First Level:
Social Studies
Significant Aspect of Learning: Developing an understanding of the world by learning about how
people live today and in the past.
Teacher’s Voice = blue
Learner’s Voice = red
Learning Statements
Experiences and Outcomes
By exploring places, investigating artefacts and locating them in time, I have
developed an awareness of the ways we remember and preserve Scot-
Gives accounts of how people, groups and past events have contributed
to Scottish culture and how they are remembered and recognised by
members of the local community.
land’s history.
SOC 1-02a
I can compare aspects of people’s daily lives in the past with my own by
using historical evidence or the experience of recreating an historical setting.
Give accounts of the impact of individuals or groups of people on life in
their own time and of how their activities have an impact on our lives
today.
Context of Learning: To understand how the
past is still in evidence.
Pupils will learn about the history of their local area.
They looked for evidence to support the links to a
particular time using place names and family
names.
To discover how heritage is maintained and traditions established.
Begins to recognise that some sources of evidence are more reliable
than others and can use them to discuss a familiar event.
SOC 1-04a
I can use evidence to recreate the story of a place or individual of local
historical interest.
SOC 1-03a
Context of Learning: Learners will study artefacts from an earlier
period and have an awareness of change and similarities over
time.
We saw lots of Viking items that have
been found and had to guess what the
tools were used for. Some of them were
easy to guess what they were because we
still have knives and hammers.
The Vikings came to live in our area.
About a thousand years ago. They travelled by long ship and settled in Dingwall, which means “meeting place”.
We
never thought that Vikings
Learners had an insight into
would be good at keeping
how people of the past lived via
themselves looking nice. They
a visiting specialist and through
had combs to keep their hair
studying and interpreting items
from history (primary sources).
Through discussion they were
able to determine how human instinct and habits haven't
changed much over time. Basic needs are still the same
and adornments and fashions are still important.
Using local maps, learners used mapping skills to enable them to locate familiar towns and villages. Knowledge of Viking words helped
them to find Viking names and locate probable areas of Viking settlements. Learners made suggestions why these places grew as settlements and compared activities then and now; fishing farming, markets, and meeting places.
From watching films and news items, they learnt about the tradition of
Up Helly Aa and how the past can have a positive impact on the present and encourage tourism, and begin new traditions.
I didn’t know that so many things haven’t
changed very much since the Vikings
lived here. I think it’s good to remember
them and to try and understand how
they used to live and farm.
I think it is good to have Up Helly Aa
because lots of visitors want to see it and
lots of visitors go to Shetland in January.
We are thinking up ideas for a Viking
event that we could suggest to our local
councillors.
Context of Learning: To understand why throughout history
people have emigrated and invaded other places.
Context of Learning: To compare food and
sustainable living of today with that of the
past..
Learners will show their understanding of some experiences of
living in historical times through re-creation of events via a performance. They will have an understanding and empathy for people living with changes in their daily lives.
When we made our Viking
shields we noticed that
they looked a bit like the
targes that were used in
the battle of Culloden. But
ours had metal in the middle. We wondered which
ones would be stronger.
I don’t think things have
changed much since
Viking times. People
still travel to get good
jobs and find nice
places to live. My friend
has come from China.
Learners were able to engage with an
historical period through expressive arts.
They experienced role play, speaking
some words and phrases of old Norse
and practiced writing runes.
Having a product to show their learning
kept interest levels high for the learners
both in and out with school.
Learners were keen to share their
thoughts and make good comparisons
with the present.
It was fun dressing up as
Vikings. It must have been
quite scary not really knowing
where you were travelling to and not being able to understand what
people are saying.
I guess that is how some people feel when they come to our school
from other countries.
Learners will experience how people have fed and
clothed themselves in history.
By providing opportunities for learners to
visit a croft and eco house, they have an
awareness of how people grow food and
use animals for clothing as well as a
range of providing edible products.
They experienced making butter, and
spinning wool.
Relevance is met by matching farming
practices from history to current methods.
Growing vegetables and herbs in school
help give an understanding of health
and wellbeing in the past , through looking at recipes and remedies for good
health.
The Vikings looked after their cows
in the cold, snowy winters by keeping them in a byre or a barn. They
fed them on grass that they had
collected and stored in the summer.
Our farmers today still do this.
Learners used higher order questioning
skills to ask relatives about childhood in the
1960’s. Handling and playing with primary
sources opened up more opportunities for
debate and analysis to compare the past
with the present. A themed 1960’s party
introduced learners to the food, music and
dancing of the period.
My gran had a Cindy doll a bit like my Barbie.
She showed me photos when she was little
and I dressed up just like her for our
party.
My grandad says he played outdoors a lot
and he wasn't bored at all, and he didn’t
have any computers or DVDs! I think it’s
good to play out doors more.