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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 F	Additional advice from Guide for Teachers & Managers
PPA-F1.1		People, events & societies of significance in the past
Apply knowledge and understanding of the motives or actions of people in particular historical situations, and/or the values and attitudes of particular societies in the past to reach conclusions on a given historical issue or question.	Developing an understanding of distinctive features of life in the past and why certain societies, people and events are regarded as significant.	At this level a pupil could be writing a clearly structured essay in response to a specific issue driven question, e.g. how far were the lives of the American Indians affected by the arrival of the Europeans?

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Level F	Additional advice from Guide for Teachers & Managers
PPA-F2.1		Change and continuity, cause and effect
Apply knowledge and understanding of the process of cause and effect to provide a detailed explanation as to why a particular development/event took place and give a balanced assessment as to the significance of its consequences.	Developing an understanding of change and continuity over time and of cause and effect in historical contexts.	A pupil operating at Level F might be able to explain the causes of a fairly complex development, e.g. the Industrial Revolution and/or explain in detail what the consequences of this development were for ordinary people, or for British society as a whole. Or, in considering the aftermath of the Battle of Culloden, he/she might assess a range of immediate and longer term effects on the Highlands such as changes in land ownership, social order, population distribution, Gaelic language, land use.

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Level F	Additional advice from Guide for Teachers & Managers
PPA-F3.1		Time and historical sequence
Compare and contrast timelines from a significant historical period in different parts of the world.	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.

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Level F	Additional advice from Guide for Teachers & Managers
PPA-C4.1		The nature of historical evidence
Describe how heritage and evidence can be used in both positive and negative ways, e.g. to promote social, economic or political ends.	Developing an understanding of the variety of types of historical evidence and their relative significance.

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Level F	Additional advice from Guide for Teachers & Managers
PPL-F1.1		Using maps
Develop the mental map further to a wider range of features/ locations met within studies and the media, including latitude and longitude.	Developing an understanding of location and features of maps.
PPL-F1.2		Using maps
Describe in detail further features and uses of a range of different types of maps at different scales, including specialist and thematic maps.	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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Level F	Additional advice from Guide for Teachers & Managers
EF-F2.1		Weather & climate
Explain in detail global patterns of weather and climate and describe the effect on economic activity. 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.	Pupils should give straightforward reasons for climate patterns across the world but involved explanations tend to result in physics rather than geography. Effects on economic activity may include the effects of seasonal rainfall on sub-Saharan farming or on the tourist industry of the Mediterranean. Level F can be effectively achieved as extension work from a topic targeted at Level E.
EF-F2.2		Landscapes & physical processes
Explain the processes, including the theory of plate tectonics, involved in the formation of major types of physical features found across the world.	Develop an understanding of physical processes in the Earth's atmosphere and surface: weather and climate, landscapes and physical processes.	The range of features is similar to level E. Pupils can explain the processes whereas at Level E they are just describing them. Pupils could achieve Level F as an extension to their Level E work.

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Level F	Additional advice from Guide for Teachers & Managers
PPL-F3.1		Settlement including transport
Describe and explain some of the factors affecting urban growth and change.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	The concept is that of urbanisation � the reasons why people continue to move from rural areas into towns and cities. Pupils can explain the reasons, past and present, in terms of push factors away from rural areas (disastrous drought, dispossession from land, remoteness from services, etc.) and pull factors towards urban areas (employment, education facilities, etc.). They can describe different sets of circumstances that apply in different parts of the world.
PPL-F3.2		Ways of life
Explain some of the reasons for differences in economic and population growth at a global level.	Develop an understanding of the patterns of human activity on the Earth's surface: settlement (including transport), ways of life.	Pupils can give reasons for the differences described at Level E. They can describe patterns of development across the world (as opposed to between two countries) and describe changing patterns with time, e.g. the pattern of population growth. Pupils can achieve this level through extension work within a topic targeted at Level E.

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Level F	Additional advice from Guide for Teachers & Managers
PPL-F4.1		Land use, resources & change
Describe and explain the main factors influencing the patterns of land use including change over time.	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 main changes in the patterns of a selected land use, e.g. how farming has changed over a period such as: changes in crop patterns, types of crop, size of farm; how urban land use has expanded, e.g. in South East England or at a particular location; how industrial patterns have changed, e.g. decline of industries in certain areas and growth in others, such as changes in manufacturing distribution. Pupils can achieve this level through extension work within a topic targeted at Level E. Pupils can, in addition, explain the main issues and ways in which they can be resolved.
PPL-F4.2		Land use, resources & change
For a large-scale leisure, service or commercial development, describe and explain the main issues and conflicts and how these can be resolved.	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 describe the finite nature of the Earth�s resources and explain the importance of sustainable development of minerals, energy and plants and animal life for the future. They can explain the potentially disastrous effects of unwise use of resources, e.g. the effects of global warming.
PPL-F4.3		Environmental issues & sustainability
Explain why conservation of natural resources is important both in a local and in a global context.	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 describe the finite nature of the Earth�s resources and explain the importance of sustainable development of minerals, energy and plants and animal life for the future. They can explain the potentially disastrous effects of unwise use of resources, e.g. the effects of global warming.
CfE (Energy in the Environment - Energy transfer) (Level Fourth) - SCN 412F Bio - Using my understanding of plant and animal interactions, I can predict the consequences of environmental change and human activities on biodiversity. CfE (Energy in the Environment - Energy Sources) (Level Second - SCN 217G - I can discuss why it is important to me and to the future of the world that alternatives to fossil fuels are developed. I can identify examples of where these are used in Scotland today and present this information to others.

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Level F	Additional advice from Guide for Teachers & Managers
PS-F1.1		People and needs
Explain some factors that account for differences in individual and national wealth.	Developing an understanding of individual and social needs and the relationship to economic factors.	By Level F pupils will be explaining individual wealth/poverty/debt in terms of socio-economic factors, such as education, employment, housing.
PS-F1.2		People and needs
Describe and give some of the reasons for debt � individual and international.	Developing an understanding of individual and social needs and the relationship to economic factors.	Factors affecting national wealth/debt will involve issues of economic development, conflict, political systems.
PS-F1.3		People and needs
Identify the ways in which employment and trade decisions made by multi-national companies can affect different groups and countries.	Developing an understanding of individual and social needs and the relationship to economic factors.	These issues are often best considered in the context of a comparative study, e.g. of USA and Mexico.

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Level F	Additional advice from Guide for Teachers & Managers
PS-F2.1		Rules, rights and responsibilities
Compare the rights and responsibilities of citizens in Scotland and those of other societies.	Developing an understanding of individual and collective rights and responsibilities in a democratic society.	At Level F pupils might compare rights and responsibilities of citizens in Scotland and elsewhere through studies of, for example gun laws in USA and Scotland, equality of women in Scotland and China, etc. Also in a citizenship context, pupils might discuss issues such as under-representation of women and ethnic groups.

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Level F	Additional advice from Guide for Teachers & Managers
PS-F3.1		Conflict and decision making
Explain the ways in which campaigns, media and pressure group activities influence public opinion.	Developing an understanding of conflict and decision-making processes including the influence of the media. National Museums of Scotland - Me2	The progression to Level F involves pupils moving on from a consideration of personal decision making to explaining how public opinion is influenced in different ways, e.g. the effect of opinion polls on voting, pressure by consumer groups regarding food safety, etc., drink�driving campaigns.
PS-F3.2		Conflict and decision making
Describe some of the main policies of political parties.	Developing an understanding of conflict and decision-making processes including the influence of the media.	In describing the main policies of political parties, pupils might make up party political broadcasts, leaflets, etc., either for political parties in Scotland/UK or elsewhere (e.g. USA, France).
PS-F3.3		Conflict and decision making
Describe ways of resolving selected national and international disputes.	Developing an understanding of conflict and decision-making processes including the influence of the media.	Descriptions of particular disputes and national negotiation between trade unions and employers for example, or of international disputes and the role of the United Nations will allow pupils to generalise about ways of resolving conflict.