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
Level E	Additional advice from Guide for Teachers & Managers
PPA-E1.1		People, events & societies of significance in the past
Explain the motives or actions of people in particular historical situations.	Developing an understanding of distinctive features of life in the past and why certain societies, people and events are regarded as significant.	The progression from Level D is in the breadth, depth and quality of the explanation offered as to the importance of the society/event. Pupils should also make reference to the values/attitudes prevailing at the time. Progression could also be achieved by examining a more complex event, e.g. considering the significance of the Union of the Parliaments. Alternatively within a study of the Industrial Revolution, pupils might research the conditions in which people worked, teasing out specific aspects, e.g. the employment of young children and identifying the prevailing attitudes of employers, parents, children, government and social reformers. This would provide a good opportunity for role-play and developing informed attitudes.
PPA-E1.2
Explain the values or attitudes that characterised various societies in the past.
PPA-E1.3
Explain why particular societies, people and events from the past are thought to be of significance.

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 E	Additional advice from Guide for Teachers & Managers
PPA-E2.1		Change and continuity, cause and effect
Demonstrate a detailed knowledge and understanding of the main features of a particular event/ development/ attitude with regard to change and continuity.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	In addition to detailed description, pupils will also focus on causes and consequences. A wider range of issues are likely to be explored (technological, social, economic, political), e.g. how families or rural communities have been affected by developments in transport, the effects of changes in franchise, energy generation, etc.
PPA-E2.2
Give some reasons to explain why a specific historical event/ action/ development took place and what the specific consequences were.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.

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
Victorian - Times Diary Virtual School History Learning Curve Children
Level E	Additional advice from Guide for Teachers & Managers
PPA-E3.1		Time and historical sequence
Explain the relationship between specific dates and the relevant century.	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-E3.2
Name and place significant historical periods in chronological order.	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 E	Additional advice from Guide for Teachers & Managers
PPA-E4.1		The nature of historical evidence
Suggest ways in which society's awareness of its own past can affect its present and future development e.g. devolution in Scotland, conflict/peace in Northern Ireland.	Developing an understanding of the variety of types of historical evidence and their relative significance.

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 E	Additional advice from Guide for Teachers & Managers
PPL-E1.1		Using maps
Develop the mental map further to a wider range of features/ locations met within studies and the media	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
PPL-E1.2		Using maps
Describe in detail further features, e.g. isobars, and uses of a range of different types of maps at different scales, including six-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.

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 E	Additional advice from Guide for Teachers & Managers
PPL-E2.1		Weather & climate
Describe and explain simply the main weather and climate patterns in Britain and the wider world, including extremes, and explain the effects on ways of life, e.g. the effects of arctic/desert climate on farming, transport, mining. 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.	An important life skill here is developing pupils� ability to make sense of a television weather forecast by recognising the association between pressure systems and weather types, e.g. that depressions bring changeable weather; anti-cyclones, calm weather. They should also be able to describe the straightforward differences between the four corners of the British Isles, in terms of latitude, relief and prevailing winds. They can also give simple reasons for the main global patterns of temperature and rainfall, e.g. how latitude affects temperature differences. Again in many cases to describe an association is sufficient, e.g. that hot deserts lie beside cold ocean currents. The effects on ways of life should emphasise the economic rather than the personal (Level C). This can be dealt with as a topic or at regular intervals together with other studies, e.g. farming. Media weather charts and forecasts are useful.
PPL-E2.2		Landscapes & physical processes
Describe some obvious features and the processes that formed them, for example the actions of running water, waves, ice, earthquakes and volcanoes in forming coasts, rivers and their valleys, mountain areas.	Develop an understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.	Pupils can describe the appearance of the main types of physical feature found across the world and the processes forming them in simple terms. They should be able to classify features according to the main processes that form them, noting where appropriate stages in the development of features, e.g. river valley, coastal cliffs. This would normally be dealt with as a distinct topic but could be done within other contexts, e.g. glacial features could be studied as part of a comparative study of an Alpine village.

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 n P in S
Edinburgh Grid for Learning - Teaching & Assessment Materials
Level E	Additional advice from Guide for Teachers & Managers
PPL-E3.1		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-E3.2		Ways of life
For a developing and a developed area or country compare and contrast main features of lifestyle and population growth.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	Pupils have studied an example of each type of country and will have knowledge of its main features as described at Level D. At Level E they can make direct comparisons between a developing and developed country and can make reference to economic measures such as level of services, birth rates and death rates, in order to make these comparisons. Pupils can achieve this level through extension work within a topic targeted mainly at Level D.

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 E	Additional advice from Guide for Teachers & Managers
PPL-E4.1		Land use, resources & change
For an economic development, e.g. a new road, industry, retail park, describe the main social and environmental impact on 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.	This can extend naturally from a case study as described at Level D, e.g. in terms of tropical forest clearance for a new road or for quarrying. However it is also appropriate at a local study, e.g. a new bypass around the town or a main retail development in terms of its effect on the lives of the people who live in the area, such as changing shopping patterns and on the environment, e.g. increase in traffic, destruction of a woodland, etc.
PPL-E4.2		Environmental issues & sustainability
Describe and explain simply some ways of conserving landscapes, e.g. eroded coasts and mountain areas.	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 the problem as well as the method of conservation, e.g. use of pathways and fencing in wet upland areas for walkers to prevent erosion of fragile plants by trampling. This may be combined with Level E �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 E	Additional advice from Guide for Teachers & Managers
PS-E1.1		People and needs
Describe and explain the ways in which contact with other cultures and the media have influenced perceptions of need.	Developing an understanding of individual and social needs and the relationship to economic factors.	The progression to Level E involves pupils being aware of perceptions of need. Through case studies they will be able to describe the influences on our perceptions, e.g. news reports of famine, wars; charity campaigns, advertisements for consumer goods. Cultural differences between some developed and developing countries should also be considered.
PS-E1.2		People and needs
Identify the ways in which local/national agencies and individual enterprise can help meet society�s needs.	Developing an understanding of individual and social needs and the relationship to economic factors.	Pupils will also look in more detail at agencies such as the National Health Service in comparison to privately financed service providers.
PS-E1.3		People and needs
Give examples of revenue raising and expenditure that provide local and national services.	Developing an understanding of individual and social needs and the relationship to economic factors.	Consider the range of taxes that exist to provide different 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 E	Additional advice from Guide for Teachers & Managers
PS-E2.1		Rules, rights and responsibilities
Describe some of the rights of young people and laws that affect them.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	Examples of rights and laws affecting young people in Scotland include laws concerning jobs, smoking, having a bank account, etc. Pupils should be able to explain that legal age limits for buying alcohol, getting married, learning to drive, etc., exist to protect young people.
PS-E2.2		Rules, rights and responsibilities
Describe some main factors in selected human rights issues.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	A study of the Universal Declaration on Human Rights could illustrate comparisons between the rights of people in different countries. Some human rights issues that pupils might consider include the practice of child labour or child soldiers, ethnic or racial discrimination, etc.

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 E	Additional advice from Guide for Teachers & Managers
PS-E3.1		Conflict and decision making
Identify the ways that citizens can participate in decision making through elections and pressure groups at local, national and international level.	Developing an understanding of conflict and decision-making processes including the influence of the media.	At this level pupils will consider how people participate in a range of decision-making processes from local to international. Through studies of local or topical interest, pupils will learn about pressure group activities such as petitions, publicity events, lobbying etc.
PS-E3.2		Conflict and decision making
Give examples of the ways in which local and national government make decisions that affect people�s lives.	Developing an understanding of conflict and decision-making processes including the influence of the media.	Issues of current concern are likely to provide the context for studying how decision making by local and national government affects people�s lives, e.g. school closures in a local authority, the effect of national budget changes on a family�s income, etc.