employability account of the implications for
Work in the Local and Global career planning
Economy
Investigate how work
organisations contribute to the
community
In, Out and Beyond Thematic Unit Where in the World

Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Justify methods,
Where in the ... investigate the world Show the learners a map of their country in an atlas and locate their town together.
opinions and
they live in. Have them mark the town on the map of Ireland in Resource 1.
world do I live? conclusions
Resource 1: Where’s My Town?
Communication -
Select and use
Use Resource 2 to highlight and develop awareness of the wider geographical
information from a
context of the learners’ hometown. Discuss their county, country and continent
range of sources
together, and find these areas on a map.
Resource 2: Alien Landing! Communication -

Read a range
Where appropriate, have the learners complete Resource 3 by identifying the of texts for
countries that make up the United Kingdom and colouring them in different information, ideas
colours. and enjoyment
Resource 3: The British Isles

Using ICT -
Research,
select, process
and interpret
information
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 red are Thinking Skills and Personal Capabilities

4
Where in the ... investigate the world Broaden the theme to include other areas of the world that the learners or people
they live in. they know have visited. Use photographs and the map in Resource 4 to stimulate
world do I live? discussion. Ask if the learners have any relatives or friends who live in other parts
of the world, or talk about your own experiences.
Resource 4: Where Have We Been?
Provide a map or use the internet to complete Resource 5 together, deciding which
of the countries listed are nearest and furthest away from Northern Ireland. Offer
support by suggesting that two countries belong in the ‘near’ category, three in the
‘further away’ and three in the ‘furthest away’ categories.
Resource 5: Near Or Far?
Discuss methods that we can use to communicate with people in other parts of the
world. Focus on four: talking on the telephone, and sending emails, text messages
and letters. After they complete Resources 6 and 7, encourage the learners to
express their opinions about the best ways to communicate.
Resource 6: Different Ways To Communicate: Matching
Resource 7: Different Ways To Communicate: Advantages And Disadvantages

Where in the ... investigate the world Investigate together what life is like in another part of the world. Consider,
they live in. for example, the food people eat, school days, hobbies and transport. Identify
world do I live? things that are the same in other countries and things that are different. Use TV
programmes (such as ‘Neighbours’ and ‘Home and Away’) or films to help raise the
learners’ awareness of similarities and differences.
Discuss the countries listed in Resource 8 or 9, whichever is more appropriate for

your learners, and complete the table.
Resource 8: Similar Or Different? [Writing]
Resource 9: Similar Or Different? [Ticking]
In small groups or as a whole class, give the learners an opportunity to create

a display about a country of their choice and, where possible, to prepare a
presentation about this country for the class.
Allow the learners to play the PowerPoint game based on aspects of life in other
areas of the world.
PP: Where In The World?

6
Sequence, order,
How do we get to ... classify and describe modes Discuss different ways of travelling to other places, both near and far away.
classify and make
of transport. Together list and compare different means of transport, for example faster/slower,
other places? more comfortable/less comfortable.
comparisons
Create charts to show the types of transport that the learners have travelled in or Using Mathematics -
their favourite ways to travel (such as car, bus, train, aeroplane or boat). Organise and
present information
Discuss why we need different types of transport and how we can decide which in mathematical
is most suitable for travelling to a particular place. Use the matching activity in formats
Resource 10 to show how we sometimes have more than one option.
Communication -
Resource 10: How Could I Get There?
Contribute
comments, ask
To develop the theme, make a set of transport cards from Resource 11 and have the questions and
learners match the six means of transport to the six destinations. This time, they respond to others’
should only use each form of transport once. points of view
Resource 11: Transport Cards
Using ICT -
Research,
Encourage the learners to select an area of the world they would like to visit, either select, process
individually or as a group. Decide how they could get there and what they would and interpret
need to take with them (currency, type of clothes, etc). information
Resource 12: Globe Trotter!
If possible, establish links with a school in another country. Use a virtual classroom
system to extend learning opportunities by enabling the learners to ask questions
to their peers in another country.

Examine evidence
What goods ... locate information for a At several points in this and subsequent key questions you will find suggestions
particular purpose. for interviews, visits and trips. Where possible, choose one or more of these – Make links
are imported to whichever best suit your group’s location and circumstances – to help reinforce the between cause and
Northern Ireland? topics of imports, local produce and exports for your learners. effect
Using the fruit and vegetables pictured in Resource 13 as a focus, discuss which Communication -
foods are grown in Northern Ireland and which we have to import from other Communicate
countries. information, ideas
and opinions
Resource 13: Home Or Away?
Using Mathematics -
Ask the learners to bring in empty food packaging from home, or obtain a selection Read, interpret and
of supermarket flyers. Use these to classify items into those which are imported organise
and those which are produced locally. Create a histogram to display the results. information in
Discuss how much or, more probably, how little is produced locally. mathematical
Have the learners complete Resource 14 by cutting out the labels of six imported formats
items and sticking them onto the worksheet. Alternatively, they could draw
pictures. Communication -
Read a range
Resource 14: Northern Ireland Imports of texts for
information, ideas
Visit a supermarket together, use a supermarket website or take a variety of foods and enjoyment
into class to identify countries of origin for the items pictured in Resource 15. Use a
wall map or an atlas to show how far away these countries are.
Resource 15: Trolley Travellers!

8
What goods ... locate information for a Together find the brand names of imported products in the categories listed on
particular purpose. Resource 16.
are imported to
Northern Ireland? Resource 16: Supermarket Imports
Where appropriate, focus on how we sometimes have a choice: we can buy a local
or an imported brand of the same product. During your supermarket visit, or using
a website, search for the items listed in Resource 17. Where possible, identify a
Northern Irish brand and an imported brand, and note the names and prices. Guide
the learners to products of a similar size or weight for the price comparison to be
useful.
Resource 17: Supermarket Sleuth!
If possible, ask in a local supermarket if you can interview a member of staff about
the products that they import and local produce that they sell.
Choose an imported product, for example a banana, and investigate together its
journey ‘from tree to tummy’. Begin by visiting a local fruit shop and asking where
they source their bananas. Contact or visit the supplier and ask the same question.
Continue until you reach the banana plant. Where personal contact or visits are not
possible, search appropriate internet sites (for example www.fyffes.com/products/
bananas.htm) to gain the necessary information. Then have the learners order the
steps in Resource 18.
Resource 18: Importing Bananas: From Tree To Tummy!
Create a class display depicting the journey of the food you have investigated. Each
learner or small group of learners could be responsible for one part of the display
focusing on one step of the journey.

What goods ... locate information for a You may also wish to access the following Oxfam resources and lesson plans about
particular purpose. bananas, cotton and sugar:
are imported to www.oxfam.org.uk/education/resources/go_bananas/ (bananas)
Northern Ireland? www.oxfam.org.uk/education/resources/clothes_line/?30 (cotton)
www.oxfam.org.uk/education/resources/find_your_way_through_trade/?30 (sugar).
Use Resource 19 to highlight and discuss items other than food which are imported
into Northern Ireland (such as clothes, cars and electrical items).
Resource 19: Around The World In A Day!
The gap-fill activity in Resource 20 allows you to explore further some major
reasons for importing products.
Resource 20: What Do We Need Imports For?
Considering all the evidence, decide together if we could live without imported
products. Ask the learners if they think there are any items grown or made in
another country that we could not live without.
Hold a ‘local produce’ break time, and encourage the learners only to eat products
made in Northern Ireland.

10
Justify methods
Why should we buy … develop an awareness of Investigate local producers in the school area to find out what products they make.
and conclusions
helping others. Display the learners’ findings through artwork.
local produce?
You may wish to explore some company websites together, such as: Examine options
www.dalefarm.co.uk and weigh up pros
www.moypark.com and cons
www.genesisbreads.com
www.irwinsbakery.co.uk Communication -
www.tayto.com Develop, express
and present ideas
Choose a locally produced food (for example yoghurt) and investigate its ‘journey’, in a variety of
from its origin to the consumer. Where possible, take the group to watch how the formats
food is produced. Collect photographs and insert them into the ‘Talking Book’
frame on PowerPoint. Communication -
Speak clearly and
PP: The Journey Of A Yoghurt structure talk so
that ideas can be
Talk about the people and the different jobs involved in producing goods locally. understood by
Estimate together how many people work in local industry, and find out if any of the others
learners’ family members work for local producers.
Using ICT -
Research and
select information

Why should we buy … develop an awareness of Find out about jobs associated with industry in the locality, and talk together about
helping others. jobs associated with transporting goods (for example docker or lorry driver). Have
local produce? the learners match the statements in Resource 21 to the job cards.
Resource 21: Job Cards
Show some of the photographs from www.belfast-harbour.co.uk/portinpictures.htm

to illustrate a class discussion about importing and exporting.
Where possible, visit the airport, train station or docks, etc, and interview people
who work there to find out what their jobs entail. Ask the learners to suggest
suitable interview questions.
Explore the importance of supporting local industry. Have the learners complete
the matching activity in Resource 22 to highlight some possible differences between
local and imported products. Give them an opportunity to design and display a ‘Buy
Local’ poster or leaflet.
Resource 22: Why Buy Local?

12
Make links
What products do ... investigate local produce. Where possible, contact a local producer that exports products (for example Moy
between cause
Park or Dale Farm) and arrange a group visit, or ask if a representative can come
we export? to the school. Use the questions in Resource 23 to interview one of the workers and
and effect
introduce the concept of exports to the learners. Encourage the learners to think of
Communication -
further questions to ask.
Contribute
Resource 23: Interview Sheet: Local Producers comments, ask
questions and
Mark on a map the places your chosen company exports to, and find out how their respond to others’
produce gets to each destination. If appropriate, visit the docks, airport or train points of view
station together to see the product on its way.
Investigate a wider variety of products that are grown or made locally and then
exported to other countries. Create wall displays of local businesses which export
goods abroad. Use InfoMapper/uLearn to identify where locally produced goods are
exported to, and find out how they get there.
Resource 24: Northern Ireland Exports
The British Council has free European resources that you can use to investigate
some of these countries, for example booklets about countries in the EU, maps,
and stickers of flags of EU countries. See www.britishcouncil.org/nireland or email
the European Resource Centre at ERCNI@britishcouncil.org
Give the learners an opportunity to complete the online activities. These include
exercises on selecting local and imported goods, filling in the missing words,
selecting jobs involved in the import/export market, and a wordsearch.
OA: Imports And Exports

Make connections
Which companies ... explore differences Use the internet or a telephone directory to identify companies which are local (in
between learning
between local, national and the local area only), national (have stores throughout Northern Ireland) or global
in my town have multi-national companies. (have stores across the world).
in different
stores elsewhere? contexts
Resource 25: Local, National Or Global?
Communication -
Find, select and
Use the internet to research national and multi-national companies, such as use information
McDonald’s, Spar, B&Q, Marks & Spencer, and Tesco. from a range of
Identify the countries where these companies operate and their associated flags. sources
Visit one or more national or multi-national companies. Identify ways in which they Using ICT -
differ from local companies (for example the size of their buildings or number of Investigate and
employees). solve problems
through interaction
Take photographs or a video during your visit(s). Use these in conjunction with
with electronic
information from the internet to compile a booklet or PowerPoint presentation
tools
about the company or companies.
PP: All About... [Talking Book] Using ICT -

Present ideas
using digital media

14
Generate possible
Why are there ... develop an awareness of Focus on what people should get when they have a job. Discuss, for example, fair
solutions, try
fairness and unfairness in the pay, working conditions, hours of work and uniforms.
problems with workplace.
out alternative
some industries in approaches and
Have the learners classify the sentences in Resource 26, to raise their awareness
evaluate outcomes
other countries? that some workers in the developing world do not get the same fair treatment as
local workers. Compare the unfair working conditions described with the working
Communication -
conditions of people that the learners know.
Communicate
Resource 26: Fair Or Unfair? information, ideas,
opinions, feelings
and imaginings,
Use Resource 27 to explore how workers in sweatshops are treated compared to
using an expanding
those working in fair conditions.
vocabulary
Resource 27: Spot The Differences!
Communication -
Find, select and use
See the following websites for further information and resources:
information from a
www.oxfam.org.uk/education/resources/looking_behind_the_logo/?30 includes a range of sources
PowerPoint presentation about a woman who works in a sweatshop.
www.simsweatshop.com/game is a game which demonstrates how people who Using ICT -
work in sweatshops do not get paid fairly. Investigate and
www.waronwant.org includes photographs and information about sweatshops. solve problems
www.maketradefair.com/en/index.htm gives up-to-date information on the trade through interaction
campaign. with electronic
tools
As a group, investigate ways that you could get involved in helping to make
trade fair.

Resources
16
Where’s My Town? Resource 1
Use an atlas to locate the town that your school is in. Mark its location on the map of Ireland below.

Alien Landing! Resource 2
Imagine that an alien has just landed in your town. Can you help him by answering his questions?
What town have I landed in?
What county am I in?
What country am I in?
What continent am I in?

18
The British Isles Resource 3
Northern Ireland, Scotland, Wales and England are part of the United Kingdom. Can you find them on this
map of the British Isles? Use an atlas or the internet to help you. Colour each country a different colour,
and complete the key.
Key: Northern Ireland
England
Scotland
Wales

Where Have We Been? Resource 4
Mark the countries that people in your class have visited on the map.

20
Near Or Far? (1 of 2) Resource 5
Use a map to help you decide how near or far away the countries listed are from Northern Ireland.
Cut and paste the flags into the correct area: near, further away or furthest away.
Northern Ireland
near
further away
furthest away

Near Or Far? (2 of 2) Resource 5
USA England
Italy Japan
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Spain France
Australia Wales

22
Different Ways To Communicate: Matching Resource 6
What do these pictures tell you about how we can communicate with people in different parts of the world?
Write the correct words below the pictures.
Answers
send an email
send a text message
talk on the telephone
write a letter

Different Ways To Communicate: Advantages And Disadvantages (1 of 2) Resource 7
How would you describe these ways of communicating with the world (speaking on the telephone, sending
emails, writing letters and text messaging)? Use the pictures to help you, and add your own ideas.
Way of communicating Description

24
Different Ways To Communicate: Advantages And Disadvantages (2 of 2) Resource 7
fast slow cheap

need a telephone need a computer need a stamp
can hear the

expensive person’s voice need a mobile

Similar Or Different? (Writing) Resource 8
How are these countries similar or different to the country we live in? Record the language and money that
people use, the food they eat and what the weather is usually like.
Country Language Weather Money Food
USA
Scotland
France
Australia
Spain
Africa

26
Similar Or Different? (Ticking) Resource 9
Compare these countries with your country. Put a a if things are similar or an r if they’re different.
Country Language Weather Money Food
USA
Scotland
France
Australia
Spain
Africa

How Could I Get There? Resource 10
Imagine you had to travel to these places. Which types of transport might you decide to use?
You can use each type of transport more than once.
USA train
Dublin
car
Scotland
bus
France
boat
Australia
aeroplane

28
Transport Cards (1 of 2) Resource 11
The seaside Australia Scotland
France Space Dublin

Transport Cards (2 of 2) Resource 11
Eurostar Space Shuttle car

aeroplane bus ship

30
Globe Trotter! Resource 12
Imagine you could visit any place in the world! Where would you go? Fill in the blanks to help you ‘plan’
your trip.
I would visit
I would travel there by I would need to bring these items

with me
When I was there I would I would like to go there because

Home Or Away? Resource 13
Some items that we can buy in shops and supermarkets can be grown here, and some items are
grown in other countries. Are these items which are grown here, at HOME, or AWAY in another
country? Write ‘H’ for those grown here and ‘A’ for those grown in another country.
pineapples turnips kiwis grapes
potatoes apples bananas mushrooms

32
Northern Ireland Imports Resource 14
Find six products that are IMPORTED into Northern Ireland, and draw or cut and paste a picture into the
boxes.

Trolley Travellers! Resource 15
Visit a supermarket and look for the items in the trolley. What country did they come from?
Write the name of the country on their label.

34
Supermarket Imports Resource 16
Find products in these categories which are imported. Write the types of product and/or brand names
beside each category.
Type of product Imported
fruits
vegetables
meats
dairy
bread
other

Supermarket Sleuth! Resource 17
Find these products in the supermarket. Can you find brands made in Northern Ireland and brands made
in another country? Write their names and how much they cost.
Brand made in Brand made outside

Product Northern Ireland Price Northern Ireland Price
butter
cheese
yoghurt
��
crisps
bread
milk

36
Importing Bananas: From Tree To Tummy! (1 of 2) Resource 18
How do bananas get to us? Cut and paste these cards in the correct order.
The boxes are put in an They are taken to a Banana plants are Then they are taken
aeroplane. factory and put into planted. to the supermarket
boxes. warehouse.
They are transported to After growing, the We buy and eat them! The banana trees grow.
the supermarkets and bunches are cut from
put on the shelves. the trees.

Importing Bananas: From Tree To Tummy! (2 of 2) Resource 18
1 2 3 4
5 6 7 8

38
Around The World In A Day! Resource 19
Every day we use things which are made or grown in other countries. Find out which countries helped you
to do these things. Use the internet to help you, or check the labels!
Which country was

the food you have
eaten produced in? Where were your clothes made?
Check the labels. Check the labels.
How have other

countries helped How do other
to entertain you? countries help you
Check the brand get to school? Find
name or labels on out where the car or
your TV or games. bus was made.

What Do We Need Imports For? Resource 20
Use the pictures to help you understand why we need to import some goods to Northern Ireland.
Word Bank
Some fruits and vegetables need Other countries are able to

certain types of this to grow. produce goods because they have natural resources
the correct type of this.
people
weather
machinery
These need to have special skills Some products are made with the
to make some products. help of resources we do not have
enough of.

40
Job Cards Resource 21

Match the worker to the correct speech bubble!
I take the goods

from the docks to
the warehouse.
I sell the
goods in my
shop!
I grow the
goods!
I take the goods

from the warehouse
to the shops.
I work at the
docks, loading
the goods onto
the ship.
I pack the
goods into
boxes!

Why Buy Local? Resource 22
These apples look the same, but one was grown in the United States of America (USA) and one was grown
in Northern Ireland. Draw a line from each statement to the apple it describes.
was grown by local

people
has travelled far

grown grown in
in the is fresher
Northern
USA was transported on a

boat or aeroplane
Ireland
was transported on a
lorry or van

42
Interview Sheet: Local Producers Resource 23
1. What product does your company make?
2. Where do your employees come from?
3. What countries do you export your product to?

4. How do you export your product?
5. Why should I buy your product and not one from another country?

Northern Ireland Exports Resource 24
Find six products that are EXPORTED from Northern Ireland, and draw or cut and paste a picture into
the boxes.

44
Local, National Or Global? Resource 25
Find the names of shops or companies that are either LOCAL (can only be found in your area), NATIONAL
(can be found across Northern Ireland) or GLOBAL (can be found in many countries of the world).
Local National Global

Fair Or Unfair? Resource 26
Some people are treated unfairly at their work. Read these rules, and decide which rules are fair and
which are not. Give the fair rules a happy face and the unfair rules a sad face.
You must start very early and finish when the boss says.
You will get an hour for lunch.
You can work here full time when you are 12.
You will work from 9.00am to 4.00pm.
There are no breaks. You will work all day.
The shirt you are making will cost £40 to buy, but you will get paid 50p per day.
You have to be 17 to work in this factory.
If you do not make 100 shirts each day you will not get paid.
The factory is not safe to work in.

46
Spot The Differences! (1 of 2) Resource 27
Both these T-shirts look the same, but the people who made them were treated differently. Enlarge each
T-shirt to an A3 page. Then cut and stick the pictures on the next page on the correct T-shirt.
Stick pictures showing how workers in sweatshops are treated onto this T-shirt. Stick pictures of fair working conditions onto this T-shirt.
made in a
sweatshop made in a
good factory

Spot The Differences! (2 of 2) Resource 27
dangerous workers belong low pay child workers long working day
conditions to a union
12
9
car
3
fair employers safe conditions breaktimes unfair employers good pay
no unions allowed fair working hours no support from unfair rules for holidays
the government working

Where Inthe World

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Where Inthe World

Uploaded by

Copyright:

Available Formats

In, Out and Beyond:

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

A CCEA Publication ©2009

Cover Photograph: Jupiter Images

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

1 In, Out and Beyond Thematic Unit Where in the World

Statements of Minimum Requirement

Education for Employability Education for Employability Education for Employability

In, Out and Beyond Thematic Unit Where in the World

Resource 2: Alien Landing! Communication -

Resource 3: The British Isles

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 In, Out and Beyond Thematic Unit Where in the World

Resource 4: Where Have We Been?

Resource 5: Near Or Far?

Resource 6: Different Ways To Communicate: Matching

Resource 7: Different Ways To Communicate: Advantages And Disadvantages

In, Out and Beyond Thematic Unit Where in the World

Discuss the countries listed in Resource 8 or 9, whichever is more appropriate for

Resource 8: Similar Or Different? [Writing]

Resource 9: Similar Or Different? [Ticking]

In small groups or as a whole class, give the learners an opportunity to create

PP: Where In The World?

5 In, Out and Beyond Thematic Unit Where in the World

In, Out and Beyond Thematic Unit Where in the World

Resource 15: Trolley Travellers!

7 In, Out and Beyond Thematic Unit Where in the World

Resource 17: Supermarket Sleuth!

Resource 18: Importing Bananas: From Tree To Tummy!

In, Out and Beyond Thematic Unit Where in the World

Resource 19: Around The World In A Day!

Resource 20: What Do We Need Imports For?

9 In, Out and Beyond Thematic Unit Where in the World

In, Out and Beyond Thematic Unit Where in the World

Resource 21: Job Cards

Show some of the photographs from www.belfast-harbour.co.uk/portinpictures.htm

Resource 22: Why Buy Local?

11 In, Out and Beyond Thematic Unit Where in the World

Resource 24: Northern Ireland Exports

OA: Imports And Exports

In, Out and Beyond Thematic Unit Where in the World

PP: All About... [Talking Book] Using ICT -

13 In, Out and Beyond Thematic Unit Where in the World

In, Out and Beyond Thematic Unit Where in the World

Where’s My Town? Resource 1

In, Out and Beyond Thematic Unit Where in the World

What town have I landed in?

What county am I in?

What country am I in?

What continent am I in?

17 In, Out and Beyond Thematic Unit Where in the World

The British Isles Resource 3

Key: Northern Ireland

In, Out and Beyond Thematic Unit Where in the World

19 In, Out and Beyond Thematic Unit Where in the World

Near Or Far? (1 of 2) Resource 5

In, Out and Beyond Thematic Unit Where in the World

21 In, Out and Beyond Thematic Unit Where in the World

Different Ways To Communicate: Matching Resource 6

send a text message

talk on the telephone