Second Level Social
Studies
Significant Aspect of Learning: Understanding the principles of
representative democracy, participation and citizenship.
Learner’s Voice = red
Experiences & Outcomes
Learning statements:
I can use evidence selectively to research current social, political
or economic issues. SOC 2-15a
Gives an account of the main features of democracy,
including elections and the work of elected representatives and
relates these to their own life.
I can describe the main features of a democracy and discuss the
rights and responsibilities of citizens in Scotland. SOC 2-17a
Teacher’s Voice = blue
Understands how political decisions are made in Scotland and the
UK.
I can investigate the features of an election and the work of
representatives at a local, national or European level to begin to
develop my understanding of how democracy works. SOC 2-18a
Gives accounts with examples of the media and their role in a
democratic society.
I can persuade, argue, explore issues or express an opinion using
relevant supporting detail and/or evidence. LIT 2-29a
Employs evidence to support an argument to develop their
own view of a social, political, environmental or
economic issue.
Context of Learning: Different systems of government
For the children to get a sense of what it was like to
work under different types of government, they were
split into three groups. Each group had the same
task: to design a new parliament building. However,
they had to approach this in very different ways,
depending on whether they were a dictatorship, a
direct democracy or a representative democracy.
Context of Learning: The Scottish Parliament.
Learners began by looking at a brief history of how Scotland became
devolved. They looked at key dates over the years and the importance of
the Act of Union. In pairs the learners looked at a street scene representing
different government departments (e.g. soldier representing defence, a job
centre representing employment). The learner discussed and decided in
their pairs if these areas were devolved or reserved.
Teacher’s voice: The learner became fully involved in the
design of a parliament building and definitely felt emotional
about how they were ‘treated’ within their system of
government, which they reflected on and wrote about
afterwards. This experience conversely enabled the learner
to develop an appreciation of the main features of democracy,
in which elected representatives are allowed to be heard, as in
‘group three’.
Learner’s voice: “I hardly knew anything
about types of government or political
issues. I now know a lot more, like how
Education, Sport, Tourism and Heritage
are devolved to Scotland.”
Learner’s voice: “I was in the Dictatorship group and think it would be a terrible way to run a
country. I felt like no one cared or noticed my ideas and I certainly didn’t get to share my
thoughts or feelings.” Out of the 3 groups, I would say a Representative Democracy is
probably the best way to do it”.
Teacher’s voice: This activity enabled the learner to develop their awareness of British democratic structures and of how
political decisions are divided between the Scottish and Westminster parliaments. Working as part of a pair, the learner was
able to identify and discuss with accuracy those powers that are devolved to Holyrood and which are not.
Context of Learning: Democratic election campaign
A major part of the planned learning experience involved pupils working in political party groups to prepare an
election campaign culminating in ‘election day’. The ‘electorate’ was comprised of pupils from another class.
Pupils spent several weeks formulating their polices, preparing manifestos, and other campaign material on
issues they thought were important and could win them an election. Examples included the environment (litter),
crime (knife crime, gang crime), health (smoking ban) and transport (need for more cycle lanes). Pupils also
prepared press releases, and speeches in preparation for election day. The class was set out like a polling
station and each party had an opportunity to speak to the electorate prior to giving their speeches. Pupils were
given roles which included clerks at the polling station who had to advise voters on the ballot papers and voting
process.
Teacher’s voice: Throughout the
election campaign the learner contributed
effectively to the work of the group.
Through observation and discussion, it
was possible to see that they had a clear
understanding of democratic systems in
Scotland and the UK and of the role of an
elected representative in the democratic
process. In producing campaign posters
and leaflets, the learner developed an
awareness of media in conveying
important information and of the need to
use persuasive language in order to
convey political messages to potential
voters. In developing campaign materials
and through discussion, the learner
demonstrated that they are able to
develop their
own view of social and political issues.
Learner’s voice: “I now know a lot more of what goes into running an election. We had to come up with ideas on policies that would
be popular so we thought a lot about the things that children our age care about or worry about. My group had lots of ideas for our
manifesto like how to solve problems in the environment and like litter and air pollution. In our groups we made leaflets to get our
messages across to the voters. We worked hard to make our leaflets and other things like rosettes look as nice as possible. I
enjoyed learning about the ways to make sure voting is properly organised and fair. I did not know that there were people who had to
run the polling place to make sure there was no cheating! Running an election campaign is a lot of work! I also learned that to be an
elected representative takes a lot of hard work because you need a lot of energy to persuade voters that you are opinions are right
and you have to work hard to get elected”.
Learner’s voice: “We spent a long time brain storming ideas for our manifesto. We came up with lots of issues
we thought were important but had to select just three or four for our campaign, like unemployment rates, the
country’s debt and taxation. I enjoyed arguing about these important issues making my mind up about them. I
also enjoyed listening to other people’s point of view even when I disagreed with them because it helped me to
make up my mind about things”.
Teacher’s voice: The learner actively
demonstrated democratic principles by
listening and responding appropriately
when discussing the content of their
manifesto and when writing the party’s
campaign speech. They took on board
other viewpoints while at the same time
arguing for their own opinion. The
learner effectively used persuasive
language as part of group discussion
and when addressing the electorate.
Learner’s voice: “ We made rosettes,
press releases, posters and wrote
candidates’ speeches. As the party
leader of a democratic party I did find it
quite hard making sure everyone’s views
and opinions were included”
Teacher’s voice: at the end of the learning
experience, the class had the opportunity to visit the
Scottish Parliament where they received a tour of the
building. The learner was able to comment on how
the design of the chamber supported democratic
debate and contrasted this with other forms of
government. As part of the tour, pupils were given
the opportunity to discuss all they had learned and
the learner actively participated in this process.