Support material for Step 1 Tutorial

Contextualisation or putting a task in context is an important aspect of the first step of the Framework. Tasks in contexts relate to the learners’ lives; taks which reveal the NEED to learn the content : such tasks may not need a genuinely real-life context, but can be related to real-life stories or fantasies of interest to the learners. The table below will give some examples of what these may look like in different subjects, and possible related thinking aims.

Subject Task Task placed in context Content aim Thinking aim
Biology Identify a set of trees

learner`s make a computer game or maze where you can only progress by identifying specific trees

To be able identify trees through their characteristics

  • Identifying prameters


  • Comparing and contrasting
Languages Describe a person You have to persuade your reluctant friends to come and meet the Simpsons. How will you do it?

To learn how to describe a person and their character

Increasing vocabulary

Understand the language of persuasion

  • Finding suitable paramaters and values


  • Evaluating and refining
Languages Describe a person You have to write an email to a friend describing someone thay have to meet at the airport.

To learn how to describe a person

To increase vocabulary

  • Finding parameters that are suitable for this specific situation
Geography, Social Studies Write about Finland Make a web page for a refugee family coming to Finland from Africa To learn about Finland
  • Compare and contrast


  • Identifying parameters and values
Languages Practice a shopping conversation You need to image that you are to sell clothes at a flea market for a good cause. How will you do it to raise as much money as possible?

Vocabulary aquisition related to clothes and shopping

To practice the language of persuasion

  • Sorting to identify parameters
Visual Art Create a sculpture Design and create a memorial or scupture for a specific event or place, taking into account who it is designed for.

To understand how the elements of art are used in sculpture

To recognise that purpose and place influence design

  • Identify parameters and values


  • Select relevant values
Visual Art Create a powerpoint about an art movement Create a powerpoint that teaches younger children about a specific art movement

To learn about different art movements and their characteristics

To be able to describe the movement

To understand what has influenced these movements and the influences that they in turn have had

  • Compare and contrast


  • Find the parameters that are suitable for this situation
Visual Art Research an art movement Design an algorithm that would help students research an art movement that they don`t know anything about, without using wikipedia or google.

To learn how to research

To learn how to use a variety of resources

  • Identify systems and sub-systems


  • Identify parameters for each sub-system
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