CfE OutcomesReflective Questions tohelp teachers developclassroom activities

MNU 1-10bI can use a calendar to plan and beorganised for key events for myselfand my class throughout the year.

HWB 0-23aI am aware of my own and others’needs and feelings especially whentaking turns and sharing resources.I recognise the need to follow rules.

SCN 2-04aBy considering examples whereenergy is conserved, I can identifythe energy source, how it istransferred and ways of reducingwasted energy..SCN 2-04bThrough exploring non-renewableenergy sources, I can describe howthey are used in Scotland today andexpress an informed view on theimplications for their future use

HWB 0-20a / HWB 1-20aI can describe some of the kinds ofwork that people do and I am findingout about the wider world of work.

HWB 1-19aThrough taking part in a variety ofevents and activities, I am learningto recognise my own skills andabilities as well as those of others.

Some potential learningpoints for pupils

� I know I will need qualifications tocompete in the job market[For example, only 7% of people inEdinburgh have NO qualifications.Without qualifications you are 4times as likely to be out of work asan adult.]

� What generic skills the Beano staffneed to do their jobs?[communication, numeracy, problemsolving and IT]

� They have an understanding ofwhat employers want from theirstaff [the right attitude, willingnessto work hard and to get on withothers]

� The value of setting goals andunderstanding why saving for thefuture has a broad range ofadvantages, such as self esteem,mental health and well being,increased aspirations andconfidence in their ability.

Good luckwith your little

menaces!

our Guideto teaching Menaces

our Guideto teaching Menacesproving reading is fun for everyone

This guide presentssuggestions onhow you can usethis speciallythemed issue toreinforce keymessages from theCurriculum forExcellence.

Research hasshown that comicscan be described asthe “missing Link”between picturebooks andchapter-basedreading.

We hope childrenenjoy this specialedition and thatyou, as teachers,find it useful.

Visit www.beano.com or www.sbcscot.comfor more information.

Scottish Business in the Community and The Co-operative are proud tobe supporting this special issue of The Beano, which will help encouragereading and improve literacy amongst children across - Scotland.Scottish Business in the Community provides a vital link between businessand schools, working with the business sector to improve employability andliteracy for young people across Scotland. (www.sbcscot.com)The Co-operative is committed to inspiring young people and helping themto be their best. They work with schools throughout Scotland,encouraging them to get involved through their Green SchoolsRevolution initiative (www.greenschools.coop) and to understand moreabout the co-operative difference through their partnership withCo-operative Education Trust Scotland (www.cets.coop).

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Extracts fromBuilding theCurriculum 4

CfE Outcomes Reflective Questions to help teachersdevelop classroom activities RESOURCES

All pupils areentitled to acontinuous focuson literacy,numeracy andhealth andwellbeing

Within CfE,literacy is :the set of skillswhich allows anindividual toengage fully insociety and inlearning, throughthe differentforms of language,and the range oftexts, whichsociety valuesand finds useful.

CfE can best bedelivered throughpartnershipworking.

At the heart ofenterprise ineducation areyoung learnerswho have aknowledge andpracticalunderstandingof the world ofwork.

LIT 1-01aI regularly select and listen to or watch texts which Ienjoy and find interesting, and I can explain why I prefercertain sources.

LIT 2-04aAs I listen or watch, I can identify and discuss thepurpose, main ideas and supporting detail containedwithin the text, and use this information for differentpurposes.

LIT 2-07aI can show my understanding of what I listen to or watchby responding to literal, inferential, evaluative and othertypes of questions, and by asking different kinds ofquestions of my own.

MNU 1-09aI can use money to pay for items and can work out howmuch change I should receive.

MNU 2-09aI can manage money, compare costs from differentretailers, and determine what I can afford to buy.

SOC 1-21aI can work out the amount of money I need to buy items,understanding that I may not always be able to affordthe items I want.

HWB 1-30aBy investigating the range of foods available I candiscuss how they contribute to a healthy diet.

HWB 0-32aI know that people need different kinds of food to keepthem healthy.

SOC 1-09aHaving explored the variety of foods produced inScotland, I can discuss the importance of differenttypes of agriculture in the production of these foods.

MNU 1-10aI can tell the time using 12 hour clocks, realising there isa link with 24 hour notation, explain how it impacts on mydaily routine and ensure that I am organised and readyfor events throughout my day.

For Teachers

� How do you currently develop literacy skills in classroomor other settings? What else could you use?

� How can you use a comic strip to embed learning acrossa wide range of abilities?

� How can you use story content to stimulate classroomdiscussion, e.g. what is Minnie saving for, how long wouldit take at £1 per week, and how would she feel when shereaches her goal?

� How could the children understand the relationshipbetween saving and spending, and the consequences ofoverspending?

� What lessons on how to get a healthy diet are theBash Street Kids learning?

� How does the Bash Street Kids Storyline help demonstratethe fun and success of good teamwork?

� How do you demonstrate and model the range of skillswhich children need to develop to thrive in a modernsociety and economy?

� How can you design activities with children and partnersthat will enable them to develop personal learning planningand career management skills?

� How can you design experiences to help young peopledevelop and apply employability and enterprise skills?

� Could you use the concept of time travel to help pupilsexplore and understand what their world will be like in 2020?

� What is the role of technology in Scotland becoming amore sustainable country?

� What are the consequences of not changing behaviours?

� How can you help the pupils to understand the skills theyhave to demonstrate to employers in the future?

� Could parents and relatives become part of the discussionby feeding in about their own jobs?

� Pupils could identify skills needed by people doing jobsthat they see every day, for example, bus driver, shopassistant, police, teacher, etc

� Could they think about jobs that might exist in 10 yearsthat do not exist at the minute?

Guidance on understanding and incorporating key messages from Minnie the Minx,The Bash Street Kids, Dennis and Gnasher, Fred’s Bed, SBC’s Top Ten, the Editor’sJourney, the Illustrator’s Story and the Employability Quiz.

The Beano

Minnie the Minxstoryline

The Bash StKids storyline

Dennis theMenacestoryline

Fred’s Bedstoryline

SBC’s Top Ten

Beano Editor’sjourney

Illustrator’sstory

EmployabilityQuiz

Curriculum for Excellence: Building the Curriculum 4Curriculum for Excellence: Building the Curriculum 4Context for

Primary teachersto introduce and

follow-up The BeanoSpecial Edition.