Curriculum for Excellence (CfE) experiences and outcomes: Third and fourth level
- I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future. (HWB 3-19a)
- I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. (HWB 3-20a/HWB 4-20a)
Purpose of the activity
This activity is designed to support young people to recognise the relevance of my learning, skills and interests to my future life
When designing learning activities, think about the range of learners in your class and their individual circumstances. Please use your own professional judgement to ascertain what is appropriate for young people.
It will be helpful to consider, as in face to face learning, revisiting prior learning, chunking up new knowledge, teacher explanations/modelling, scaffolding, pupil practice and learning checks as and when possible.
Whenever you use content on a platform like YouTube please cue the film you intend to play in advance, check it is the film you want to view, and skip adverts.
Using whichever method you use to share home learning activities with the young people in your class, consider the following:
Encourage young people to think about themselves and what skills they recognise and value in themselves, and indeed in others.
Their personal skill set includes their personal qualities – their way of being themselves. They are important because they often define young people and how others may think of them.
BBC bitesize lists Ten skills you might not know you have
Ask young people to read the information provided about each of these ten skills and then reflect on how each of them relates to themselves.
- Trustworthiness -There are many ways that being trusted plays out - but just think about it for a minute, how many ways are you trusted by those close and around you?
- Compassion - Think about how understanding you have been in your past towards others and how you can continue to be mindful of this.
- Patience - How do you show patience in your life?
- Determination - Think about what you’ve done in the past or are currently doing that may not even have happened without your determination.
- Responsibility - Think about how much responsibility you have and continue to have in your life – can you be relied on to do certain jobs and tasks? Do you get your work and chores done; do you think you do a good job?
- Reliability - Being reliable is like being trustworthy – others are choosing you to help them, support them, be there for them. Does this sound like you?
- Inquisitiveness - Be brave to question things that you don't understand – it is a strength not a weakness. Are you an inquisitive kind of person?
- Communication - Think about how you communicate with your friends, family and carers. Are you able to game, text and talk all at the same time? This is complex communication. Do you have good communication skills?
- Thoughtfulness - Problem solving is a great skill to have – do you think about how things could be better? Do you think about how you could do things better?
- Generosity – When did you last spend time with someone who needed you? When did you last take time to understand someone else?
Do they recognise them in themselves?
Ask young people to list all of the ten skills on a sheet of paper or word document which has three columns. In the second column, beside each skill, tick the ones that they recognise in themselves. In the third column they should write down how and when they demonstrate each of these skills. If there are any skills which they do not yet recognise in themselves ask young people to consider how they could develop them.
For those learners that require additional challenge in their learning, you can extend this activity by watching the following clip. Here some young people explain a few key skills for success in the workplace and give some top tips to take away.
Ask young people to consider the following questions:
Which of these skills do young people currently see as strengths in themselves and how can they demonstrate this?
Which skills do they need to develop further and how are they planning to do so?
Additional activities to help young people recognise and build their personal skills can be found on Barclays Lifeskills website.
Depending on a young person’s individual stage of development and their prior learning, young people will be working towards these benchmarks, by the end of third/fourth level.
- Identifies own interests, strengths and skills.
- Evidences own skills, and behaviours required, which link to the world of work.
Possible approach to assessing learning
Receiving examples of learning at home from young people will help you understand how they are managing the tasks you have set and provide some feedback. Using whichever approaches your school uses to communicate with parents and young people, some of the following may be useful in supporting you to assess and celebrate young people’s progress:
Some young people may want to upload photos or a record of their work to their online learning journal, or online learning space on Google classroom or Microsoft Teams. This will give you the opportunity to provide feedback and next steps.
In these activities you could ask young people to self-reflect on their progress in developing or maintaining their skills relevant to future opportunities. If they have already registered with My World of Work they could add these to their CV or personal profile.