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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 C	Additional advice from Guide for Teachers & Managers
PPA-C1.1		People, events & societies of significance in the past
Describe the diversity of lifestyles of people in the past.	Developing an understanding of distinctive features of life in the past and why certain societies, people and events are regarded as significant.	Progression to Level C involves pupils being able to identify different lifestyles in the era chosen, e.g. rich farmer, peasant, mill owner, titled family, factory worker, clan chief. Aspects of lifestyles might include homes, work, health, leisure, clothes.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level C	Additional advice from Guide for Teachers & Managers
PPA-C2.1		Change and continuity, cause and effect
Make a comparison between present and past lifestyles/ circumstances/features.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	Progression to Level C will involve pupils in making comparisons between the present and the past and identifying causes and effects.
PPA-C2.2		Change and continuity, cause and effect
Give some reasons for differences, and for aspects of continuity.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	They will be able to give straightforward reasons for why some aspects have changed while others remain the same, e.g. in a study of Christmas past and present.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level C	Additional advice from Guide for Teachers & Managers
PPA-C3.1		Time and historical sequence
Put in a series of events with their dates in chronological order.	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-C3.2
Use the words decade and millennium 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 C	Additional advice from Guide for Teachers & Managers
PPA-C4.1		The nature of historical evidence
Describe ways in which people remember and preserve the past e.g. war memorials, and suggest reasons why they should do this.	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 C	Additional advice from Guide for Teachers & Managers
PPL-C1.1		Using maps
Extend the mental map by identifying on a map globe main features/ locations e.g. cities, mountain ranges, as appropriate to the particular topic/study	Developing an understanding of location and features of maps.
PPL-C1.2		Using maps
Describe the main features, e.g. scale, compass direction, of a few different types of map, such as street map tourist map.	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 C	Additional advice from Guide for Teachers & Managers
PPL-C2.1		Weather & climate
Describe some main types of weather and climate in the world and ways in which people adapt to them, e.g. style of house, working outdoors.	Develop an understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.	Pupils should be able to describe the temperature and rainfall associated with different times of the year. They should know that our four seasons may not apply to many parts of the world and that it is the contrast between wet and dry seasons (as opposed to cold and warm) that is most significant in warm climates. There are several key types of climate in the world that are relatively simple to describe and which clearly contrast with other types. These include cold and hot desert, Equatorial lowland, and those with a pronounced wet season such as tropical monsoon. Others are less distinct although the climate associated with the Mediterranean, prairie and savannah could also be useful. There is no need to cover a large number of examples although at least two would be necessary for pupils to demonstrate achievement. This may be done in parts over a session and/or it can be combined with �ways of life� Level C.
CfE (Planet Earth - Climate & Earth Science) (Second) - SCN 210C - From a variety of resources I can produce a report to inform others on some of the causes of climate change and its possible impact on people�s lives.
PPL-C2.2		Landscapes & physical processes
Identify and describe the main types of physical features of the Scottish landscape, e.g. those found in the Highlands or Central Lowlands.	Develop an understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.	Pupils extend their knowledge of types of feature. They can describe the main types of physical features found in Scotland, such as peaks, coastal cliffs, broad estuaries. They can also describe the landscape of Scotland in broad terms, e.g. Highlands, Central Lowlands. Can be combined with, or contexts can arise from: �using maps� Level C, �land use� Level C and �settlement� Level C.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level C	Additional advice from Guide for Teachers & Managers
PPL-C3.1		Settlement including transport
Describe the main features of their own/a Scottish settlement and compare with others.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	This further develops the ability to classify, generalise and recognise patterns, e.g. they may identify that their town has more public buildings than a nearby village but less than a nearby city. They may do this as part of a comparative study.
PPL-C3.2		Ways of life
Describe contrasting ways of life and give reasons why they differ in different parts of the world.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	Pupils can describe a range of features of daily life such as housing, transport and employment in selected locations. Pupils can give reasons for the differences described in terms of physical environment, e.g. climate and economic circumstances, e.g. life in a rural subsistence economy. This can be combined with Level C in �weather and climate� e.g. looking at life in contrasting climates such as Arctic or hot desert.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level C	Additional advice from Guide for Teachers & Managers
PPL-C4.1		Land use, resources & change
Describe the main features of some common types of land use e.g. farming, forestry, industrial estate.	Develop an understanding of the interaction between people and the Earth's natural environment: land use, resources and change, environmental issues and sustainability.	This is a traditional topic in many schools. Local examples are appropriate but not essential. Pupils can describe the main work patterns, activities, products and landscape of whichever land use selected.
CfE (Planet Earth - Sustainability) (Level Early) - SCN 001A - I have investigated materials around me and I can sort them for reuse or recycling.
PPL-C4.2		Environmental issues & sustainability
Describe ways in which resources in Scotland are conserved and recycled.	Develop an understanding of the interaction between people and the Earth's natural environment: land use, resources and change, environmental issues and sustainability. National Museums of Scotland - MoveIt!	Pupils can achieve this level by extension work within a topic targeted at Level B. Pupils can describe additional examples that have a national dimension (although local examples should be used where appropriate). For example, they can describe the insulation of buildings to conserve heat and the conservation of water by renewing pipelines.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level C	Additional advice from Guide for Teachers & Managers
PS-C1.1		People and needs
Describe the difference between needs and wants. Suggest ways that individuals, families and communities help meet the needs of and care for others, e.g. healthcare providers, extended families, etc.	Developing an understanding of individual and social needs and the relationship to economic factors.	At this stage pupils should be able to differentiate between what we need to keep us alive and healthy and what we�d like to have to make life more tolerable. Some of the suggestions for meeting needs might include individuals/families helping an elderly person by offering to do shopping, gardening; the community helping to meet needs of young people through youth clubs, after-school clubs, etc.
PS-C1.2		People and needs
Give examples of sources of personal and family income, and choices for spending.	Developing an understanding of individual and social needs and the relationship to economic factors.	Discussing money and spending in a family context requires discretion and sensitivity on the part of the teacher. A case-study approach can help depersonalise this.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level C	Additional advice from Guide for Teachers & Managers
PS-C2.1		Rules, rights and responsibilities
Describe different rules that apply in different contexts, e.g. formal/informal, rules for personal safety, etc.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	The progression to Level C is that pupils should now be able to describe rules for different situations, e.g. that rules in the games hall might be different from those while doing maths. Equally, rules in a wider context should also be considered, e.g. rules when travelling by train or plane.
PS-C2.2		Rules, rights and responsibilities
Suggest ways in which pupils can contribute to the care of others and respect their feelings/views.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	Pupils should be aware that, as well as caring for others� physical needs, they should also consider feelings or opinions that might be different from their own.

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Edinburgh Grid for Learning - Teaching & Assessment Materials
Level C	Additional advice from Guide for Teachers & Managers
PS-C3.1		Conflict and decision making
Describe ways people can participate in the decision-making process in various contexts � school, work & community.	Developing an understanding of conflict and decision-making processes including the influence of the media.	Pupils� own experience of decision making may be through joining the pupil council in school, or a local youth forum. Other decision-making contexts, e.g. community councils, should also be considered.
PS-C3.2		Conflict and decision making
Identify the main features of an election at local and national level, e.g. voters, campaigning, candidates, ballot box, etc.	Developing an understanding of conflict and decision-making processes including the influence of the media.	Common features of local and national elections would be: who can vote, which political parties are involved, who the candidates are, etc. Pupils should also recognise that local elections relate only to the constituency/ voting area, while national elections provide MPs or MSPs for the whole country. Mock elections in class or school can be an effective strategy.