First Level:
Social Studies
Significant Aspect of Learning: Understanding the place, history, heritage and
culture of Scotland and appreciating local and national heritage within the world.
Experiences and Outcomes
I understand that evidence varies in the extent to which it
can be trusted and can use this in learning about the past.
SOC 1-01a
By exploring places, investigating artefacts and locating
them in time, I have developed an awareness of the ways
we remember and preserve Scotland’s history.
SOC 1-02a
I can use evidence to recreate the story of a place or
individual of local historical interest.
SOC 1-03a
Context of Learning: Using primary sources
and The Battle of Culloden
The learners researched a variety of primary
sources such as the following documents:
diaries, letters, artefacts and paintings. They
applied drawing and modelling skills to make
claymores and targes. A field trip to Culloden
Battlefield gave the learners the opportunity to
understand the key events of the battle and to
develop their communication and role-playing
skills.
The learner appreciated the value and variety
of primary sources that are available to
investigate and research history.
The learner successfully combined crosscurricular skills such as symmetry, design and
technology to craft claymores and targes.
The learner confidently used role-play and
communication skills to present a dramatic
account of the Battle of Culloden.
Teacher’s Voice = blue
Learner’s Voice = red
Learning Statements
Uses primary and secondary sources to research familiar
events, explaining the differences between these types of
sources and if the event is from the past, placing it correctly
in a chronology of events studied.
Explains how key people, groups and events have influenced
the culture of Scotland, its local community, environment and
heritage of Scotland and Britain.
Gives reasoned accounts of why certain people, groups and
key issues in Scotland’s, Britain’s and Europe’s past and
present are of lasting importance.
I researched the types of weapons used at the Battle of
Culloden then we saw some real ones on our trip. I
designed and make our own from cardboard and foil. It
was quite difficult cutting the cardboard. I liked the 3D
effect.
Peer Assessment = green
Context of Learning: Jacobite board game and
quiz
The learners worked in cooperative groups to
design, create and play board games and quizzes
based on the topic. They researched stories and
facts from the period using history books, novels
and the Internet.
Writing instructions made me really think about
how our game should be played.
Peer comments:
I thought that the game was really good, because
I had to remember the sequence of the journey
taken by Bonnie Prince Charlie.
I looked at real targes made from wood and leather and
noticed that some of them had symmetrical patterns. I
made paper targes because it was easier to cut and
stick shapes. My group did quite well at making
symmetrical patterns.
The learner successfully applied a variety of
factual and fictional secondary sources to
create scenarios for the game and facts for
thequiz. The learner was able to write
instructions for the game that were clear and
logically sequenced. The learner evaluated
other groups’ games and contributed valuable
peer assessment.
Context of Learning: Highland clan system
and identity
The learners investigated the Highland clan
system and the key differences between the two
opposing sides laying claim to the throne: the
Jacobites and the Hanoverians. They compared
the importance and symbols of family and
identity between then and now.
What people wore was important to show which
family and side people supported. I found out that
identity is still important to people. I helped to design
our own tartan school uniform, to give us a strong
school identity.
Through discussion, the learner could identify
reasons why the clan system and tartan has
had a lasting influence on the culture and
heritage of Scotland.
The learner attempted to design a tartan that
reflected the ethos of the school.
Context of Learning: Sequencing events in
historical timelines and instructions
The learners used skills in chronological
sequencing to memorise and visualise historical
timelines, and also for remembering a series of
actions, like the instructions for a flintlock rifle.
Through active learning, the learner
developed the skills to memorise key
events in a timeline by using visual cues
and dates.
The learner applied these skills effectively
to test their speed at loading and firing a
flint lock rifle.
I found the timeline helpful as it made sense of when
all the different events happened. I could see how
some events were the effect of ones that happened in
the past. It was able to memorise how to fire the rifle.
If you didn’t get it right then you might get killed in
battle.