Info for adults
An adult’s role here is to support the young person’s learning and idea development, and to help the young person see the wider context in which they’re doing the activities, rather than showing them how to do the activities. Here are some tips to help.
How this badge works
In each of the three stages there are nine different activities and there are four different ways in which these activities progress.
1. Increase in mastery (getting better at something)
2. Increasing the scale of interaction (in house, across households or communities)
3. Increase of social interaction (learn about something, talk to someone else about it and engage a community)
4. Variety (trying out distinct but related activities)
What these activities are
- These activities can show a young person they’re part of something bigger and help with feelings of isolation. Taking part is a way of belonging to something bigger. It’s a bigger space than just your home, it’s a bigger community than just your household.
- These activities help young people understand that learning happens out of the classroom as much as in it. If a young person doesn’t thrive in school, let these activities build pride, confidence and achievement in a different setting.
- It’s not about getting things right;it’s about doing new activities and spending time with others. So, there's no right or wrong way of doing things, or right or wrong results. Experimentation is better than doing it right first time
How can you approach these activities
- It’s better to ask who, what, why, where and how questions, rather than showing how the activity works. How did you get that to happen? What do you think might happen? Where are you going to use this next?
- These activities can help with structure in a young person’s life – encourage them to do the activities at the same time each day or you can ask them to create their own timetable.
- These activities can help families to bond as household groups. Find ways you can make these into group activities, even with people outside of your household, according to Government safety guidelines.
- These activities help build a sense of achievement. Clearly state that the activity is something a young person can achieve, will be rewarded, and that individual efforts are recognised.
Once they’ve finished an activity, help the young person to reflect. This increases the chance of them genuinely learning from their experience. Below we offer some suggestions to guide you.
What have I learned about myself? What have I learned about the topic? What have I learned about someone else?
- Response and resilience:
Did I have an emotional response (winning or losing a game, getting a surprising result, failing or succeeding a task)? What did I learn about bouncing back?
- Individual and community:
What happens if only I do this? What happens if everyone in the world does this?