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The following forward plan will allow you to see how this web site matches Strands and Levels of Knowledge from the National Guidelines.
Should you want to use this as a topic in which to introduce a citizenship activity, more information can be found here:
The full documents can be found here:
I have picked out the Strands and levels of knowledge and understanding examples from the National Gui del ines that I think are relevant. I think in planning, other Gui del ines should be looked at, for example, Art (if there is a wall display – see Further Activities), and Citizenship and Enterprise (if the suggestion of an open day is used).
Knowledge and understanding: people in the past.
An understanding of the past should be developed through studies that:
• include the strands of:
people, events and societies of significance in the past
change and continuity, cause and effect
time and historical sequence
the nature of historical evidence
• present opportunities for pupils to learn about a range of social, economic, political and cultural developments
• include attention to Scottish, British, European and non-European contexts
• maintain a focus on the history of Scotland by including, where appropriate, comparative reference to the Scottish context in relation to historical events elsewhere, and by including at least one topic with a specific Scottish focus
• ensure that pupils have the opportunity to place their historical studies within an overall chronological framework so that they progressively develop a mental map of the past
• ensure effective progression by building on prior learning.
Knowledge and understanding: people and place
Over the years P1–P7, and again during S1/S2, pupils should experience a broad range of geographical study.
An understanding of people and place should be developed through studies that:
• include the strands of:
– using maps: location and features of maps
– the physical environment: weather and climate, landscapes and physical processes
– the human environment: settlement (including transport), ways of life
– human–physical interactions: land use, resources and change, environmental issues and sustainability
• are drawn from a range of contexts – presenting opportunities for pupils to learn about a variety of environments within the local area, Scotland, Britain, Europe and the world – and which include study of a developing area outside Europe and a developed area outside Europe
• maintain a focus on the geography of Scotland by including, where appropriate, comparative reference to the Scottish context in relation to geographical aspects elsewhere, and by including at least one topic with a specific Scottish focus.
Skills in social subjects: enquiry In planning for the development of pupils’ skills in social subjects, teachers will ensure that a range of enquiry opportunities can be provided within everyday classroom tasks as well as by encouraging pupils to undertake more substantial pieces of investigative work.
In considering pupils’ skills development, opportunities should be taken by social subjects departments in secondary schools to collaborate in the process of planning and assessing skills. This will help to avoid unnecessary repetition of skills, tasks and assessments across departments.
At the early stages, pupils will be closely directed towards the tasks they carry out. As they mature in their learning and assume greater independence they will increasingly be able to choose relevant topics, identify issues for examination, and show improved depth of planning by identifying key questions and suggesting possible outcomes.
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