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COVID-19 catchphrase

Work together to look at the whole picture and discover why it’s important to have all the facts about coronavirus.
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You will need

  • Device with access to the internet

 

Before you begin

Play the game

  1. The person leading the activity should welcome everyone to the meeting and ask everyone to mute themselves.
  2. Everyone should chat about the phrase ‘seeing the bigger picture’. They should talk about why it’s important to consider everything in a picture to work out what it means.
  3. The person leading the activity should play the video, starting at ‘picture one’. They should explain that only part of the picture is visible. Everyone should work together to try to guess what the picture might be.
  1. The person leading the activity should continue to reveal the image, by letting the video play. After each new slide, press pause so everyone can chat about what the picture might be.
  1. When everyone can see the whole picture, they should talk about whether it was easy to see the picture and figure out what it was showing.
  2. The person leading the activity should help everyone think about how this relates to coronavirus. When might people not ‘see the full picture’? How might this affect their opinions about the virus and the pandemic?
  3. Everyone should repeat steps three to six with the other pictures.

Reflection

It’s important that people have all the facts when they talk about topics such as coronavirus. What might happen if people don’t have all of the facts? They probably won’t understand what’s going on very well and might confuse other people too.

In this activity, everyone saw how it was important to understand the full picture. Was it difficult to work out what the picture was when only one or two pieces were revealed? Did people make any mistakes or get it wrong?

There are lots of different ways to ‘see the full picture’ when it comes to coronavirus. People need to understand things like how coronavirus is spread to know how to reduce the spread and keep people safe. What could happen if people were misinformed? What impact could it have on other people? They might be less careful, or they might try to stop the spread in ways that aren’t backed up by scientific evidence.

What does the evidence suggest helps stop the spread of coronavirus? People could think about hand washing, wearing masks, and staying socially distanced, for example. What could people do to help others understand the full picture about coronavirus? They could decide to only share information they have from a trusted source (like the government website) or tell their friends what they’ve learned today.

Safety

All activities must be safely managed. Use the safety checklist to help you plan and risk assess your activity. Do a risk assessment and take appropriate steps to reduce risk. Always get approval for the activity and have suitable supervision and an InTouch process.

Online safety

Supervise young people when they’re online and give them advice about staying safe.

For more support around online safety or bullying, check out the NSPCC website. If you want to know more about specific social networks and games, Childnet has information and safety tips for apps. You can also report anything that’s worried you online to the Child Exploitation and Online Protection command.

As always, if you’ve got concerns about a young person’s welfare (including their online experiences), follow the Yellow Card reporting processes.