Last Updated: Wednesday, September 09, 2020

Businesses during Covid-19 - third and fourth level

What is this?

In this activity, young people will work collaboratively to research how a local business or area of commerce has adapted its strategies and focus to remain viable in response to Covid-19. They will then use this research to inform a campaign targeting the local Chamber of Commerce for financial support for a fictional business. The campaign will allow young people to see how a business can be futureproofed and the importance of local business to local people.

Curriculum for Excellence (CfE) experiences and outcomes: Third and fourth level

Literacy and English

  • When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. (LIT 3-02a)
  • I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. (LIT 3-10a)
  • I can convey information, describe events, explain processes or concepts, and combine ideas in different ways. (LIT 3-28a)
  • When I engage with others, I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. (LIT 4-02a)

Social studies

  • I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view. (SOC 3-15a)
  • Having considered responses to a recent international crisis, I can contribute to a discussion of the effectiveness of the responses. (SOC 3-19b)
  • I can evaluate conflicting sources of evidence
    to sustain a line of argument. (SOC 4-15a)
  • I can contribute to a discussion on the extent to which people’s needs should be met by the state or the individual. (SOC 4-16a)
  • Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected. (SOC 4-16b)

Purpose of the activity

Young people will develop their knowledge and understanding of flexible business approaches. They will explore the concept of futureproofing by researching a local business leaders who has had to make radical and creative changes to keep the business viable. Lastly, they will use their communication skills to create a campaign for financial support for a local fictional business. Through this activity, young people will also develop skills and qualities which help them to be responsible citizens and effective contributors.

Learning activity

Young people should work collaboratively on this activity where possible. They should research local companies and businesses in or near their local area which have successfully adapted to the changing demands of COVID-19.

As they progress through their research in this activity, young people should aim to:

  • Identify one local business, company or area of commerce that has had to change its strategy and approaches radically, to survive the restrictions implemented as a result of COVID-19 (for example a local café, a local hotel, a local food shop etc.). They may wish to contact the business itself, the local Chamber of Commerce or review the local press for articles. They should discuss and take note of the changes the business has made and the dates they made the changes.
  • Create a timeline, beginning with detail on how the business operated prior to lockdown. Each adaptation made by the business as a result of lockdown should be noted along with the approximate date the change was made and how long the changes are likely to last.
  • At each stage, young people should consider how the changes made have impacted on employees, engagement with customers, and the effect on others in the local area
  • Work in groups to create an attractive, professional, and convincing campaign to provide necessary support to keep a fictional business running safely through the phases of lockdown. This campaign could then be presented to business representatives in local government, or the local Chamber of Commerce. They may wish to consider requesting funding for various personal protective equipment (PPE) and sanitising products, or a temporary freeze on rent for premises.

Extension activity

Young people could also find out about ways in which their chosen area of business continues to be affected by the COVID-19 pandemic. They could include further detail on their timeline which outlines how the business could be futureproofed. They could outline restrictions on how the business operates, cash flow and profit challenges, local employment and vital deliveries from suppliers to keep the business running.

National Benchmarks

Literacy and English

  • Contributes regularly in group discussions or when working collaboratively, offering relevant ideas, knowledge or opinions with supporting evidence.
  • Builds on the contributions of others, for example, by asking or answering questions, clarifying or summarising points, supporting or challenging opinions or ideas.
  • Communicates in a clear expressive way in a variety of contexts
  • Selects and uses resources to enhance communication and engagement with audience.
  • When writing to convey information, describe events, explain processes or concepts, and combine ideas:
    • Uses a style and format appropriate to purpose and audience, applying features
      of the chosen genre.
  • Participates fully in group discussions or when working collaboratively, contributing relevant ideas, knowledge or opinions with convincing supporting

Social studies

  • Discusses the extent to which individuals, organisations or the state should meet the needs of people, or stimulate the demand for goods and services.
  • Suggests the impact of a social issue, for example, poverty and demonstrates the attitudes of those affected.
  • Reviews basic sources of evidence such as newspapers or surveys used in arguments about current affairs to form a valid opinion.

Possible approach to assessing learning

When planning your approach to assessing learning please take account of the latest guidance.