Highland Council Social Studies

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Highland CouncilSocial StudiesPrimary Progression Pathway

Highland Council – Primary Social Studies Progression PathwayMarch 2015AcknowledgementThe Highland Social Studies Primary Progression Pathway is based on the work of Highland schools, West Lothian Council andEducation Scotland.Using this documentThe Highland Social Studies Primary Progression Pathway has been created to support schools and practitioners through bundling the Experiences andOutcomes (Es and Os) into Learning Contexts and developing progression within and through Curriculum for Excellence (CfE) Early, First and Second Levels.The Curriculum Maps for First Level (pg.3) and Second Level (pg.4) indicate a suggested three year programme, using the Learning Contexts, driven by the Esand Os and the Significant Aspects of Learning (SALs). These contexts are only one suggestion of how to bundle the Social Studies Es and Os.LevelSocial Studies Learning ContextsLearning in the Early Level comes from a combination of the children’s and teacher’s interests. Teachers offer experiences and observe children at play todiscern the best ways to take their learning forward. Teachers make connections between the learners’ interests, skills, knowledge and understanding toEarlythe CfE Experiences and Outcomes and plan for a breadth of experiences across the Early Level. Coverage of the Es and Os should be planned for duringthe Early Level. The duration of learning contexts will vary.1 x Historical context per year (Plus the study of a Significant Individual in History which can be linked to historical context, or as standalone outcome)1 x Environmental context per year (Plus Food and Farming linked to Health and Wellbeing and Weather and Climate linked to Science within the threeyear cycle)First1 x People in society, economy and business context per year (Contexts may be linked to other Interdisciplinary Learning (IDL) themes and aspects of thelife and ethos of the school as a community during the three year cycle)1 x Historical context per year (Plus the study of a Significant Individual in History can be linked to historical context, Science or as standalone outcome)2) Environmental Tourism3) Weather and DisasterSecond 1 x Environmental context per year – 1) Our Landscape1 x People in society, economy and business context per year – 1) Rights and Responsibilities 2) Parliamentary Election 3) Ethical Trading EnterpriseThe remainder of this document (pg.5 – pg.32) details the progression of knowledge and skills within each of the Learning Contexts, linked directly to the Esand Os and the SALs. Page five onwards is arranged under each of the three organisers detailed on page two.1 Page

Highland Council – Primary Social Studies Progression PathwayMarch 2015Social StudiesOrganisers people, past events and societies people, place and environment people in society, economy and businessSignificant Aspects of Learning1.2.3.4.5.6.7.8.9.understanding the place, history, heritage and culture of Scotland and appreciating local and national heritage within the worlddeveloping an understanding of the world by learning about how people live today and in the pastunderstanding economic, political, social and environmental issuesbecoming aware of change, cause and effect, sequence and chronologyunderstanding the principles of representative democracy, participation and citizenship by practising democracy throughelectoral participation and active citizenship in the school and local communityusing and applying skills in creating models, maps and graphical representation of informationlocating, exploring and linking periods, people, events and features in time and placegaining business enterprise skills and knowledge and an understanding of the importance and methods of managing financedeveloping useful skills for learning, life and work** SAL 9 is an overarching Significant Aspect of Learning which will permeate through the various learning contexts and be linked toaspects of the life and ethos of the school as a community, including recommendations 2, 3, 15 and 26 of the Wood Report (2014).2 Page

Highland Council – Primary Social Studies Progression PathwayMarch 2015Social Studies – Primary Curriculum MapThe suggested curriculum map will support coverage and progression of skills in Social StudiesEarly LevelLearning in the Early Level comes from a combination of the children’s and teacher’s interests. Teachers offer experiences and observe children at play to discern thebest ways to take their learning forward. Teachers make connections between the learners’ interests, skills, knowledge and understanding to the CfE Experiences andOutcomes and plan for a breadth of experiences across the Early Level. Coverage of the Es and Os should be planned for during the Early Level. The duration of learningcontexts will vary.People, past events and societiesPeople, place and environmentPeople in society, economy and businessPg.5Pgs.6 – 7Pgs.8 – 9OrganiserYear OneYear TwoYear ThreeOverarching/ StandalonePeople, pastevents andsocietiesHistorical contextThink about local circumstancesSOC 1-01aSOC 1-02aSOC 1-03aSOC 1-04aPg. 10Historical contextThink about local circumstancesSOC 1-01aSOC 1-02aSOC 1-03aSOC 1-04aPg. 10Historical contextThink about local circumstancesSOC 1-01aSOC 1-02aSOC 1-03aSOC 1-04aPg. 10Significant Individual in HistoryCan be linked to historical context, oras standalone outcome – think aboutlocal/Scottish individualsSOC 1-06aPg. 11First LevelContexts forlearning willvary in lengthand shouldoffer abreadth andbalance ofskills,knowledgeandunderstandingover theschool year.SAL123456789SALEnvironmental contextSOC 1-07aSOC 1- 08aSOC 1-11aSOC 1-13aSOC 1-13bSOC 1-14aPgs. 12 – 14People,place andenvironmentSAL1234567123456789SALEnvironmental contextSOC 1-07aSOC 1- 08aSOC 1-11aSOC 1-13aSOC 1-13bSOC 1-14aPgs. 12 – 1489SAL1234567123456789Environmental contextSOC 1-07aSOC 1- 08aSOC 1-11aSOC 1-13aSOC 1-13bSOC 1-14aPgs. 12 – 1489SAL1234567SALCommunity/CharitySOC 1-15aSOC 1-16aSOC 1-20aPg. 16SAL1234567Rights and ResponsibilitiesSOC 1-15aSOC 1-17aSOC 1-18aPg. eather and ClimateLinked to ScienceSOC 1-12aSOC 1-12bPg. 159EnterpriseSOC 1-15aSOC 1-21aSOC 1-22aPg. 1882Food and FarmingLinked to Sciences/ Health andWellbeingSOC 1-09aPg. 15SALPeople insociety,economyand business11234567The contexts have been organisedunder suggested year groups. Althoughthe outcomes are covered once indepth, these may be linked to otherinterdisciplinary themes during thethree year cycle and a part of the lifeand ethos of the schools as acommunity.3 Page

Highland Council – Primary Social Studies Progression PathwayMarch 2015Social Studies – Primary Curriculum MapThe suggested curriculum map will support coverage and progression of skills in Social StudiesSecondLevelContexts forlearning willvary inlength andshould offera breadthand balanceof skills,knowledgeandunderstanding over theschool year.OrganiserYear OneYear TwoYear ThreeOverarching/ StandalonePeople, pastevents andsocietiesHistorical contextThink about local circumstancesSOC 2-01aSOC 2-02aSOC 2-03aSOC 2-04aPgs. 19 – 20Historical contextThink about local circumstancesSOC 2-01aSOC 2-02aSOC 2-03aSOC 2-04aPgs. 19 – 20Historical contextThink about local circumstancesSOC 2-01aSOC 2-02aSOC 2-03aSOC 2-04aPgs. 19 – 20Significant Individual in HistoryCan be linked to historical context,Science through SCN 2-20a, or asstandalone outcomeSOC 2-06aPg. 21SAL123456789SALOur LandscapeSOC 2-07aSOC 2-08aSOC 2-08bSOC 2-13aPg. 22People, placeandenvi

Highland Council – Primary Social Studies Progression Pathway March 2015 2 P a g e Social Studies Organisers people, past events and societies people, place and environment people in society, economy and business Significant Aspects of Learning 1. understanding the place, history, heritage and culture of Scotland and appreciating local and national heritage within the world

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