Create a plan for your own activity

This task forms part of your ExpertTrack Portfolio.

During the previous course for this ExpertTrack you identified the range of resources available to support your engagement with young people. You then explored how resources can be shaped and adapted to meet specific needs e.g. gender or special educational need.

Over the last two weeks, you’ve been building up skills and knowledge on how to successfully plan, develop and deliver your activity. You have also had an opportunity to create an activity plan for the paper aeroplane activity.

Now it’s time to pool your learning and bring these components together and create your own practical activity plan.

Scenarios

We hope you can use a real volunteering scenario for your activity plan. If you don’t have somewhere you volunteer currently, use one of the two examples below.

1. You have been asked to collaborate with a primary school teacher working with a class of 30 students aged 10-11. The teacher would like a 60-minute activity on biodiversity to support their rainforests project. You are based in Scotland, therefore using the Curriculum for Excellence.
2. Your local Girl Guides troop are looking for support with their astronomy learning. There are 20 girls aged between 10-13. You have suggested attending a stargazing event at a dark skies park and would like to do a related activity with them prior to the field trip.

Task

• Activity planning template [Word doc].
• Activity planning template [Create a Google Doc].

1. Download the activity planning template for the activity you will create for your ExpertTrack Portfolio.
2. Describe the scenario, identifying the target audience, format and national curriculum or skills framework (if appropriate). Add this information to your planning document.
3. There may be gaps in your plan that you need to discuss with an educator. Make a note of these questions as they’ll form the basis of your communication with the educator.

Note: Do not complete the Session Plan (we’ll look at this in the next course) or the Focus of Feedback sections (we’ll look at that in the fourth course).