Last Updated: Wednesday, January 13, 2021

Role of charities in society – second level

What is this?

Children will learn more about the role of charities in society. They will explore the range of charities in operation and consider the purpose and nature of the work that charities do. They will consider what motivates people to involve themselves in charitable work.

This learning activity is intended to support teachers and practitioners to plan learning experiences for children/young people in their usual setting or while they are learning at home. As well as taking account of national and local guidance relating to Covid-19, the activity should be used or adapted accordingly to consider the range of learners and their prior knowledge and individual circumstances in relation to this learning experience.

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

Literacy and English

  • Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for a different purpose. LIT 2–14a
  • I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2–15a

Social studies

  • I can explain how the needs of a group in my local community can be supported. SOC 2–16a

Religious and moral education

  • I can share my developing views about values such as fairness and equality and love, caring, sharing and human rights. RME 2–05b, RME 2–02b

Purpose of the activity

Children will learn more about the role of charities in society and explore the impact of the work that they do. They will identify what motivates people to become involved in charitable work.

Learning activity

  • To identify children’s existing knowledge of different charities challenge them to identify as many charity logos as they can.
  • Building on what the children already know, prompt them to consider the purpose of these charities. Why do they exist? Who or what do they support? How do they raise funds? A useful starting point may be discussing familiar charity events supported through school activities.
  • Looking again at the wide range of charity logos, discuss if these support local, national or international/global causes. Encourage children to find out about any local organisations who receive support from a charity. Ask them to consider the type of support provided, for example, food donations to a local foodbank, clothing and bric-a-brac donations to a local hospice shop or supporting the local Royal National Lifeboat Institution station with financial donations.
  • People often undertake significant personal challenges to raise money for charity. Discuss with children the reasons why people are motivated to do this. Explore with them values, equality, caring, compassion, and human rights.

The following links may support your planning for this activity:

Extension activity

  • Children could research the history of a chosen charity.
  • Children could find out about the amazing personal challenges people undertake to raise money.
  • Children could interview a representative from a local charity to find out more about their work and the impact it is having on the lives of others.

National Benchmarks

Literacy and English

  • Finds, selects and sorts relevant information from a range of sources.
  • Uses notes to create new texts that show understanding of the topic or issue.

Social studies

  • Provides a basic explanation as to how the needs of a particular group within a local community can be supported, using relevant examples.

Religious and moral education

  • Discusses and expresses views about the importance of values such as honesty, respect and compassion.

Possible approach to assessing learning

  • You could assess the children’s completion of the task in terms of their contribution to discussions and ability to justify their responses. 

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