These resources are designed to support the development of scientific and health literacy using the context of COVID-19 vaccinations. Schools have an important role in facilitating learning that promotes conversations about vaccinations. These conversations can promote capability development and empower young people to take on the role of science communicator in their families.
The 3-Step Strategy promotes discussions and scaffolds the development of students’ and families’ questions about the COVID-19 vaccine.
Students’ learning should be shared with the community. This could take the form of a presentation to parents; a radio, TV or social media bulletin presented by students; or a youth-led community presentation.
Learning linking to the context of COVID-19 vaccinations is relevant during the period of initial vaccinations (2021-2022) and in 2023 and beyond as societies examine the long-term effects of the pandemic.
The strategy facilitates learning that supports students to explore a socioscientific issue:
The process of exploration and the development of understanding should be continuous throughout the learning journey.
Develop and communicate evidence-based understanding of the COVID-19 vaccination process and its impacts.
Explore how vaccination programmes will impact health, social and economic wellbeing.
The questions asked and the depth at which they are explored will depend on the age of the students and the aims of the learning.
Possible themes to explore:
1. Present a series of images to the class to stimulate a conversation.
2. Share the BIG IDEA that will be the focus of the learning | Use age and level-appropriate language
3. Class discussion (negotiating the terms of learning with the class)
Students explore the relative importance of COVID-19 compared to other issues. Teachers should determine whether they want the focus to be global, local or both.
There are multiple ways of doing this. A simple strategy is to give out cards with issues that name an issue - e.g. COVID-19; diabetes epidemic; climate change; plastic waste; etc. Decide whether you want the issues to be a mix of socioscientific issues (e.g. inclusive of environment, technology, health, social justice) or whether you want to focus on health-related issues only.
Working in small groups, students have to rank the issues and explain why they have selected this ranking. This is a good way of getting students to think about the relative impact of an issue.
The purpose of this activity is not to expect students to arrive at the correct answer, but to discuss what they might know and to ask questions.
Explain that the True/False statements are complex and that there might be reasons for both a ‘True’ answer as well as a ‘False’ answer.
Use this as an opportunity to record questions that need further inquiry.
The Cook Islands COVID-19 Vaccinations pamphlet for schools is available in Cook Islands Maori, Aitutaki Dialect, and English.
Designed by educators, scientists and health professionals, it is designed to stimulate conversations in the classroom.
It is relevant for use during and in the years after the initial vaccination programme in the Cook Islands.
Readability and language has been assessed as age-appropriate for upper primary and junior secondary (10-13 years old) and above.
Students can highlight the same portion of text with two different colours. For example, students might highlight the text below in GREEN because they understand it but underline in ORANGE because they want to understand more about WHY we should take action to protect ourselves.
Community elders and family members will have valuable knowledge about COVID-19 and the vaccine. They will also have questions and will want to know more.
Taking the pamphlet home creates an opportunity for students to extend family/ community knowledge by becoming science communicators.
Students in Rarotonga have reported to the PSHLP team that they take their learning about health and social issues from school into their family conversations.
They also reported to us that they appreciate having a pamphlet or similar to share with their family.
The pamphlet is available in both Cook Islands Maori and English. This provides an opportunity for language learning and for better communication with elders.
Homework tasks:
Teachers should be aware of the potential for exploration of COVID-19 or related events to trigger emotional responses from students.
Teachers should be aware of how to access appropriate support structures for students in their care.
Teachers should be aware of potential socio-cultural variance within their learning community and take steps to ensure the safety of all students.
The potential for bullying should be considered and appropriate steps taken to ensure student safety when discussing socioscientific and health-related issues.
