{"id":37,"date":"2026-09-21T14:05:32","date_gmt":"2026-09-21T13:05:32","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/?p=37"},"modified":"2026-09-23T12:48:49","modified_gmt":"2026-09-23T11:48:49","slug":"engaging-and-creative-activities","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/2026\/09\/21\/engaging-and-creative-activities\/","title":{"rendered":"Engaging and creative activities"},"content":{"rendered":"<ul>\n<li>Challenge and Enjoyment<\/li>\n<li>Personalization and Choice<\/li>\n<li>Relevance<\/li>\n<\/ul>\n<p>Enrichment of learning through exploration of different contexts may, in<br \/>\nsome circumstances, also be an effective way of meeting very able pupils\u2019 needs at some<br \/>\npoints<\/p>\n<p>all are entitled to take part in activities which will engage and motivate them,<br \/>\nnurturing their talents and enabling them to develop the skills they will need for life and for work.<\/p>\n<p>&nbsp;<\/p>\n<p>Planned learning should be active, enterprising<\/p>\n<p>The environment for learning in pre-school settings promotes a high degree of challenge and<br \/>\nenjoyment and personalisation and choice<\/p>\n<p>Learning activities in pre-school settings can provide rich opportunities for progression and<br \/>\ndepth of learning<\/p>\n<p>Learning through a wide range of well-designed activities will also offer relevance, coherence<br \/>\nand breadth.<\/p>\n<blockquote><p>children are fully engaged in their learning, which is interactive, purposeful and defined within<br \/>\nthe outcomes and experiences<br \/>\n&gt; the learning environment is relaxed and supportive with opportunity for observation,<br \/>\ninteraction and further exploration of interests and activities<br \/>\n&gt; the learning environment is imaginatively resourced and stimulating, with opportunity for<br \/>\nengagement in exploratory and spontaneous play<br \/>\n&gt; imaginative use of space and res<\/p><\/blockquote>\n<p>the experiences and outcomes are designed to open up<br \/>\nopportunities for active, challenging and enjoyable learning. Planning will need to use this<br \/>\nframework to develop a range of resources designed imaginatively for learning that responds to<br \/>\nthe needs of children and the school community.<\/p>\n<p>&nbsp;<\/p>\n<p>The encouragement of depth of learning challenges primary teachers to think beyond the<br \/>\nnotion of progression as moving quickly from one topic or level to the next. The time spent on<br \/>\ndiscussion of learning, explaining it to others, applying what has been learned in different<br \/>\ncontexts and spending time to probe and research a particular issue adds depth to learning<\/p>\n<p>&nbsp;<\/p>\n<p>The principle of relevance should be used to help those planning the curriculum in selecting<br \/>\ncontent which connects with the child\u2019s experience, learning and interests in and beyond the<br \/>\nschool environment and ensuring that such links are made by class teachers using their in<br \/>\ndepth knowledge of the whole child during learning and teaching. This will enable learners to<br \/>\nunderstand the relevance of their classroom learning, for example seeing connections with<br \/>\nexperiences in their family or local community, the world of work, their experiences of travel or<br \/>\ntheir interests in sport or media<\/p>\n<p>Primary teachers\u2019 depth of knowledge of their pupils\u2019 prior experiences, learning and interests<br \/>\nhelps them to take account of personalisation and choice during teaching and to provide<br \/>\n\u2018customised\u2019 support and feedback. Rich opportunities for choice at these stages may be<br \/>\nprovided by the school as a whole, for example in personal projects or where pupils have<br \/>\nchoice in activities sessions and in classrooms where learners are involved in the planning and<br \/>\nassessment processes and encouraged to pursue aspects of learning independently<\/p>\n<p>activities should<br \/>\nencourage young people to develop and demonstrate creativity and innovation. The<br \/>\nexperiences and outcomes are designed to provide motivation and challenge and to raise<br \/>\nexpectations of achievement<\/p>\n<p>&nbsp;<\/p>\n<p>Personalisation and choice during S1\u2013 S3 will continue to include choices in approaches to<br \/>\nlearning within the classroom<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/education.gov.scot\/media\/0cvddrgh\/btc3.pdf\">View BTC 3 using this link<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Challenge and Enjoyment Personalization and Choice Relevance Enrichment of learning through exploration of different contexts may, in some circumstances, also be an effective way of meeting very able pupils\u2019 needs at some points all are entitled to take part in activities which will engage and motivate them, nurturing their talents and enabling them to develop the skills they will need for life and for work. &nbsp; Planned learning should be<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/2026\/09\/21\/engaging-and-creative-activities\/\">Read More<\/a><\/p>\n","protected":false},"author":61927,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-37","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/posts\/37","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/users\/61927"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/comments?post=37"}],"version-history":[{"count":5,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/posts\/37\/revisions"}],"predecessor-version":[{"id":157,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/posts\/37\/revisions\/157"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/media?parent=37"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/categories?post=37"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digitallearningteachingandassessment\/wp-json\/wp\/v2\/tags?post=37"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}