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Employability:Supermarket Study

Learning for Life and Work (MLD)

My Changing World:Thematic Unit

Writers’ Group

Nora O Baoil, Fleming Fulton School, Belfast (Editor)Mura Kennedy, Fleming Fulton School, Belfast (Editor)

Avril Fryer, Rostulla School, NewtownabbeyRuth McCreadie, Longstone School, BelfastJune Richardson, Cedar Lodge School, BelfastFionnuala Saunders, St Gerard’s Education Resource Centre, BelfastPauline Brady, Rathmore Guidance Centre, AntrimColm Hassan, Belmont School, LondonderryMary Connolly, Erne School, EnniskillenEileen McKeown, Erne School, EnniskillenMary McKendry, Castle Tower School (Loughan Campus), Ballymena

Associate TeachersDenise Maguire, Newtownabbey Educational Guidance CentreBronac O’Connell, Sunlea Educational Guidance Centre, Coleraine

A CCEA Publication ©2009

www.nicurriculum.org.uk

Cover Photograph: Bubbles Photo Library

1 My Changing World Thematic Unit Employability: Supermarket Study

Unit Title: My Changing WorldSub Theme: Employability: Supermarket Study

Thinking Skills and Personal Capabilities: Managing Information

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

Key Elements: Personal understanding, mutual understanding, moral character, spiritual awareness, citizenship, cultural understanding, employability, education for sustainable development

Attitudes and Dispositions: Personal responsibility, concern for others, commitment/determination/resourcefulness, openness to new ideas, self-belief/optimism/pragmatism, curiosity, community spirit, flexibility, tolerance, integrity/moral courage, respect

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, culturally diverse, positive reinforcement, varied to suit learning style, ongoing reflection, enquiry-based

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.

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My Changing World Thematic Unit Employability: Supermarket Study

Statements of Minimum Requirement

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

EmployabilityWork in the Local and Global EconomyDescribe different types of work and investigate the range of employment in the local area, including any changes in employment trends, taking account of the implications for career planning

EmployabilityWork in the Local and Global EconomyInvestigate how work organisations contribute to the economy

EmployabilityCareer ManagementInvestigate a range of familiar and unfamiliar jobs


Resource Sheet in this booklet

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

Skills tabs printed in orange are Cross Curricular Skills

Skills tabs printed in yellow are Thinking Skills and Personal Capabilities

Use own and others’ ideas to locate sources of information

Key Question Learning IntentionLearners will have opportunities to …

Possible Learning, Teaching and Assessment Activities Skills and Capabilities

Where can I shop? ... select, classify and compare information by carrying out research.

Consider together the wide range of shops available to consumers today.Concentrate initially on the types of shops in the areas local to the school, and thenextend to take in cities and rural areas. List your learners’ ideas on a flip chart orboard. You could use the internet to encourage ideas, for example www.4ni.co.uk

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Using ICT -Access and manage data and information

Using ICT -Create, develop, present and publish ideas and information using a range of digital media

Use own and others’ ideas to locate sources of information

Communication -Develop, express and present ideas in a variety of forms and formats, using traditional and digital resources



What do I know about supermarkets?

... locate, sort and select appropriate information.

Using Resource 1, explore ideas about what a supermarket is. Establish if thelearners are aware of the big name supermarkets.

Resource 1: Supermarket Facts

Where possible, the learners could take photographs of the exteriors ofsupermarkets and label them for display. You could also download photographsfrom websites, for example www.tesco.co.uk or www.sainsburys.co.uk

(Remind your learners that to carry out a picture search through a search enginethey should select ‘Images’, not ‘Web’.)


Communication -Communicate information, ideas, opinions and feelings using an expanding vocabulary

Communication -Find, select and use information from a range of sources

Select, classify, compare and evaluate information

Communication -Listen to and take part in discussions



What is a supermarket?

... think critically and reflect on what they have learned.

Establish a definition of ‘supermarket’: a supermarket is a self-service store offeringa wide range of food and household goods, organised into departments. It isgenerally larger than a traditional grocery store and smaller than a hypermarket.

Consider together the typical layout of a supermarket. Explore with your learnerswhy supermarkets locate staple foods (such as bread, milk and sugar) far away fromeach other, or locate sweets at check-outs. Explain how ‘loss leaders’ (products soldwith negative profit margins) are advertised to get customers into the shop. Ask thelearners if they (or their parents) have ever been tempted to buy something thatis not on their shopping list. Explain that the special name for this is ‘impulsebuying’. Ask if they are aware of what senses are being used as soon as they enter asupermarket, and if they think these senses affect what they buy.

Talk through the PowerPoint presentation to help your learners understand thata supermarket layout includes carefully researched features to encourage maximumspending by the customer.

PP: Supermarket Behaviour!

Visit one of the large chain supermarkets together and have your learners completeResource 2. This visit will help the learners witness and understand the science ofsupermarket layout.

Resource 2: Investigating In The Supermarket!

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What is a supermarket?

... think critically and reflect on what they have learned.

Organise a second visit (or one longer trip), and carry out the investigations inResource 3. These worksheets help the learners to consider where the items in thesupermarket come from, and they involve recording answers. The learning isreinforced in Resource 4, which may be more suitable for some learners.

Resource 3: Supermarkets Investigation

Resource 4: Where Do Things Come From?


Ask focused questions

Using ICT -Research, select, process and interpret information



How do the large supermarkets affect where you live?

... examine a range of issues which affect a community.

Small independent retailers (grocers, pharmacies, pet suppliers, off-licencesand hardware shops) can struggle to compete with larger supermarkets. UseResource 5 to highlight to the learners some of the issues involved by consideringfour advantages and four disadvantages of supermarkets. You could develop thistopic further by researching some of the vast amount of relevant informationavailable on the internet.

Resource 5: Supermarkets: Good And Bad Points

You can make links to the Environment and Society (History) by:Researching shopping in the ‘olden days’.

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Communication -Use evidence from texts to explain opinions

Plan and set goals

Communication -Listen to and take part in discussions and explanations



Where do the products in the supermarket come from?

... use a variety of resources to investigate sources of information.

Visit a wide range of shops, for example a greengrocer, butcher, fishmonger, grocerand hardware store. Ideally, have the learners work in small groups to complete theactivity in Resource 6. Together discuss the results of their research, and ask howthe learners feel about supporting local industry.

Resource 6: Local Produce

Use Resource 7 to focus further on the global aspects of food and produce availablein our shops.

Divide the learners into three groups, and give each group a different sheet fromResource 7. You may wish to make enlarged copies of the sheet for displaypurposes. Ask the learners to find an image online or take a photograph of eachproduct and stick the picture over the typed name in the left-hand column.

This resource highlights for the learners the fact that their shopping comes from allover the world and that a wide range of workers are employed in food productionand delivery.

When the groups have completed their worksheet, together discuss the advantagesand disadvantages of being consumers in a worldwide food chain. Whereappropriate, you could mention the creation of employment, the role of Fair Tradeworkers, damage done to the environment, and the exploitation of workers.

Resource 7: Around The World


Communication -Contribute comments, ask questions and respond to others’ points of view

Select, classify and evaluate information

Communication -Speak clearly and structure talk so that ideas can be understood by others



Who works in a supermarket?

... consider a range of careers. Together discuss the wide range of jobs that people who work in supermarkets have.Support your learners in researching the range of jobs, from area managers to shelfstackers. Use Resource 8 to focus on some of these jobs.

Resource 8: People Who Work In Supermarkets

Look through local papers, job centres or recruitment websites and display a sampleof jobs as a wall collage. Highlight the important information, such as experience,qualifications, working hours, salary and/or in-store training.

Discuss the advantages and disadvantages of some of the jobs the learners would beinterested in applying for.

Follow up with the PowerPoint activity. You could present this as a runaround game:put a picture of each supermarket worker in a different corner of the room, call outpart of a job description for one of them, and ask the learners to stand beside thecorrect answer.

PP: Guess My Job

Organise a visit to a local supermarket so that the learners can talk to the employeesabout their jobs. Use Resource 9 to record their findings.

Resource 9: Jobs In Supermarkets

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Communication -Listen to and take part in discussions and explanations

His own and others’ ideas to locate sources of information

Communication -Communicate information, ideas, opinions and feelings



What jobs are involved in stocking the supermarkets?

... investigate the importance of outside factors on our economy.

Show the learners a wide selection of foods, or photographs of foods, from aroundthe world. These could include bananas, rice, tea, chocolate, coffee and coconuts(all featured on the PowerPoint). Discuss together the global nature of thesupermarket business.

Give your learners an opportunity to work through the interactive PowerPointactivity and discuss the questions together. Use the discussion questions on thefinal slide to encourage them to think about the workers’ lives and what Fair Trademeans.

PP: Workers Around The World

Discuss together the fact that as well as food production jobs there are also jobs intransporting products. Resource 10 focuses on the different vehicles that can be involved.

Resource 10: The Travels Of A Banana!

Show a packet of rice and ask the learners to think of as many workers as possiblewho would have been involved in getting the rice from the paddy fields to us.Consider, for example:− rice planters;− rice packers;− artists to design the packaging;− producers of packaging;− operators of the types of transport involved (lorries, planes and/or boats); and− shopkeepers to sell the rice.

Some learners may be able to take part in job sampling or job sharing in a localsupermarket.

Communication -Read a range of texts for information and ideas


Resources


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Supermarket Facts Resource 1

The top six supermarkets control around 70% of the grocery market in the UK.

Can you name the top four supermarkets in the UK?T _ _ _ o A _ _ aS _ _ _ _ _ _ _ _ ’s M _ _ _ _ _ _ _ s

The average supermarket stocks over 200 fruits and vegetables in its fresh produce department.

Some fruit and vegetables are grown in this country. Can you name any?

Large supermarkets claim that when they come to a town they bring choice, cheap food, development and jobs.

Smaller independent shops (locally owned) claim they cannot compete against such large companies.

One pound (£1) in every seven (£7) that is spent in British shops is spent in the largest supermarket chain.

The loss of local independent shops can seriously affect people on lower incomes who don’t have use of a car.

Did you know these facts about supermarkets?


Resource 2Investigating In The Supermarket!

Go to the Fruit and Vegetable section. Find a fruit or vegetable that has been flown in to this country (they usually have an aeroplane label).

Can you find four vegetables grown in Northern Ireland? List what they are.

1. 3.

2. 4.

Go to the Chilled Food section. This is the area where ‘high risk foods’ are stored. Name four products you can see in the chilled cabinets.

1. 3.

2. 4. Can you find ready-prepared meals in this section (for example fresh lasagne or chicken tikka)?

Can you find ready-prepared vegetables (for example mashed potatoes or cauliflower cheese)?


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Supermarkets Investigation (1 of 3) Resource 3

Name: Date:

Task: Go shopping in a supermarket.

(1) Which shop will you go to? (2) Location of the shop:

Make your shopping list. Put these items on it:

milk potatoes coffee bottled water tin of soup bread

Put your receipt in the space below.


Resource 3Supermarkets Investigation (2 of 3)

Name: Date:

Task: Find out where your shopping comes from. Look at the items. Talk about your answers.

•milk

•potatoes

•coffee

•bottledwater

•tinofsoup

•bread


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Supermarkets Investigation (3 of 3) Resource 3

Name: Date:

Task: How did your shopping get to the shop? Did it travel far?

Types of transport

•milk

•potatoes

•coffee

•bottledwater

•tinofsoup

•bread

May

er J

ohns

on P

CS S

ymbo

ls ©

May

er J

ohns

on L

LC (c

onta

ct W

idgi

t Sof

twar

e w

ww

.wid

git.c

om)


Resource 4Where Do Things Come From? (1 of 2)When you are in the supermarket, find out where these things come from. Write or stick the place name or names in the box beside each product.


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Where Do Things Come From? (2 of 2)Think about where each product comes from and how it may have been transported to the supermarket. Cut and stick a possible means of transport for each product.

Resource 4


Resource 5Supermarkets: Good And Bad Points (1 of 2)

Type of shop

Supermarket Local shop

Where do the things in the shop come from? Think of examples.

How far do things have to come that are for sale in the shop?

What are the prices like?

How can you get to the shop?

Think about what is not so good about supermarkets. How do they affect people?


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Supermarkets: Good And Bad Points (2 of 2) Resource 5

Type of shop

Supermarket Local shop

What are the opening hours?

Are there lots of different things for sale? Think of examples.

Which type of shop can give more people a job?

Which type of shop can help us more in school?

Think about what is good about supermarkets. How do they affect people?


Resource 6Local Produce

Task: Look for locally made and grown items in a local shop.

(1) Which shop will you go to?

(2) Location of the shop:

Make your shopping list. Remember to look or ask for items made or grown in Northern Ireland. Talk about the items the group has chosen. Stick your shopping list and receipt in the space below after your trip.


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Around The World (1 of 3) Resource 7

Wine from Australia

Bananas from Jamaica

Frankfurter sausage from Germany

Spaghetti from Italy

Flowers from the Netherlands

Skiing holidays in Austria

Peanuts from the United States of America


Resource 7Around The World (2 of 3)

Onions from Spain

Coffee from Brazil

Timber from Canada

Wheat from the United States of America

Ham from Denmark

Chocolates from Belgium

Snails from France


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Around The World (3 of 3) Resource 7

Potatoes from Ireland

Tea from China

Lamb from New Zealand

Oranges from South Africa

Electrical goods from Japan

Beef from the United Kingdom


Resource 8People Who Work In SupermarketsWhat are these people’s jobs? (Look at the uniforms.) Match them to the produce they work with by cutting and pasting the four product pictures.


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Jobs In Supermarkets (1 of 3)What jobs do people have in supermarkets? Talk about your ideas. Draw the people doing the jobs and write your answers beside the pictures.

Resource 9

Job:What does this person do in their job?





Resource 9Jobs In Supermarkets (2 of 3)

Which shop did you visit?

Where is the shop?

Who showed you around the shop?

What job do they do in the shop?

Put a picture of the shop here.

Did you learn about any new jobs? What were they?

Put your answer here.

Visit a supermarket together and write about your visit below.


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Jobs In Supermarkets (3 of 3) Resource 9

Person’s first name:

Name of job they do in the supermarket:

What do they have to do in their job?

What do they like about their job?

What do they not like about their job?

Can you think of any questions? Write them here.

Interview a supermarket worker and record their answers here.


Resource 10The Travels Of A Banana!

This transport is used to take the bananas on the long journey from where they are grown to our country.

This large vehicle is used totake the bananas from the airport to the warehouse where they are stored.

This vehicle is used to deliver the bananas to the supermarket.

You might go shopping in oneof these to buy a banana!

Do you know what transport is used to get bananas from where they are grown to you? Cut and stick the pictures onto the correct box.

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