Last Updated: Wednesday, January 13, 2021

Helping the wider community – early level

What is this?

Children at early level are beginning to develop an awareness of charities that support good causes. This experience encourages children to think about charities, what they do and why.

You can use or adapt this experience for children in your setting or while they are learning at home. Consider the range of learners, prior knowledge and their individual circumstances in relation to this experience and adapt accordingly. This experience is based on early level experiences and outcomes

Curriculum for Excellence (CfE) experiences and outcomes: Early level

Social Studies

  • In real-life and imaginary play, I explore how local shops and services provide us with what we need in our daily lives. (SOC 0-20a)

Literacy and English

  • Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. (LIT 0-09a)
  • As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings. (LIT 0-10a)

Health and Wellbeing (Personal and Social Education)

  • I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults. (HWB 0-45a)

Purpose of the activity

This experience encourages children to think about how charities help others and the importance of this.

Learning activity

  • Discuss with children what they know about charities. They may be aware of large national or international charities. Do they know of any charities in their local area? What are these charities and what do they do?
  • You may wish to use pictures from well-known charity campaigns such as Children in Need, Comic Relief or the Poppy Appeal. You could also share some images of fund-raising activity such as charity shops people collecting money in the street, or bag packing in a supermarket. Many charities also have promotional videos which could be shown according to the children’s age and stage..
  • Discuss with children the kinds of things charities might do – for example, working directly to support people in need such as children or older people, providing assistance dogs, or providing funds to help set up schools or hospitals in areas where there are none.
  • Explore with children why charities exist. You could use some of the questions below to support discussions:
    • Have you ever given money to charity? For example in a collection or during something like Sport Relief/ Children in Need? Why did you do this?
    • Why do you think charities want to help others?
    • What kinds of things could you do to help a charity?

Extension activity

Children could think about local or other charities that their setting or school currently helps or could help. What could they do to support a charity and which charity would they choose? Children should be encouraged to explain the reasons for their choices.

National Benchmarks

Social Studies

  • Identifies at least two different types of shops or services families might use, for example, supermarket or health centre.

Literacy and English

  • Talks clearly to others in different contexts, sharing feelings, ideas and thoughts.
  • Uses new vocabulary and phrases in different contexts, for example, when expressing ideas and feelings or discussing a text.

Health and Wellbeing (Personal and Social Education)

  • Recognises that care can come from a variety of different people.

Possible approach to assessing learning

The following questions could be used to ascertain children’s progress:

  • To what extent are children aware of the different charities in their own community and in other places?
  • How well do children understand the different supports charities provide?
  • To what extent can children express their own views about the importance of supporting charities?

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.