Curriculum for Excellence (CfE) experiences and outcomes: Third and fourth level
Literacy and English
- 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)
- Having developed ideas from a range of stimuli, I can contribute to devising, rehearsing and presenting drama or scripts. (EXA 3-14a)
- I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. (EXA 3-15a)
- Having had opportunities to lead negotiation and decision making, I can work on my own and with others to devise, rehearse and refine dramas and scripts. (EXA 4-14a)
- 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)
Purpose of the activity
This task will suggest ways in which young people can start to reflect and use their portfolio of research through engaging with previous activities. Young people will work towards using what they have learnt about their resilience, skills development and coping strategies over the lockdown period, to create a support resource.
- To begin, invite learners to reflect and create a mind-map of memorable, positive times during the COVID-19 lockdown phases. They should then be encouraged to add some challenging times or situations that they would be willing to share.
- Either individually or in groups, invite learners to consider the mind-maps created and come up with a list of things they have learned from these experiences. They should include strategies they utilised during challenging moments, and any advice they wish they had been given to help them during the lockdown phases.
- Next, invite learners to consider the previous weeks’ activities and make a list of what they have discovered or learned that they think would be important to share with peers. This might include strategies used in the past to overcome adversity, activities to develop specific skills, or information about the circular economy.
- Learners should then decide whether they would like to create a video diary that focusses on them sharing their experiences, reflecting on learning and giving advice from their own point of view, or whether they would like to create fictional characters and make the support resource from the point of view of a character from the past, present or future.
- Having decided on the viewpoint they want to present the video from, learners should consider how they are going to structure and communicate their ideas to create the peer support video blog resource.
- They should refer to the lists and mind-maps they have created and additionally, they may wish to consider the following:
- what they want to convey at the beginning, middle and end;
- how they want to build up a picture of what it was like during lockdown for them and how they coped;
- what activities they want to focus on to explore the skills they feel they have developed;
- what connections they made from learning about past adversity and circular economy that they could relate to their current situations;
- how they feel they have developed their resilience; and
- what key pieces of advice they would like to provide for others to consider.
- Having planned out the structure of the blog and having developed a rough script or summary of key points they want to make; learners should rehearse and then film their video blogs.
- Learners may want to peer review each other’s video blogs and make any changes before sharing the final version of the peer support video blog resource.
As a result of what they have learned about themselves (or what their fictional character has learned), about their capabilities and overcoming challenges during the lockdown phases, young people should develop a ‘practical guide’ or ‘top tips’ charter. This should be aimed at helping others to cope and stay positive in difficult situations. This can be anecdotal – ‘what happened and here is what I/ we did…’ It could be part of a family challenge or debrief, or an individual or group task in class. This could also feature as part of the support resource.
Literacy and English
- Communicates in a clear expressive way in a variety of contexts.
- Selects and uses resources to enhance communication and engagement with audience.
- Participates fully in group discussions or when working collaboratively, contributing relevant ideas, knowledge or opinions with convincing supporting
- 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.
- Presents dramas to audiences for different purposes, for example, to entertain, inform, communicate a message, explore an issue.
- Reviews and evaluates their progress through the creative process on an on-going basis and develops solutions to problems as they arise.
Suggests the impact of a social issue, for example, poverty and demonstrates the attitudes of those affected.
Possible approach to assessing learning
When planning your approach to assessing learning please take account of the latest guidance.