This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
History National 5.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real scope to build learning 3 –18 in a joined-up, seamless way. As a result, progression in learning can be much stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and knowledge and understanding. These are delivered through the experiences and outcomes of the 3 –15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is likely to be increased and learners consequently more engaged and enthused. To ensure continuity and progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection and dialogue about learning. It highlights important features of learning which are enhanced or different from previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
History National 5 consists of three Units.
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Historical Study: Scottish
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Historical Study: British
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Historical Study: European and World
To achieve History National 5, learners must pass all of the required Units and a course assessment.

HISTORY
What are the key aspects of History National 5?
Integrated approach to skills development.
History National 5 requires all learners to study one context from each of the three Units. Learners will study one from the Scottish Historical Study, for example, Migration and Empire 1830 –1939; one from the British Historical
Study, for example, The Atlantic Slave Trade 1770 –1807; and one from the European and World unit, for example
Free at Last? Civil Rights in the USA 1918 –1968. Staff may wish to consider thematic and/or chronological approaches to planning learning. For example, a thematic approach of conflict could be taken by studying the Wars of Independence, the War of the Three Kingdoms and World War II. In its design, National 5 articulates with Higher
History. This allows staff to choose contexts for learning that support progression and allow for themes to be continued into Higher, or other themes studied.
By developing knowledge about the past and working with a wide range of sources, learners will develop skills of describing, explaining and analysing. Source handling skills, such as evaluating the usefulness of sources, comparing sources, contextualising sources and drawing reasoned conclusions, are very similar to current arrangements. Selecting and recording skills are now located in the assignment for the purposes of the course assessment. The describing of attitudes question is no longer a separate question type, and is now subsumed into the evaluation of usefulness and comparison of sources questions.
The assignment
The course assessment consists of both an external question paper and an assignment. The assignment is similar to the extended response at Intermediate II but for many staff it will be the element they are least familiar with. The assignment will be a report on a historical issue of the learners’ own choice. It will be researched in advance and written up under controlled conditions. This will allow learners to apply their skills and show their ability to research an issue, organise their findings and present a balanced argument that leads to a reasoned conclusion based on the evidence presented. The assignment offers learners an element of personalisation and choice. They can study any aspect of the past and use a range of research methodologies to provide evidence that they evaluate and analyse the causes and/or impact of their chosen issue. They will need to show their understanding of different points of view and provide reasoned conclusions that are supported by evidence they have found. This is an opportunity for staff to consider how the Unit can offer challenge and start to prepare learners for more extended writing. Phrasing the issue as a question will help learners to focus on the skills required of a historian and not simply write a narrative.
Unit assessment
Staff may wish to consider thematic approaches to lesson and unit planning and the assessment methodologies employed; allowing learners to develop a range of source handling skills. Particular skills are now assessed in particular Units but these skills are transferable and staff should plan courses that develop the skills across all of the Units. Staff may wish to explore combining Unit learning outcomes both within and across Units. It is important that staff design assessments that prepare learners for the course assessment but not all assessments have to do this. Unit assessment can be innovative and exciting due to the wider range of evidence of learning learners can provide to show their skills and understanding within Units.
Wider range of evidence of learning
There is a focus on assessment as an integral part of learning and teaching. Assessment should be ongoing and in dialogue with learners. Staff can make use of a wider range of evidence including, for example, digital or spoken presentations, extended writing, notes, digital media, leaflets, posters or podcasts. For example, you might ask learners to produce a presentation on what should be in an exhibition at the Scottish Parliament on how life in
Scotland changed during World War I. Careful planning of assessment criteria might mean that learners can demonstrate how well they can: evaluate historical sources taking into account their origin, purpose, content and/or

HISTORY context; and explain the impact of a historical development in a structure manner. Learners might even work with their peers in modern studies to write to the Scottish Parliament to ask if they could hold a small exhibition.
Hierarchy of Units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement. The hierarchy of Units allows for a flexible approach, enabling learners to tackle Units and course assessments at the most appropriate level. Staff may wish to consider taking a chronological and/or thematic approach to contexts across Units. Careful planning, however, will be required for any movement between National 5 and National 4. In
History National 4, learners must complete the Added Value Unit and there is no mandatory content. These are considerations staff will need to take into account when planning learning and teaching. Learners at this level should be able to describe and explain in detail and analyse issues. Planning for transition from National 5 History to Higher History should also be considered.
What are the key features of learning in History National 5?
Active learning
Learners are expected to take an active role in the learning process, working individually and collectively to develop skills and to reflect on learning experiences. Learning activities will require them to explore, to analyse, to evaluate, to solve problems, to communicate for different purposes, to create and to apply learning in unfamiliar contexts. For example, learners could be asked to consider why Hitler’s popularity increased in Germany between 1928 and
1933. The class could be split to represent different social, ethnic and political groups such as Communists, Jews and the middle class and asked to research the Nazi party’s rise to power from their point of view. This will allow them to work on their own and in groups. Presentations from each group would allow the class to discuss the rise in popularity from different viewpoints. There may also be opportunities to make some comparisons with the recent economic crises and the rise in popularity of right-wing politics. The skills learned in this exercise can be applied across all three historical contexts. They can also help learners to be active citizens and hold views about current social, political and economic issues.
Learning independently
Learners undertaking History National 5 will continue to develop as independent learners by making decisions, solving problems and initiating their own learning. It is helpful if staff provide suggestions for further reading and research on the contexts being studied and encourage learners to widen their understanding of the past. It is good practice to provide a wide range of sources for learners to explore. There could be a mix of primary and secondary sources, presented in print, digital print, photographs and artefacts. The assignment is an excellent opportunity to challenge learners to research evidence and come to their own interpretation of the past. They might research an issue from one historical context through responding to a statement such as, 'The expansion of the railways was the key reason for the industrial revolution in Britain.' To increase the challenge historical studies could be combined by using a theme. For example, 'To what extent did conflict shape Scotland’s society between 1700 and
1920?' Engaging critically with a broad range of sources can help learners develop as independent thinkers. For example, learners could carry out their own research at home on Robert Bruce’s approach to Ireland during his reign. They could then debate whether 'Robert Bruce was as ruthless in trying to extend his power as Edward I had been.' This type of approach may help learners to challenge common perceptions and think independently.
How will you plan opportunities for learners to work independently?

HISTORY
Responsibility for learning
Learners undertaking History National 5 should be supported to take responsibility for planning their own learning based on an understanding of how best they themselves learn. It might be helpful to ensure learners understand the key skills and knowledge they should gain through each Unit. They can then monitor their own progress and staff can have discussions with learners based around progress in the key skills and knowledge. Opportunities for personalisation and choice will also enable learners to take more responsibility for their learning.
Learners should be encouraged to monitor their own progress and set targets, aiming to make effective use of feedback to improve. By planning regular opportunities to discuss and review learning, including self- and peerassessment activities, staff will help learners engage with this process and to set meaningful targets for improvement. For example, during preparation for the assignment learners should be expected to provide updates on their progress and take time to discuss problems and ideas with staff, and review what they have learned. There are also opportunities for groups to take responsibility for learning by, perhaps, supporting each other with revision.
For example, while learning about the feud between Henry II and Thomas Becket, learners could produce a podcast that helps the rest of the class revise the key issues and begin to understand the power struggle between the church and monarchy in medieval Europe.
How will you support learners to take responsibility for, and plan, their own learning?
What innovative uses of technology might support learners to take more responsibility for their own learning?
Collaborative learning
Effective collaboration makes the learning process visible and encourages deeper and more reflective learning.
Learners need to be able to explain thinking in order to explore, develop and reinforce knowledge. Therefore, the development of literacy skills is fundamental. Learners should be given many opportunities to discuss, debate and develop their thinking skills. This should be supported by relevant written work. For example, following a discussion about the key factors behind the Liberal reforms of 1906 –14, learners could be asked to prepare a mind map, spider diagram or notes on what the key factors were. They could then discuss their key points in a group and add new ideas to their own notes.
Learners could work together to analyse and evaluate sources, building on contributions and justifying ideas. For example, learners could work in small groups to prepare a short presentation on the ‘bus boycotts’ in America during the 1950s. Some groups could have evidence from an Afro-American viewpoint at the time and other groups evidence from a White American viewpoint at the time. Learners can ask questions during the presentations to share their understand ing of the issues and challenge each other’s views and ideas. At the end of the presentations the class could discuss how having limited evidence can influence people’s views. They could then add to their own notes to produce a balanced view in preparation for a homework question based on the issue.
Effective use of technology can facilitate collaboration further. Learners can film activities as they take place so they can watch discussions again. Individual or class blogs could be used to record reflections on learning and to facilitate peer-assessment. As learners become more confident, they could begin to collaborate, not just with their own classmates, but also with learners from other establishments, from the wider community and from around the world.
How might you develop collaborative approaches to learning and make effective use of technology?

HISTORY
Applying learning
In the course assessment, learners will apply their skills to different content. Learners may choose topics and sources for more independent and open-ended study where linguistic and higher-order skills will be integrated and applied. The skills developed at National 5, including literacy and thinking skills, can be applied in other areas of the curriculum. Links with other curriculum areas such as languages and science could be explored to help learners apply and make connections in their learning. For example, a better understanding of the development of science could help learners to understand more about the industrial revolution. Encouraging these links will help to ensure that their skills are reinforced and transferrable.
How can you ensure that learners can access opportunities to apply their learning in other curriculum areas?
The SQA website provides you with the following documents:

Assessment Overview

Course Specification

Unit Specification

Support Notes

Course Assessment Specification

Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
History National 5: http://www.sqa.org.uk/sqa/45628.html
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/socialstudies/index.asp http://www.educationscotland.gov.uk/nationalqualifications/subjects/history.asp
Support materials have been produced over the last year to support Curriculum for Excellence and further support materials and events are planned. This downloadable list is updated quarterly with the most up to date details available from the page below.
Published and planned support for Curriculum for Excellence: http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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