Social Subjects

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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.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PPA-B1.1		People, events & societies of significance in the past
Describe some features of life in the past for a chosen topic/period.	Developing an understanding of distinctive features of life in the past and why certain societies, people and events are regarded as significant.	Within the chosen context, whether homes, Vikings, Romans, etc., pupils will learn about selected main features of life in the past, e.g. clothes, transport, homes, work and leisure. This could be done by using enquiry skills.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PPA-B2.1		Change and continuity, cause and effect
Describe changes that have led to present circumstances in relation to their own lives.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	Pupils could discuss some inventions, discoveries or situations from the past that have affected their lives today, e.g. medicines, housing.
PPA-B2.2		Change and continuity, cause and effect
Give reasons why these changes took place.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	They should explain in simple terms how these changes came about, e.g. to improve health, comfort, convenience, etc.
PPA-B2.3		Change and continuity, cause and effect
Give examples of continuity in relation to their own lives e.g. everyday routines.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	Some examples of continuity may be that children today still have toys, e.g. dolls, cars, but they differ from those of children long ago; likewise for clothes, homes, etc.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PPA-B3.1		Time and historical sequence
Using their age, make a simple timeline showing significant events in their 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-B3.2
Sequence a small number of pictures/ objects from different periods in chronological order.	Developing an understanding of time and how events in the past relate to one another in a chronological sequence.
PPA-B3.3
Use the word century correctly.	Developing an understanding of time and how events in the past relate to one another in a chronological sequence.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PPA-B4.1		The nature of historical evidence
Suggest some simple types of evidence that would tell them about a given person/ event/ development from the past.	Developing an understanding of the variety of types of historical evidence and their relative significance.

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Edinburgh Grid for Learning - Teaching & Assessment Materials Google Maps - superb - try clicking on the satellite imagery and zooming in & out
Level B	Additional advice from Guide for Teachers & Managers
PPL-B1.1		Using maps
Extend the mental map by identifying main features	Developing an understanding of location and features of maps.	Ordnance Survey mapper in action mapping the network of paths around the new Scottish Parliament - pic1 - laptop, electronic pen & GPS pic2 - laptop with data points just seen pic3 - GPS - Global Positioning Satellite Learn more at Ordnance Survey about GPS

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PPL-B3.1		Settlement including transport
Describe the main features of transport and the built environment of their local settlement.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	The difference from level A is that pupils now begin to generalise and begin to recognise patterns of use, e.g. streets of houses, reference to transport, shopping centres. They also make a start to classifying buildings and types of service.
PPL-B3.2		Ways of life
Compare and contrast their daily routine with children elsewhere and identify everyday links between Scotland and other countries e.g. the food we eat, schools.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	There are two concepts here. One is the distinctiveness and value of different ways of life. The second is the interdependence between all parts of the world and all communities. Children in a rural area might contrast their lives with children in a city or with a rural area elsewhere in the world, e.g. with a different climate or education system. Such a study can be based around a television series or may be explored through links with a partner school elsewhere. Pupils can describe some links with other places, i.e. they have some concept of interdependency between Scotland and elsewhere. This can again be emphasised through actual links with schools elsewhere or by examining the products or food we use that is brought from elsewhere, e.g. looking at the origin of packaged and canned food.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PPL-B4.1		Land use, resources & change
Describe how people use land for work and leisure in the local area.	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 describe ways in which people make use of the land. The contexts will vary depending on the location of the school. For example, in considering an area used for recreation, not only the types of activity that take place there, but also the work involved in maintaining the land would be included. For a retail area, pupils can describe the shopping/recreation activity and the types of service jobs created.
PPL-B4.2		Environmental issues & sustainability
Give some ways in which everyday resources are conserved or recycled locally, e.g. collection of waste paper. See also Group 21 from the Science component.	Develop an understanding of the interaction between people and the Earth's natural environment: land use, resources and change, environmental issues and sustainability.	Only simple descriptions are required of resources that are obvious to pupils, for example recycling of waste products by the local council, recycling by individuals of glass bottles or fabric. There may well be many examples within the school such as 'switch off' notices on light switches or recycling of scrap paper for use in craft.
CfE (Planet Earth - Sustainability) (Level Early) - SCN 001A - I have investigated materials around me and I can sort them for reuse or recycling.
Recommended recycling & sustainability links :- Ollie's World Centre for Alternative Technology Looking after the Planet Interactive Adventure game on knowledge of the environment and sustainable resources Advice on developing a school garden Young People's Trust for the Environment

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PS-B1.1		People and needs
Give examples of some needs of different groups of people, e.g. the elderly, homeless, disabled, etc.	Developing an understanding of individual and social needs and the relationship to economic factors.	For a particular group such as the elderly, pupils could suggest what needs they might have. Using different stimuli such as pictures, they might discuss the types of equipment, services, people, etc. that meet the different needs.
PS-B1.2		People and needs
Identify ways in which money and resources in the home, school and in the community are shared to meet different needs.	Developing an understanding of individual and social needs and the relationship to economic factors.	Discussing the sharing of money resources could lead to a consideration of the cost of books/equipment in school, or of building ramps on pavements for wheelchair access.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PS-B2.1		Rules, rights and responsibilities
Describe the ways in which rules are enforced in school and family life.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	Within the context of rules at this level, pupils might discuss a situation such as what happens if a pupil bullies another pupil.
PS-B2.2		Rules, rights and responsibilities
Identify some of the rights and responsibilities they as children have, e.g. looking after a pet.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	They should also talk about their rights, e.g. to be fed, cared for, valued, and they should recognise that they have responsibilities linked to these rights.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level B	Additional advice from Guide for Teachers & Managers
PS-B3.1		Conflict and decision making
Offer ways of reaching agreement within a conflict or disagreement in school or in the family.	Developing an understanding of conflict and decision-making processes including the influence of the media.	There should be opportunities to talk about ways of resolving conflicts, e.g. by taking a vote. This again could be done in a story context
PS-B3.2		Conflict and decision making
Describe some choices or decisions they can make in their own lives.	Developing an understanding of conflict and decision-making processes including the influence of the media.	In describing choices/decisions they can make, pupils might suggest the decision to stay at school for lunch, or which game to play in the playground.