Professional learning paper: Significant Aspects of Learning
Assessing progress and achievement in Social Studies
The work in progress on Significant Aspects of Learning was reviewed in June and July
2015 in the light of feedback from practitioners, schools and education authorities and in
the context of developments in national education policy. This has led to a number of
changes both in the overarching paper and in each of the papers related to an area of the
curriculum.
Within each of the curriculum area papers changes include:
• the addition of two sections which set the context for the work on significant
aspects of learning
• the addition of references, wherever appropriate, to the relationship between
significant aspects of learning and the development of skills for learning life and
work, literacy and numeracy and digital competencies
• changes (usually minor) to the definition and illustration of the significant aspects
of learning in that area
• the use of a common format in the presentation of the significant aspects of
learning
• the insertion of hyperlinks to texts referenced in the paper.
This preface has been added to each paper. Feedback from practitioners made it clear that the
original papers lacked a clear initial statement of context and purpose.
Preface
This paper is one element of a suite of resources which support assessment of progress and
achievement. You are recommended to read this paper in conjunction with the following:
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Monitoring and tracking progress and achievement in the broad general education:
bit.ly/edscotapasal
Assessing progress and achievement overarching paper
Social studies progression framework
Annotated exemplification of work in the Social Studies: bit.ly/edscotsalsocst
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Assessing progress and achievement in Social Studies
This resource supplements the Social Studies Principles and Practice paper and Experiences and
Outcomes. These can be found on the social studies homepage at:
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/socialstudies/index.asp
Introduction
The introduction to each paper has been revised as necessary to make clearer links to the
Principles and Practice paper which identifies the key aims of learning in the relevant
curriculum area.
The Principles and Practice paper in Social Studies summarises the educational rationale
underpinning the right of all young people to enjoy and benefit from the experience of learning
Social Studies until the end of their Broad General Education.
Through social studies, children and young people develop their understanding of the world
by learning about other people and their values, in different times, places and circumstances;
they also develop their understanding of their environment and of how it has been shaped.
As they mature, children and young people’s experiences will be broadened using Scottish,
British, European and wider contexts for learning, while maintaining a focus on the historical,
social, geographic, economic and political changes that have shaped Scotland. Children and
young people learn about human achievements and about how to make sense of changes in
society, of conflicts and of environmental issues. With greater understanding comes the
opportunity and ability to influence events by exercising informed and responsible
citizenship.
This paper builds on this statement by making use of significant aspects of learning to support
practitioners in carrying out dependable valid, reliable and challenging assessment of progress and
achievement in Social Studies. Through this children and young people will be supported in
developing their understanding of social, political, economic and environmental issues, of the human
achievements that have made the society in which they live, of how they can influence that society
and of how well they are developing as global citizens in the 21st century. This paper provides:
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a description of the significant aspects of learning within Social Studies
an outline of what breadth, challenge and application look like within Social Studies
information on planning for progression through curriculum levels, using breadth, challenge
and application.
What are significant aspects of learning?
The overarching paper in this professional learning resource contains a section on ‘What are
the significant aspects of learning?’ Feedback suggested strongly that it would be helpful to
practitioners as they refer to and use the curriculum area papers to have a slightly abridged
version of this section included in each curriculum area paper.
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Assessing progress and achievement in Social Studies
Significant aspects of learning have been identified for each curriculum area. Each significant aspect
of learning brings together a coherent body of knowledge and understanding and related skills, as
outlined in the Principles and Practice paper and detailed in the Experiences and Outcomes. Each
significant aspect of learning
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is common to all levels from early to fourth
can provide sound evidence of learning in accord with the principles of Building the
Curriculum 5: A Framework for Assessment
supports the practice of holistic (‘best fit’) assessment
can be effectively used to inform assessment of progression within a level and achievement
of a level
can be used to plan further progression within a level and from one level to the next.
Using significant aspects of learning makes assessing progress and achievement more dependable
and more manageable. This structure:
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supports practitioners in planning and integrating learning, teaching and assessment
ensures that learners and practitioners can draw on a range of meaningful, robust, valid and
reliable evidence from all four contexts of learning: classroom activities, interdisciplinary
learning, the life and ethos of the school and personal achievements, including those
outwith the school
affords learners space to demonstrate the breadth of their learning, effective responses to
challenging learning experiences and the ability to apply what they have learned in new and
unfamiliar situations
allows learners to progress by different routes and pathways through the experiences and
outcomes
helps practitioners avoid fragmented approaches to assessment which prevent learners
from demonstrating the full range of their knowledge, understanding and skills
removes the need to rely on evidence derived from single brief learning experiences or end
of unit tests
affords practitioners opportunities to plan and assess within a curricular area the
development of the skills, attributes and capabilities required for learning, life and work,
including the development of literacy, numeracy and digital competencies
supports practitioners in making holistic (‘best fit’) judgements about the achievement of a
level either in an individual significant aspect of learning or, drawing on evidence from
across the relevant significant aspects of learning, in a curriculum area.
The use of significant aspects of learning will inform:
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moderation activities based on holistic judgements supported by dependable evidence
monitoring and tracking progress in learning
quality assurance approaches
the use of assessment to inform improvement at all levels of the education system.
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Assessing progress and achievement in Social Studies
Significant aspects of learning in Social Studies
A number of minor changes have been made in this section:
• the significant aspects are presented as a bold bullet pointed list
• numbering of significant aspects of learning has been removed; there were concerns
that numbering could be interpreted as an order of priority
• the wording of the introductory paragraph has been amended for clarity.
Careful planning using the experiences and outcomes in the three organisers of People, past events
and societies, People, place and environment and People in society, economy and business will
ensure that children and young people develop the knowledge and understanding, skills, attributes
and capabilities outlined in the Social Studies Principles and Practice paper. Planning for learning and
teaching involves and includes planning assessment. By using significant aspects of learning,
practitioners can plan and integrate learning, teaching and assessment in the most appropriate ways
for children and young people in their own establishment.
The significant aspects of learning in the Social Studies derived from the rationale in the Principles
and Practices paper are:
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understanding the place, history, heritage and culture of Scotland and appreciating local
and national heritage within the world
developing an understanding of the world by learning about how people live today and in
the past
understanding economic, political, social and environmental issues
becoming aware of change, cause and effect, sequence and chronology
understanding the principles of representative democracy, participation and citizenship by
practising democracy through electoral participation and active citizenship in the school
and local community
using and applying skills in creating models, maps and graphical representation of
information
locating, exploring and linking periods, people, events and features in time and place
gaining business enterprise skills and knowledge and an understanding of the importance
and methods of managing finance
developing useful skills for learning, life and work.
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Assessing progress and achievement in Social Studies
Apart from the inclusion of references to ‘digital competencies’ and ‘digital media’, there are no
changes to this section.
What do breadth, challenge and application look like in Social Studies?
Well‐planned learning, teaching and assessment provide opportunities for learners to experience
breadth, challenge and application across the significant aspects of Social Studies.
Breadth
Breadth in Social Studies relates to:
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new areas of political, social, economic or environmental knowledge and understanding
increasing awareness of the range and use of evidence
the development of new skills relating to Social Studies.
These are developed through careful planning and in line with the design principle of personalisation
and choice. Children and young people should be encouraged to explore contexts beyond those
planned by staff to broaden their social, political, economic and environmental understanding (for
example, through more open-ended homework tasks). They can investigate a range of business
enterprises and examine how they satisfy consumer wants and needs. Children and young people
can broaden their learning by studying a wide range of places, historical periods and different
cultures. They can look at current local conservation issues and broaden this out to look at global
climate issues. While exploring the needs of people in our society they can compare and contrast
how they are met in the United Kingdom with other societies. They can broaden their political
awareness by organising and participating in elections in school; lobbying at local and national level
(for example through Scottish Parliament petitions) and by actively participating in school and local
democratic bodies such as the Youth Parliament. They should be encouraged to explore a variety of
ways in which they can manage their finances e.g. savings and investment opportunities.
Challenge
Challenge in Social Studies relates to:
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increasing independence and reduced level of support, including peer or teacher support,
and support through timelines, glossaries etc.
increasing length and complexity of task including discussion, analysis, synthesis, creativity
and making conclusions
increasing length, complexity and accuracy of response in written and oral responses to
social, political, economic and environmental issues
increasing confidence in taking the initiative (including asking for help), sustaining
arguments and justifying conclusions.
Children and young people can be challenged through studying increasingly complex social, political,
economic and environmental problems. They should interpret increasingly complex sources,
including levels of validity and reliability. They will be asked more often to give their opinion about
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Assessing progress and achievement in Social Studies
an issue and justify that opinion. They will be introduced to terminology that is more specific and be
expected to use it. They will handle more complex maps, graphs and social data from a range of
sources and media, including digital media, and be able to draw valid conclusions from them. They
will be able to express their views and ideas in a variety of ways which suits their purpose.
Application
Application in Social Studies relates to:
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the ability to apply the knowledge and skills developed in one area of Social Studies across
Social Studies and other areas of learning and life
the ability to use their knowledge of Social Studies to participate in today’s society.
Children and young people can apply their developing knowledge and skills in a wide range of
situations that are new and unfamiliar. These may include debates in school, discussions with invited
speakers, fieldwork in unfamiliar areas, working with others in new situations, presenting findings to
peers and participation in local youth groups, councils and parliaments. For example, by using their
understanding of climate change young people can argue the case for or against subsidies for wind
farms. Interdisciplinary learning offers children and young people opportunities to develop
awareness of social issues such as sustainability and enterprise through field trips, visits to local and
national heritage sites, and meetings with members of the community. Visits to local historical sites
allow for discussion on the site as a tourist attraction and as part of the local economy. Major events
such as elections, volcanic eruptions, and new views about the past can be analysed and debated.
Financial management knowledge and skills can be applied throughout life in a variety of situations
e.g. house buying, retirement. Learners will develop their understanding of society, the economy
and the world of work. Through learning in social studies, children and young people will develop
important transferable skills for learning, life and work, including literacy, numeracy and digital
competencies.
Apart from the removal of numbering, the addition of references to developing skills in literacy,
numeracy and digital competencies and some expansion of the final paragraph, there are no
changes to this section.
Planning for progression through breadth, challenge and application in Social Studies
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Understanding the place, history, heritage and culture of Scotland and appreciating local and
national heritage within the world
Children and young people will develop an increasingly complex mental map, starting with their local
environment and moving towards a more global picture of the world. They will develop an overview
of Scotland’s past and its place in the world. This will include some key turning points/events in
Scotland’s history. They will become increasingly aware of how the past influences our society today
and the importance of preserving aspects of a country’s past.
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Developing an understanding of the world by learning about how people live today and in the
past
Children will be able from a young age to demonstrate knowledge of differences between their lives
and those of others in contrasting geographical areas. Children and young people will extend their
knowledge and understanding of how society continues to change and develop. They will increase
their understanding of key people and events in the past and will use this knowledge to evaluate
aspects of the present.
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Understanding economic, political, social and environmental issues
At the early level, children and young people will be aware of their immediate environment. They
will move from understanding local environmental issues e.g. local land use, to having an
understanding of global environmental issues such as desertification. They will develop an
understanding of how the economy aims to meet society’s needs and how economies can be
organised. Children and young people will come to understand the difference between needs and
wants and learn how different types of society aim to meet the needs of its citizens.
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Becoming aware of change, cause and effect, sequence and chronology
At the early level children and young people will develop an awareness of the world around them,
their place in society and an understanding that the past exists. They can appreciate that this
information can be found from a variety of sources. Children and young people will move from an
initial understanding that things change, to describing changes that have taken place historically in
their communities and local environment. They can make contrasts between life in the past and the
present day. They will begin to understand how societies have changed and the impact of major
events over time. Children and young people will move from understanding the consequences of an
event to being able to see long term causes and effects. They will progress to developing an
overview of modern Scotland and to being able to place events within an increasingly complex
timeline.
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Understanding the principles of representative democracy, participation and citizenship by
practising democracy through electoral participation and active citizenship in the school and
local community
At the early level, children and young people will begin to describe people in their community who
can assist them e.g. police officers or school crossing patrols to help them cross the road. At the next
level, they will start to give examples of the rights of people in Scotland and compare these with the
lack of rights people may experience in other countries. As they develop further, children and young
people will begin to describe and explain the responsibilities that go with rights in a democratic
society such as Scotland. They will be able to describe and explain the ways in which representative
democracy operates in Scotland and the ways in which they can participate in the decision making
process.
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Using and applying skills in creating models, maps and graphical representation of information
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Assessing progress and achievement in Social Studies
Children and young people will be given the opportunity to explore a wide range of maps and
develop associated skills. They will move from using simple plans of their local environment to more
complex maps on a global scale. Within this, they will develop their interpretation of Ordnance
Survey (O.S.) maps including significant aspects of physical geography. Whilst studying weather, as
they move in to the third level, children and young people will develop an understanding of synoptic
charts. Children and young people will recognise the importance and relevance of using graphs from
bar charts to scatter graphs and will become more confident in creating and analysing graphs.
Learners will at all levels draw on their developing skills in literacy, numeracy and digital
competence.
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Locating, exploring and linking periods, people, events and features in time and place
Children and young people will develop an overview of Scottish landscapes both physical and human
and be able to extend this to other parts of the world. They will investigate aspects of people and
place in Scotland and by second level will be able to compare and contrast with a developing
country. By third level, the interrelationships between settlement and physical landscape should be
explored. Children and young people will increasingly display knowledge and understanding of
significant aspects of life in past societies and important events and people in a range of historical
contexts, lifestyles and cultures. They will have knowledge of current events as well as key turning
points/events in Scotland’s past and be able to link them to have a mental picture of how Scotland
developed. Children and young people will be able to locate events they study in an increasingly
complex overview of the present and past.
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Gaining business enterprise skills and knowledge and an understanding of the importance and
methods of managing finance
Children and young people will learn about the role of business enterprises in satisfying consumer
needs and wants. They will gain an understanding of business ethics e.g. fair trade and work with
each other to develop an idea for a good or service. They will research the market for this product
and ways in which it could be produced ethically. Children and young people will have opportunities
to choose an appropriate method of presenting their business idea e.g. poster, slide show. They will
be able to identify the skills required to be a successful entrepreneur and learn the importance of
managing finances so that they can plan for their future lives. Children and young people will be able
to complete a budget. They will explore the different methods of saving and investing money and
the advantages and disadvantages involved. They will investigate the ways in which finance can be
borrowed and will be alert to the risks involved. Throughout this learning they will enjoy extensive
opportunities to make use of digital technology.
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Developing useful skills for learning, life and work
Children and young people will develop a range of skills through learning about aspects of Social
Studies. They will begin to describe the world around them and events that happened in the past.
They will develop listening skills and a respect for other’s views. At the next level, they will be able to
develop an argument related to a local social, political, economic or environmental issue. They will
assess data and decide why they support an argument. As they progress, they will be able to
evaluate evidence to support an argument and manipulate increasingly complex data. They will
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Assessing progress and achievement in Social Studies
move on to be able to consider a range of arguments, evaluate, compare and contrast evidence and
develop and use this to develop an informed opinion on a range of social, political, economic and
environmental issues. Through their learning in the Social Studies, learners will develop important
transferable skills for learning, life and work. These skills include being able to: analyse and evaluate
their own work and the work of others; solve problems of increasing complexity; collaborate
effectively; think and act creatively; develop and use their digital competencies.
This section has been reworded to stress the value of using all elements of the professional
resource: overarching paper, relevant curriculum area paper(s), progression framework(s) and
annotated exemplification.
Next steps
Practitioners are encouraged to use this paper with the other elements of the professional learning
resource to inform reflection on practice and plan for improvement as they support learners’
progress and achievement in learning. The professional resource, including this paper, can be used
to stimulate, inform and support professional dialogue during quality assurance and moderation
activities.
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Assessing progress and achievement in Social Studies