Social Subjects

			Science	Social Subjects
			ICT	Technology
			Health Education
Home Page	Site Guide	Investigative Approach & Teaching Strategies	Strands & Targets in Guidelines

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.

Home Page	Access to other Strands & Attainment Outcomes	Skills	next strand in P in p	People & place	People in society
Edinburgh Grid for Learning - Teaching & Assessment Materials
Victorian - Times Diary Virtual School History Learning Curve Children
Level D	Additional advice from Guide for Teachers & Managers
PPA-D1.1		People, events & societies of significance in the past
Describe some features of societies, people and events from the past and suggest why they might be considered significant.	Developing an understanding of distinctive features of life in the past and why certain societies, people and events are regarded as significant.	The main emphasis here is still on describing the features of the society/event, but pupils should be beginning to address the question of why the society/event is considered important. For example, a pupil might describe what happened at the Battle of Culloden, but they should also be able to suggest that this battle was important because it marked the end of the Jacobite rebellions and the beginning of the destruction of the Highland way of life, or a pupil might suggest that Victorian society is regarded as significant because the social conditions at that time led to important reforms.

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P in p	next strand in P in p	People & place	People in society
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PPA-D2.1		Change and continuity, cause and effect
Identify important features of a development that have changed over an extended period of time e.g. transport, the role of women.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts. National Museums of Scotland - MoveIt!	Pupils at Level D will identify main features or changes over time, e.g. in communication technology, transport, etc.
PPA-D2.2		Change and continuity, cause and effect
Explain why these features were important and discuss what effects they had on people�s lives.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	Describing their importance and the effects on people would be in fairly general terms, e.g. changes in transport have led to goods and people travelling to all parts of the world more quickly and in greater numbers, but this has also led to pollution and health problems.

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P in p	next strand in P in p	People & place	People in society
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PPA-D3.1		Time and historical sequence
Explain the meaning of the terms BC and AD.	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-D3.2
Place a number of events from a specific historical development on a timeline that crosses the BC/AD divide e.g. the development of writing from early people to present-day communication.	Developing an understanding of time and how events in the past relate to one another in a chronological sequence.

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P in P	People & place	People in society
				first strand
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PPA-D4.1		The nature of historical evidence
Suggest a variety of sources of information about the past and what use they might be to someone studying a particular topic.	Developing an understanding of the variety of types of historical evidence and their relative significance.
PPA-D4.2		The nature of historical evidence
Explain the meaning of the term 'heritage' and give some examples e.g. castles, literature etc.

Home Page	Access to other Strands & Attainment Outcomes	Skills	next strand in P & p	People in the past	People in society
				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
Level D	Additional advice from Guide for Teachers & Managers
PPL-D1.1		Using maps
Develop the mental map further to a wider range of features/ locations including main lines of latitude and longitude.	Developing an understanding of location and features of maps.
PPL-D1.2		Using maps
Describe the main features of a range of maps at different scales, e.g. Ordnance Survey, climate maps, population maps, the use of four-figure grid references.	Developing an understanding of location and features of maps. Ordnance Survey of Great Britain Trig points collated by Graeme Paterson, Network Manager, SSERC.	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

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P & p	next strand in P & p	People in the past	People in society
						first strand in P in S
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PPL-D2.1		Weather & climate
Describe how extremes of weather and climate can disastrously affect people and places. Glasgow Science Centre - Climate change show	Develop an understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.	World examples give spectacular contexts here such as the regular flooding in Bangladesh and the tropical storms of the Caribbean. Local examples are important if less spectacular and these can include exceptional frost, rainfall or high wind, e.g. the effects of severe frost or snowstorm on local transport and livestock. Use of media such as newspaper and television is useful here. This is potentially a fertile area for language work and media studies.
CfE (Planet Earth - Climate & Earth Science) (Level Second) - SCN 211D - In my group I can take part in designing and carrying out activities to help me understand the consequences of melting and freezing on global sea levels.
PPL-D2.2		Landscapes & physical processes
Identify and describe a range of physical features found outwith Scotland.	Develop an understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.	Pupils again extend their knowledge to features outwith Scotland (but which may be familiar to most through media), e.g. volcanoes, desert features such as canyons and sand dunes, and deltas. They are now able to give full descriptions. They start to link photographs of features to maps. Features will normally arise through comparative study or incidentally as part of topic work.

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P & p	next strand in P & p	People in the past	People in society
						first strand in P in S
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PPL-D3.1		Settlement including transport
Describe how, and give some reasons why, settlements differ in character, size, number of people and function.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	The concept is introduced here that settlements have grown up systematically rather than by chance and that they have a distinct form because of their history of development. Pupils can give reasons for the types of feature found in their local settlement and others. For example, in studying a coastal town they can explain the large number of hotels and entertainment facilities in terms of summer visitors. In studying a port they can explain the function of some of the features found around the main harbour. They can give reasons why some settlements grow faster and are larger than others, e.g. due to their location as a route centre or due to some local attractive feature or economic reason. A comparison study is appropriate. It would be possible to achieve this level through extension work within a topic mainly targeted at Level C.
PPL-D3.2		Ways of life
For a developing and a developed area or country describe main features of economic life and how they are changing for example farming, industry, transport, cities.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	For selected features pupils can describe the main aspects of economic life, i.e. the production, distribution and consumption of goods and services, explain how these interrelate and give reasons for the patterns described. For example, in a study of a country such as Ghana pupils can describe the main features of farming explaining it in terms of climate, available labour, transport, etc. They can describe the marketing of cash crops such as cocoa or groundnuts and the limited processing of these primary products. They can describe the main features of the country, e.g. the physical environment and the location of main cities, ports and transport links. They can give examples of change, e.g. greater concentration on the food crops or difficulties with the world price of cocoa.

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P & p	People in the past	People in society
					first strand in P in S
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PPL-D4.1		Land use, resources & change
For a selected land use, change or industrial process, describe possible effects, good or bad, on the landscape/ environment, for example tropical forest clearance, improvement of derelict land for leisure use.	Develop an understanding of the interaction between people and the Earth's natural environment: land use, resources and change, environmental issues and sustainability.	This can build directly on the study at Level C. For example, in a study of farming, pupils examine the effects on wildlife of clearing hedgerows and describe the effects of such change giving specific examples of the benefits or problems created. For example, in a study of forest clearance, pupils would describe the effects on plant life, wildlife, local climate, soil erosion and so on. Since these are potentially complex issues, explanation is not sought here to achieve Level D.
PPL-D4.2		Environmental issues & sustainability
Describe some methods used and reasons for conserving major resources, e.g. fish, energy, forests.	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 practical measures, for example mesh size regulations for fishermen, replanting of forests, and can give simple explanations, e.g. the need to allow fish to breed. This may be combined with a Level C/D �land use�.

Home Page	Access to other Strands & Attainment Outcomes	Skills	next strand in P in s	People in the past	People & place
					last strand in P & p
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PS-D1.1		People and needs
Explain that different groups and cultures have different needs, e.g. the elderly, the unemployed.	Developing an understanding of individual and social needs and the relationship to economic factors.	The needs of different groups and/or cultures can be explained in terms of social, cultural, economic and/or geographical factors, e.g. in a study of the needs of children in some African countries where war, poverty, etc., is a common experience.
PS-D1.2		People and needs
Provide simple examples of the ways that supply and demand can affect price.	Developing an understanding of individual and social needs and the relationship to economic factors.	Examples of supply and demand affecting price might include the price of certain foodstuffs during a glut (e.g. soft fruit) or the cost of holiday accommodation at peak holiday times.
PS-D1.3		People and needs
Describe in simple terms how some local services, e.g. swimming pool, refuse collection, are financed.	Developing an understanding of individual and social needs and the relationship to economic factors.	At this level pupils are simply expected to recognise the need for taxes, e.g. council tax, in order to provide certain services.

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P in s	last strand in P in s	People in the past	People & place
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PS-D2.1		Rules, rights and responsibilities
Explain why laws are made in society, e.g. laws to deal with discrimination such as racism, sexism, etc.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	By this stage, pupils should be able to distinguish between a rule and a law, i.e. laws are made by Parliament � they affect the whole country and are enforced through the courts.
PS-D2.2		Rules, rights and responsibilities
Describe some of the ways in which society deals with and punishes crime, e.g. community service, fines.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	In discussing punishments for crime pupils could look at alternatives to custody and the role of the Children�s Panel in Scotland.
PS-D2.3		Rules, rights and responsibilities
Suggest some of the rights and responsibilities of a citizen in a democracy.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	Democratic rights and responsibilities, e.g. freedom of speech, the right to vote, can be linked to learning about rules and laws so that pupils recognise the need for fairness and tolerance in society.

Home Page	Access to other Strands & Attainment Outcomes	Skills	previous strand in P in s	People in the past	People & place
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level D	Additional advice from Guide for Teachers & Managers
PS-D3.1		Conflict and decision making
Describe simply how representatives are chosen and the types of work they do, e.g. local councillors, members of Scottish, British and European Parliaments.	Developing an understanding of conflict and decision-making processes including the influence of the media.	Progression to Level D involves the pupils being able to describe in simple terms the type of work representatives do at the different levels � local councillors, MSPs, MPs, MEPs. They will also describe how representatives are chosen by describing what is involved in voting.
PS-D3.2		Conflict and decision making
Describe the ways in which the media can affect personal decision making.	Developing an understanding of conflict and decision-making processes including the influence of the media.	In considering the media�s effect on personal decision making, pupils should be aware of bias and stereotyping.