Curriculum for Excellence (CfE) experiences and outcomes: Third and fourth level
Literacy and English
- 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 2-10a / LIT 3-10a)
- I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required. (LIT 4-10a)
- I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience. (LIT 3-20a / LIT 4-20a)
Health and Wellbeing
- I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. (HWB 3-08a / HWB 4-08a)
- Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. (HWB 3-13a / HWB 4-13a)
- 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 opportunities. This is helping me to make informed choices about my life and learning. (HWB 3-19a)
- I understand the importance of being cared for and caring for others in relationships, and can explain why. (HWB 3-44a / HWB 4-44a)
- I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view. (SOC 3-15a)
- 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)
- While working through a design process in response to a design brief, I can develop and communicate imaginative design solutions. (EXA 3-06a)
- By working through a design process in response to a design brief, I can develop and communicate imaginative and original design solutions. (EXA 4-06a)
Purpose of the activity
This activity will enable young people to consider their neighbours.
Young people will be asked to think about the range of adversities that different people might have experienced during the pandemic. Through this, they are likely to develop a better awareness of the needs of different people.
Young people will also be able to reflect with compassion and empathy on how they could support members of the community, currently and in the future. Young people will be asked to create an informative and engaging flier or poster that offers support, and consider how this may be distributed in their community. This will develop their design skills and critical-thinking skills.
Young people will also be able to reflect on their own experiences and feelings. This may help them to understand the impact that the pandemic has had on them over the past few months.
- Young people should think about their local community, and their neighbours. This may include the elderly single lady that lives downstairs, the couple that lives in the nearest house to them or the family they’ve seen every day during lockdown, sitting outside, playing and talking together.
- It is likely that many of these neighbours will have experienced adversity in some way. This may be because they have been separated from their friends or family, or because their relationships have become strained as a result of spending so much time together. It may also be because they are on the furlough scheme or have lost their jobs because of the pandemic.
- Young people should think about how they could support these neighbours as the pandemic continues. They should take account of all public health advice and individual people’s circumstances, for example some people may still be shielding. What might their support look like? Young people should also be encouraged to think more widely about their community. Is there support they could provide to the full community just now, as well as later if Scotland needs to go further into lockdown again?
- Young people should speak to their peers to discuss the diverse needs of people, and the needs of their communities. They could compare and contrast what they may be able to do.
- Finally, young people should prepare a flier or a poster that outlines the support they could offer. They should think about where and how they would want to distribute or display this to allow as many of their neighbours and members of the local community to see it.
As an extension activity, young people could be asked to reflect on any adversity that their family has experienced. They could write a journal entry that discusses what the issue has been, how the family has coped or is coping with the adversity, and how the family’s needs may be met more effectively in the future. This journal entry is not for young people to share, unless they choose to do so. It will allow them to reflect on their experiences and feelings.
Literacy and English
Plans and delivers an organised presentation/talk with relevant content and appropriate structure.
- Uses suitable vocabulary for purpose and audience.
- Selects and uses resources to support communication.
- Selects and uses well-chosen resources to enhance communication and engagement with audience.
Health and wellbeing
- Explains why commitment, trust and respect are central to being cared for and caring for others.
- Identifies and demonstrates the skills required to make positive choices in challenging situations, for example, assertiveness, empathy.
- Presents using appropriate methods an informed view of a current affairs issue.
- Suggests the impact of a social issue, for example, poverty and demonstrates the attitudes of those affected.
- Researches, develops and communicates a solution to a design brief by working through a process
Possible approach to assessing learning
As practitioners, you know your learners well and can alter the expectations of outcomes for individuals in line with the benchmarks. You can look at ways to review or discuss young people’s work and provide feedback occasionally to help move learning forward.