Curriculum for Excellence (CfE) experiences and outcomes: Third and fourth level
- Having chosen personal themes and developed my own ideas from a range of stimuli, I can express and communicate my ideas, thoughts and feelings through 2D and 3D work. (EXA 4-05a)
- 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)
Health and wellbeing
- I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. (HWB 3-05a / HWB 4-05a)
- 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)
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 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)
- I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, generate and develop ideas or create original text. I recognise when it is appropriate to quote from sources and when I should put points into my own words. I can acknowledge my sources appropriately. (LIT 3-25a)
- I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, or create original text. I can make appropriate and responsible use of sources and acknowledge these appropriately. (LIT 4-25a)
Numeracy and mathematics
- When considering how to spend my money, I can source, compare and contrast different contracts and services, discuss their advantages and disadvantages, and explain which offer best value to me. (MNU 3-09a)
- I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required. (MNU 3-11a)
- I can apply my knowledge and understanding of measure to everyday problems and tasks and appreciate the practical importance of accuracy when making calculations. (MNU 4-11a)
- Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems. (MTH 4-11b)
Purpose of the activity
Through this activity, young people will be able to develop skills in critical thinking, communication, planning and budgeting. They will also be able to demonstrate personal qualities, such empathy, sensitivity and care for others.
The activity will enable young people to enjoy planning and developing a safe social space in collaboration with others.
- Young people should think about their rights. To help them do this, they should research the United Nations Convention on the Rights of the Child (UNCRC).
- They should then write down some of the challenges they have experienced over the lockdown and relate these to their rights. Which rights have been restricted over the past few months for them and for others?
- Young people should be asked to write down the ways they have addressed or managed these challenges, such as having limited contact with their friends, not being able to leave the house, having to help their parents/carers with household tasks or caring for siblings, or struggling to find a quiet space in which to work or be alone for a while.
- Young people should consider how they could create a safe social space in their local youth centre that seeks to address concerns they may have about their rights not being met or challenges they have identified. For example, how could the space address people’s feelings of isolation safely and provide a space to rest, relax and play (Article 31), or how could the space provide alternatives to online play-based activities. This activity will require young people to think very creatively and extend their planning and communication skills.
- Young people should plan how to communicate their ideas to the organisers of their local youth centre. They should create a visual design of the space to support their discussions and consider carefully any help they have available to implement the plans safely. Young people should take good account of a set budget.
- At all times, young people will need to reflect on the needs of the children, young people and staff that will be using the social space. Young people should carry out this activity with empathy and sensitivity.
As an extension activity, young people could write a pitch as to why their plan is the best one to create a safe social space. Individual activities could form part of a year-group challenge, in which different groups are asked to present their plans to one another, with one of the plans being selected as the one to be taken forward. All groups would be given the same budget.
- Researches, develops and communicates a solution to a design brief by working through a process.
- Evaluates what works well and what could be improved or different in their own and others’ work, using appropriate art and design vocabulary.
Literacy and English
- Writes for a range of purposes and audiences selecting appropriate genre, form, structure and style to enhance communication and meet the needs of audience.
- Communicates in a clear expressive way in a variety of contexts.
- Presents ideas, information or points of view including appropriate detail or evidence.
- Organises thinking and structures talks to present ideas in a logical order.
- Uses appropriate tone and vocabulary for purpose and audience.
- Selects and uses resources to enhance communication and engagement with audience.
- Uses notes and/or other sources to generate ideas, inform thinking and support the creation of new texts
- Selects relevant ideas and information including supporting detail or evidence.
Numeracy and mathematics
- Demonstrates understanding of best value in relation to contracts and services when comparing products.
- Chooses the best value for their personal situation and justifies choices.
- Budgets effectively, using digital technology where appropriate, showing development of financial capability.
- Converts between different currencies.
- Chooses appropriate units for length, area and volume when solving practical problems.
Possible approach to assessing learning
When planning your approach to assessing learning please take account of the latest guidance.
- You could speak to the young people individually to find out the roles each of them played in this task. You could ask them the key skills and strategies they contributed to the group activity.