Social Subjects - Level A

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Interactive Guidelines - Knowledge & Understanding

New draft Experiences & Outcomes for Social Studies - February 2008
For exemplification material in Social Subjects, follow any of the 5-14 Online links you see next to the relevant target - once you are on the page click on the "commentary" for more information. This information comes from the 5-14 Teacher Support CD - Gathering & Interpreting Evidence: Social Subjects. The exemplification material may also be found at the LTS managed 5-14 Online.
ICT in Social Subjects - Fife Council Education Service		Nuffield Primary History
Edinburgh Grid for Learning - Social Subjects Pack
Undiscovered Scotland The Ultimate Online Guide to the Highlands, Islands and Lowlands Map Index \| Site Index \| Site Info \| New \| Links \| Search \| Bookshop \| Wallpaper This is an excellent, well laid out, colourful and informative web site - Highly recommended - IJB SSERC
Scotland on Film - BBC Site - your digital memory book .. on film, on radio, on television ..
This superb site has over a million images from the Science Museum, the National Museum of Photography, Film & Television and the National Railway Museum. With over 50,000 images digitised, and dedicated staff available to help you research others, you are sure to find the right image.
People in the past People, events & societies of significance in the past	this is Level A		B

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Edinburgh Grid for Learning - Teaching & Assessment Materials				East Renfrewshire links
Level A	Additional advice from Guide for Teachers & Managers
PPA-A1.1		People, events & societies of significance in the past
Give examples of people and events in the past that are of significance to them in relation to their families, or in relation to their community.	Developing an understanding of distinctive features of life in the past and why certain societies, people and events are regarded as significant.	At this stage pupils will talk about people who have had an effect on their family, e.g. grandparents, friends; events in the past that have affected their family, e.g. weddings, birthdays, moving house, local celebrations/festivals.
PPA-A1.2		People, events & societies of significance in the past
Give examples of stories they have heard that give them information about the past, and describe what they have learned.	Developing an understanding of individual and social needs and the relationship to economic factors.	They might retell stories about the past, e.g. what happened in the village/town during the war, what Grandma did when she was a child, what their local area used to look like, a story about the Romans. From this, pupils should be able to describe some particular points that they have learned about the past, e.g. that clothes were different, that children's games have changed.

People in the past
Change and continuity, cause and effect

this is Level A

B

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level A	Additional advice from Guide for Teachers & Managers
PPA-A2.1		Change and continuity, cause and effect
Give some examples of changes that have affected their own and other people�s lives and the life of their community.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	At the early stages pupils will talk about changes that have taken place, such as new brother/sister, change of job, factory closing, new road, family death, new teacher.
PPA-A2.2		Change and continuity, cause and effect
Give some reasons why these changes took place.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	Simple explanations of changes should be offered, e.g. the houses were derelict so they were pulled down to make way for a new road.

People in the past
Time and historical sequence

this is Level A

B

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level A	Additional advice from Guide for Teachers & Managers
PPA-A3.1		Time and historical sequence
Demonstrate an awareness of annual patterns and the sequence of events in their own and others' lives	Developing an understanding of time and how events in the past relate to one another in a chronological sequence.	Guidelines state "The attainment targets within the two strands �people, events and societies of significance� and �change and continuity, cause and effect� are expressed in the guidelines largely in �context free� terms. This allows teachers to choose particular historical topics and studies that suit their own circumstances. These strands have therefore been expanded in order to provide exemplification of contexts and to clarify the level of demand. The other two K&U strands are more explicit and do not require this type of expansion. The strand �the nature of historical evidence� describes progression in knowledge about historical evidence and the different types that exist. Skills in evaluating and drawing conclusions about historical evidence are described within the skills grid.
PPA-A3.2
Know ways of describing and measuring time, e.g. night/day, seasons, months, yesterday/ today/ tomorrow

People in the past
The nature of historical evidence

this is Level A

B

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				first strand
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level A	Additional advice from Guide for Teachers & Managers
PPA-A4.1		The nature of historical evidence
Talk about objects from their own past and say what they were used for and they are important to them.	Developing an understanding of the variety of types of historical evidence and their relative significance.	Guidelines state "The attainment targets within the two strands �people, events and societies of significance� and �change and continuity, cause and effect� are expressed in the guidelines largely in �context free� terms. This allows teachers to choose particular historical topics and studies that suit their own circumstances. These strands have therefore been expanded in order to provide exemplification of contexts and to clarify the level of demand. The other two K&U strands are more explicit and do not require this type of expansion. The strand �the nature of historical evidence� describes progression in knowledge about historical evidence and the different types that exist. Skills in evaluating and drawing conclusions about historical evidence are described within the skills grid.
PPA-A4.2
Describe what old photographs, films etc. can tell them about people and places in the past.

People and place
Using maps

this is Level A

B

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				last strand in People in past
Edinburgh Grid for Learning - Teaching & Assessment Materials Google Maps - superb - try clicking on the satellite imagery and zooming in & out East Renfrewshire links
Level A	Additional advice from Guide for Teachers & Managers
PPL-A1.1		Using maps
Develop the mental map of familiar places by identifying on a simple map main local features e.g. school, road, hill etc.	Developing an understanding of location and features of maps.	As with �people in the past�, precise contexts for studying the key geographical ideas of the strands have not been detailed. Therefore all strands for �people and place�, except the first � �using maps�, have been expanded in order to exemplify teaching approaches and the level of demand. The strand �using maps� describes progression in knowledge about maps. Skills in making or interpreting maps are described within the skills grid.

People and place
The physical environment:
weather & climate
landscapes & physical processes

this is Level A

B

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level A	Additional advice from Guide for Teachers & Managers
PPL-A2.1		Scottish landslide - August 2004 - BBC News	Weather & climate
Describe the main types of local weather, including seasonal change, and how it affects their own lives.	Develop an understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.		Pupils should describe the weather that they experience daily and its effects on their activities, transport to school, clothing, etc. This will involve them in observation and language work. They may compile weather charts as a class and draw their own pictures to describe weather types.
CfE (Planet Earth - Climate & Earth Science) (Early) - SCN 003C - Using my senses, I have experienced, described and recorded the weather and changes in the environment. Through discussion I can relate these to the seasons and show how these affect me.
PPL-A2.2		Scottish landslide - August 2004 - BBC News	Landscapes & physical processes
Identify some significant nearby physical features, e.g. hill, stream.	Develop am understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.		At early stages the aim is to allow pupils to observe the slope and form of their local landscape. This is relatively straightforward in rural environments but in built-up areas only relatively spectacular features are easily identified. Pupils should have the opportunity to discuss and point out local landmarks significant to them either outdoors, from a convenient vantage point, or from photographs of the local area. This would rarely be done in isolation but as part of a wider study of the local environment. It can be combined with Level A �settlement� and Level A �using maps�.

People and place
The human environment:
settlement including transport
ways of life

this is Level A

B

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						first strand in P in S
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level A	Additional advice from Guide for Teachers & Managers
PPL-A3.1		Settlement including transport
Describe the main features of their local settlement such as significant buildings, services, open space, transport.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	The aim is to introduce the ideas of building function and services within a settlement focusing on features within the pupil�s own everyday experience. They can similarly describe services such as refuse collection or postal service; the use of open space, e.g. natural woodland, playing fields, and transport, e.g. in nearby railway or bus station or a bus service. Pupils can talk about significant buildings within their everyday experience, for example the swimming pool, the village hall. They discuss the size and appearance of the building and the activities that go on inside it in general terms. This can be combined with Level A �land use�, Level A �landscapes� and Level A �using maps�.
PPL-A3.2		Ways of life
Describe features of their daily routine.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	Pupils identify their main activities during the day. This will be appropriate with a topic such as �self�, �my family�, �my school�, and can be combined with Level A �using maps�, Level A �settlement� and Level A �land use�.

People and place
Human/physical interactions:
land use, resources & change,
environmental issues & sustainability

this is Level A

B

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					first strand in P in S
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level A	Additional advice from Guide for Teachers & Managers
PPL-A4.1		Land use, resources & change
Describe how land is used in and around the school/home.	Develop an understanding of the interaction between people and the Earth's natural environment: land use, resources and change, environmental issues and sustainability.	At this level the aim is to introduce the concepts that: all land is used for something; there are boundaries between different types of land use; land use forms patterns that we can describe. The land uses studied may vary greatly between schools and even within schools depending on the available view of the surroundings. From a classroom window in many schools pupils can identify the land set aside for the playground and, beyond, land used for housing, industry, farming, etc. Within class discussion pupils should be able to point out different types of land use and describe its main features/appearance.
PPL-A4.2		Environmental issues & sustainability
Discuss ways in which pupils can care for resources and their environment at home and in school.	Develop an understanding of the interaction between people and the Earth's natural environment: land use, resources and change, environmental issues and sustainability.	Pupils can approach this by describing ways of avoiding waste, e.g. in the eating of food, use of water and use of paper.

People in society
People & needs

this is Level A

B

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					last strand in P & p
Edinburgh Grid for Learning - Teaching & Assessment Materials			East Renfrewshire links
Level A	Additional advice from Guide for Teachers & Managers
PS-A1.1		People and needs
Describe pupils' own physical and emotional needs.	Developing an understanding of individual and social needs and the relationship to economic factors.	Pupils should be encouraged to discuss their own physical needs, e.g. food, drink, shelter, warmth, exercise. They might also discuss emotional needs, e.g. to be loved, cared for, that it is okay to feel happy, sad, angry, etc., at different times.
PS-A1.2		People and needs
Identify some of the ways that family, friends and school meet their needs.	Developing an understanding of individual and social needs and the relationship to economic factors.	Simple descriptions of how their needs are met might be that parents cook meals, friends play with them, teacher teaches them, etc.

People in society
Rules, rights & responsibilities

this is Level A

B

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Level A	Additional advice from Guide for Teachers & Managers
PS-A2.1		Rules, rights and responsibilities
Participate in discussion leading to the creation of simple rules and why we need them, e.g. in playing a game, or to protect themselves and others.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	At this stage, pupils will be able to describe rules they are familiar with, e.g. being polite, not touching the cooker, rules for crossing the road, etc. They will talk about why rules are necessary and they may also make up simple class/school rules such as rules when moving from one area or group in class to another.

People in society
Conflict & decision making

this is Level A

B

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level A	Additional advice from Guide for Teachers & Managers
PS-A3.1		Conflict and decision making
Identify the conflicting points of view of the participants in a disagreement within a familiar context, e.g. school or family.	Developing an understanding of conflict and decision-making processes including the influence of the media	Sensitivity may be required here: a story approach can be helpful. Pupils could read/listen to/watch a story about a conflict or disagreement, then identify the different sides of the story.

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