Curriculum for Excellence (CfE) experiences and outcomes: Second level
Literacy and English
- When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on prior learning. (LIT 2-02a)
- By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. (LIT 2 – 26a)
Health and wellbeing
- I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. (HWB 2 – 10a)
- Opportunities to carry out different activities and roles in a variety of setting have enabled me to identify achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. (HWB 2 – 19a)
- I am investigating different careers/occupations, ways of working and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. (HWB 2 – 20a)
Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. (EXA 2 – 18a)
Purpose of the activity
Having previously looked at the creative skills of others, children will now reflect on their own creative skills. Selecting one skill from the skills of curiosity, open mindedness, imagination and problem solving, they will gather and present examples of when they have demonstrated this skill in a manner of their choosing. They will identify an additional skill they would like to develop further.
- Introduce this activity by revisiting the creativity skills of curiosity, open mindedness, imagination and problem solving. The following links provide a range of resources you may find useful to support this activity.
What are creativity skills?
Planning for and evaluating creativity
- Invite children to reflect on their own skills and discuss these with their peers or an adult. Encourage them to share examples of how they/others have demonstrated curiosity, open mindedness, imagination or problem solving. Examples could reflect all aspects of a child’s life. You could use particular examples relating to the class/school/ context/ activity as stimuli.
- Prompt children to select the creativity skill they feel most positive about. Completing a creativity skills wheel may help children evaluate to what extent they have these skills. (If using the following resource, you may wish to amend the bullet points to adapt the language for specific groups.) Powerpoint presentation: Creativity Skills - Spider Diagram
Ask children to identify examples of when they demonstrated this skill. This could relate to activities at home and/or at school.
- Using the title ‘Creative me’, invite children to create a visual or written representation of their chosen skill. This could be in the form of a poster, a digital presentation, written text or song. Encourage them to celebrate these positive examples and share them with their peers and/or family members.
- Finally, ask children to identify a creativity skill they feel less confident about. Ask them to consider what they could do to improve this. Children could add this to their learning targets.
Children could reflect on their remaining creativity skills. You might ask them to consider how often they make use of these skills in their own lives.
Literacy and English
- Contributes a number of relevant ideas, information and opinions when engaging with others.
- Shows respect for the views of other and offers own viewpoint.
- Selects relevant ideas and information.
- Uses appropriate vocabulary, including subject-specific vocabulary, to suit purpose and audience.
Health and wellbeing
- Identified connections between skills and the world of work.
- Uses investigative skills to gain more information about jobs/careers.
- Uses voice, instruments and technology to create music, experimenting with timbre. For example, uses tuned/untuned percussion instruments to create simple melodies and rhythms.
Possible approach to assessing learning
- You could use the completed ‘Creative me’ product to support self and peer assessment.
- Taking an overview of the learning targets created by children will help identify common areas for development and should inform planning.
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.