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 |
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| 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 |
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| 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 |
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| Geography, Social Studies | Write about Finland | Make a web page for a refugee family coming to Finland from Africa | To learn about Finland |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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