NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
People & Society
Advice and Guidance for
Practitioners
[NATIONAL 4
(NATIONAL 3)]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Section 1: Advice and Guidance for potential approaches to learning and
teaching
Introduction
4
Curriculum for Excellence National Qualifications
6
Exemplification of potential approaches to learning
and teaching
7
Section 2: Added Value Unit – The Assignment
Added Value
How learning can be presented for assessment
Making use of ICT for recording and presenting learning
Considerations for planning
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
Section 1: People and Society:
Advice and Guidance for approaches to
learning and teaching
1.
Introduction
General advice for practitioners
People and Society provides an exciting opportunity for learning and teaching
within relevant, challenging and enjoyable contexts in a flexible way. With
the inter-disciplinary nature of this course, practitioners should consider
adopting the perspective and approaches of at least two social subjects/social
sciences. It may be advisable to undertake this to create a wider and richer
learning experience. This should not, however, be done overtly.
This course allows practitioners to respond to the interests of all learners – as
well as specific groups. For example, those still to choose an area of
specialisation, those for whom discrete subjects may not appropria te for at
the time, returners to education and/or those looking for a broad introduction
to social subjects/social science.
This innovative course promotes a great deal of personalisation and choice
for practitioners and learners in providing an open cour se that allows for any
appropriate, motivating contexts to be incorporated.
People and Society builds upon the principles and approaches likely to be
found in the broad, general education. Practitioners may also find it useful to
familiarise themselves with advice and guidance documentation for other
curricular areas such as RMPS, Geography, History and Modern Studies.
These documents are not intended to be prescriptive. Practitioners may wish
to adapt the ideas and suggestions to reflect the variety of approaches they
wish to develop in their own settings. For assessment requirements,
practitioners must refer to the relevant SQA documentation.
This advice and guidance gives practitioners a variety of learning and
teaching approaches. In planning, it may be worth considering:
 knowledge and understanding across subject disciplines – by drawing on
the social studies, health and wellbeing, and religious and moral education
curriculum areas. Learners are not necessarily required to make these
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
connections however there should also be reference to key ideas. The idea
is that the learning should be inter-disciplinary.
 skills – investigating; comparing and contrasting; deciding.
This document outlines some possible ways in which the Added Value Unit
of the course can fit with the other Units in a variety of ways.
(While there is no Added Value Unit at National 3, some elements of this
may be helpful for practitioners planning learning and teaching at National 3
– particularly the aspects focusing on potential appr oaches to skills
development. The specimen course grids could be used as contexts to suggest
possible assignment topics / issues learners could study.)
This advice and guidance provides a foundation that can be adapted and
developed to suit each learner. The assignment should provide opportunities
to enable learners to work independently and/or as part of a group. Through a
variety of learning and teaching approaches, learners can be afforded the
chance to establish enterprising skills. Practitioners should always refer to the
SQA documentation.
Research activities provide an opportunity to further develop literacy skills to
an appropriate standard by reading, making notes and presenting findings.
Discussion and debate can be facilitated around assignment themes.
Numeracy skills may be developed through the interpretation of different
types and styles of data.
The assignment should help learners to understand why skills are important.
They should be encouraged to reflect on how they are developing thei r skills,
identifying the next steps in their skills development, and understand how the
skills they have acquired can be applied in this interdisciplinary assignment –
as well as for life and work.
Employability skills can be highlighted through the assignment and could
include negotiating with others to take ideas forward; taking the initiative;
working with and leading others; being creative, flexibility and
resourcefulness with a positive attitude to change; discussing, setting and
meeting roles and expectations within a working environment.
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
2.
Curriculum for Excellence National Qualifications
Curriculum for Excellence aims to achieve transformational change, allowing
flexibility for learners and the development of the four capacities.
Throughout the broad general education, learners develop skills and
knowledge through programmes of learning and teaching planned using the
Experiences and Outcomes, informed by the Principles and Practices. To
ensure a smooth progression into and through the senior ph ase, practitioners
should reflect upon the principles of curriculum design and ensure that
learning experiences reflect these. The National Qualifications have been
designed to provide learners with opportunities to continue to develop the
attributes and capabilities of the four capacities – as well as skills for
learning, skills for life and skills for work. They offer flexibility, provide
time for learning and focus on the development of skills and application of
learning. They allow for progression from learning that has happened through
the broad general education and allow opportunities for learners to develop
breadth, challenge and application.
From People and Society, progression may be possible to a wide range of
social subjects / social sciences. The principles of design are the same;
therefore the skills development and learning experiences will support the
learning journey.
In planning for skills development, practitioners may find it helpful to refer
to Bloom’s taxonomy
( www.educationscotland.gov.uk/resources/b/genericresource_tcm4659433.asp )
and the related work of Morag McGinlay
(www.educationscotland.gov.uk/video/s/video_tcm4646983.asp).
McGinlay’s skills path draws on Bloom’s taxonomy and demonstrates how
learners can progress through their learning and develop higher -order
thinking skills.
Reflective questions
Consider your current approaches to learning and teaching in National
Qualification courses:
- How active is the learning in your current courses?
- In what ways are the skills of learners effectively developed? What
evidence do you have to support your conclus ions?
- What aspects could be improved through increased use of active learning?
- What would the impact on learners be?
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
3.
Exemplification of potential approaches for learning and
teaching
The following exemplars provide ideas for reflection by practitioners when
planning approaches to learning and teaching in the delivery of People and
Society. They do not represent an approved, prescribed or suggested model.
Rather they are provided to encourage professional dialogue and reflection.
Exemplar 1 – Context or overarching theme: Sport
Unit 1
Unit 2
Unit 3
Title: People in sport
Title: Sport and society
Common key idea: values
Common key idea:
values
Key idea: ethics or
equality
Title: Sport and the
world
Common key idea:
values
Key idea: cause
Key idea: change
Key idea: culture
Key idea: identity
Key idea: cooperation
Interdisciplinary links:
history, modern studies,
philosophy, sociology
Application of skills:
investigating
Interdisciplinary links:
geography, modern
studies, philosophy
Application of skills:
comparing and
contrasting
Possible contexts:
 local sports facilities
– resources,
benefits,
development needs,
links to health and
wellbeing
 ethics in sport –:
cheating, corruption,
drug abuse
 identity –
nationalism
 sectarianism
Interdisciplinary links:
history, geography,
modern studies
Application of skills:
deciding
Possible contexts:
 historical development
of a sport or major
sporting event, eg the
World Cup, the
Olympic Games, the
Commonwealth Games
 participation by gender
 racism in sport
 disability in sport
 religion in sport
 world sport and
economic/political/cult
ural links, eg baseball,
basketball, cricket,
rugby, football
Possible contexts:
choose a location for a
major world sporting
event, eg the World
Cup, the Olympic
Games, the
Commonwealth Games
 consider the impact
of this event on a
region or country –
advantages and
disadvantages
 consider the
economic
consequences –
construction,
regeneration,
employment, tourism,
publicity
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
In this exemplar course plan, the overall course is based on t he context or
overarching theme of sport, with values as the common key idea.
Unit 1 focuses on the key ideas of change and culture and the skills of
investigating.
Possible contexts could include:
 the historical development of a sport or major sportin g event, eg the World
Cup, the Olympic Games, the Commonwealth Games
 participation by gender
 racism in sport
 disability in sport
 religion in sport
 world sport and economic/political/cultural links, eg baseball, basketball,
cricket, rugby, football.
People and Society provides the opportunity for interdisciplinary working and
delivery through any of the social subjects/social sciences. It is not necessary
to make explicit the social subject/social science being drawn upon or to
expect detailed specific subject knowledge. This unit could look at change
over history or change taking place today.
Learners could engage in activities such as collecting information from the
media, the local area, planning field trips and carrying out interviews with
people in their community, friends, and/or relatives.
Unit 2 focuses on the key ideas of ethics or equality and identity and the
skills of comparing and contrasting.
Possible contexts could include:
 local sports facilities: resources, benefits, development needs, im pact on
health and wellbeing
 ethics in sport: cheating, corruption, drug abuse
 identity: nationalism
 sectarianism.
Comparative studies can be made between facilities available in different
communities at home and/or abroad, between levels of cheating, cor ruption
and/or drug abuse in different sports, between the influence of nationalism
and/or sectarianism in different sports at home and/or abroad.
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
Unit 3 focuses on cause and cooperation and the skill of deciding.
Possible contexts could include:
 choosing a location for a major world sporting event, eg the World Cup,
the Olympic Games, the Commonwealth Games
 considering the impact of a major sporting event on a region or country, ie
advantages and disadvantages
 considering the economic, political and social impact of hosting a major
sporting event, eg construction, regeneration, employment, tourism,
publicity.
Making decisions can focus on a social policy decision, eg ‘Should …?’, or
focus on a more personal aspect of decision making, eg ‘Should I …?’
Skills could be developed through an integrated approach to planning
effective learning and teaching. Practitioners will wish to afford learners a
variety of opportunities to practice and develop these skills across all the
units, eg skills of interviewing to gain information may be developed in one
context but re-visited again to gain information for a decision -making
activity. Examples of this could be interviewing an elected representative
and/or a sportsman/woman.
Possible assignment topics could include:
 Would improved sports facilities have an effect on the people who live in
your local area?
 Is sectarian rivalry a feature of any sports other than football in Scotland?
 Is drug-taking a problem in Scottish (or British or world) sport today?
 Is it a good idea for a small country (or a large city) to host a major
sporting event?
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
Exemplar 2 – Context or overarching theme: Crime and punishment
Unit 1
Unit 2
Unit 3
Title: Punishment
Title: Law
Title: Causes of crime
Common key idea:
rights and
responsibilities
Common key idea:
rights and
responsibilities
Common key idea:
rights and
responsibilities
Key idea: consequence
Key idea: citizenship
Key idea: cause
Key idea: change or
diversity
Interdisciplinary links:
history, geography,
modern studies,
philosophy, sociology
Application of skills:
investigating (or
comparing and
contrasting)
Possible contexts:
 punishment through
the ages
 punishment in
different countries
 punishment and
human rights
 custodial vs noncustodial
Key idea: need or
diversity
Interdisciplinary links:
geography, modern
studies, history
Key idea: behaviour
Application of skills:
comparing and
contrasting (or
investigating)
Possible contexts:
 laws in different
countries, eg
comparing laws in
Scotland and
England
 the law – rights and
responsibilities
 young people and the
law
 the legal system –
sheriff courts
 the legal system –
children’s hearing
system
Interdisciplinary links:
history, geography,
modern studies,
sociology, psychology
Application of skills:
deciding (or
investigating)
Possible contexts:
 causes of crime –
psychological
factors; sociological
factors; socioeconomic factors
 deterrence
 possible methods of
reducing crime
In this exemplar course plan, the overall course is based on the context or
overarching theme of crime and punishment, with rights and responsibilities
as the common key idea.
Possible topics for the assignment could include:
 Would the reintroduction of capital punishment reduce serious crime rates?
 In what ways has the media reporting crime changed?
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
 Are sentences given to criminals today more lenient than they were in the
past?
 Is the Scottish justice system very different to that of another country?
 What problems does the Scottish criminal justice system face today?
 What methods of dealing with criminals are most effective?
 Has there ever been a case for corporal punishment?
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ADVICE AND GUIDANCE FOR APPROACHES TO LEARNING AND TEACHING
Exemplar 3 – Context or overarching theme: Medicine
Unit 1
Unit 2
Unit 3
Title: Medicine in the
Past
Common key idea: ethics
Key idea: change
Title: Medicine today
Title: Medicine and the
world
Common key idea: ethics
Key idea: cooperation
Key idea: interdependence
Key idea: cause
Interdisciplinary links:
history, modern studies,
philosophy, sociology
Application of skills:
comparing and
contrasting
Possible Contexts:
 Knowledge of
medicine in different
historical periods
(Ancient, Medieval,
Renaissance, Later
Modern)
 Turning points in the
history of medicine
 Improvements in
public health over time
 Improvements in
public health in our
local area over time
Common key idea: ethics
Key idea: equality
Key idea: rights and
responsibilities
Interdisciplinary links:
geography, modern
studies, philosophy
Application of skills:
deciding
Possible Contexts:
 The NHS today
 The NHS today in our
local area
 How the Government
spend taxes on Health
 Does the NHS achieve
its original aims?
Interdisciplinary links:
geography, modern studies
Application of skills:
investigating
Possible Contexts:
 The Rainforest and the
medicines found there.
 How people living in
the Rainforest use those
medicines
 A study Malaria and the
aid that can be
provided.
In this exemplar course plan, the overall course is based on the context or
overarching theme of medicine, with ethics as the common key idea.
Possible topics for the assignment could include:
 Compare public health in Scotland today with conditions 200 years ago
 How easily did disease spread in the past and how easily does it spread
today?
 What issues face doctors in Scotland today?
 What methods of dealing with diseases such as malaria are most e ffective?
 Should assisted death be legalised?
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ADDED VALUE UNIT – ASSIGNMENT
Section 2: Added Value Unit – Assignment
1.
Added Value
The Added Value is what makes the course more than simply the sum of its
parts. Added Value assessment describes how the breadth, challenge and
application of the skills, knowledge and understanding developed by the
learner throughout the Course will be assessed.
For National 4 courses, the Added Value unit serves as the assessment and is
internally assessed on a pass or fail basis.
The Added Value Unit for People and Society at National 4 takes the form of
an assignment. SQA define an assignment as:
a problem-solving exercise with clear guidelines and structure. An
assignment is particularly suited to the assessment of outcomes based on
applying practical skills and related knowledge and understanding to a
situation that involves task management. Assignments are more structured
and less open-ended than projects. They differ from practical activities in
that they do not have to conform to a prescr ibed procedure and they are not
concerned exclusively with technical skills.
For further detail on the requirements of the unit, practitioners should refer to
the relevant SQA course and unit specifications.
Practitioners should note that the Added Valu e assignment is not necessarily
an end of course activity, but rather it can be undertaken at any point. It
involves selecting appropriate skills, knowledge and understanding and
presenting the learning in a chosen format. The topic or issue chosen by the
learner may relate to a single unit or may emerge from learning across units.
The assignment should be seen as an opportunity for learners to demonstrate
their abilities. They should make use of the knowledge, understanding and
skills that have been gained during the Broad General Education and that they
are gaining through their studies in the National 4 course. It should allow
learners the opportunity to develop a deeper understanding of the topic
chosen. The assignment also allows for personalisation an d choice within the
curriculum. It gives learners the opportunity to choose the topic or issue for
study and the method of presentation.
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ADDED VALUE UNIT – ASSIGNMENT
Reflective questions
- How will you facilitate for personalisation and choice in topic choice?
- What kinds of approaches to learning and teaching will best prepare
learners for undertaking the assignment?
- How can you support all learners in achieving success in the Added Value
Unit?
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ADDED VALUE UNIT – ASSIGNMENT
2.
How learning can be presented for assessment
Learners can present their assignment in a way that will allow them to best
demonstrate their knowledge and understanding and skills in order to meet
the outcomes of the unit. There are many methods available. Practitioners
should refer to the relevant SQA documentation regarding the detail of
assessment requirements. It should be noted that the assignment presents
opportunities for learners to engage with topics of their choice and should be
an enjoyable experience of moving into more depth in an area of interest to
the learner. Therefore, over assessment should be avoided. The following list
of potential presentation methods is in no way prescriptive and simply
outlines some of the many possibilities. Learners may demonstrate
achievement of the outcomes of the unit in any appropriate form.
Digital
presentation
Video
 Learners may choose to present their assignment
through a presentation to the class, a group or
the practitioner.
 A variety of digital presentation programmes
could be used depending on availability and the
expertise of the learner.
 Could be a short film which contains the
learner’s response.
 Could allow the learner to make use of filmed
interviews or recorded interviews.
 Could involve the use of software such as Movie
Maker to include a variety of information.
 Could take the form of a stop–go animation with
voiceovers.
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ADDED VALUE UNIT – ASSIGNMENT
Written
piece
Podcast
 This could be used to record the learner’s talk or
presentation.
 Could take the format of a scripted or unscripted
interview with a peer or expert in the subject.
 Could be presented in the style of a news
broadcast.
Wall display
 This could include a range of styles of
presentation of learning.
 May facilitate a creative response that would
allow for wider presentation of the learning with
others.
 Displays can be employed in an interactive
fashion as questions can be asked by anyone
who views this.
Oral
presentation/
interview
with the
practitioner
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 A written report could be carried out with a
range of possible options, including:
- essay (possibly employing writing frames)
- newspaper/magazine article
- blog/wiki
- learning log or journal
- Comic Life.
 This could take the form of a short talk to the class,
a group or the practitioner. A talk may be expected
to last around 5 minutes.
 A well-organised talk will be structured in a
manner that will satisfy the demands of the Adde d
Value Unit.
 Following any form of presentation, it may be
appropriate for the learner to answer some oral
questions from peers and/or the practitioner.
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ADDED VALUE UNIT – ASSIGNMENT
Care should be taken not to over-credit such factors as IT skills and
oral/written communication skills as opposed to the subject specific skills,
knowledge and understanding. The activity is primarily about developing the
skills of the subjects but, of course, presentation and communication skills
are also important in the context of developing skills for learning, skills for
life and skills for work.
3.
Making use of ICT for recording and presenting learning
Blog
A blog can also be described as a ‘web log’. There are many ways in which
learners could use a blog to communicate their progress and findings with
practitioners, peers and parents.
Blogs allow learners to update their progress from a computer or smart phone
and provide a platform for keeping a log or journal if desired.
You may wish to consider using Glow Blogs: http://glo.li/vQYjDO
Wikis
Wikis provide opportunities for learners to collaborate with other learners
and teachers, and share what they have learned. A wiki is a website that lets
any learner (or indeed anyone else you want) become a participant: you can
create or edit the actual site contents without any special technical
knowledge. A wiki is continuously under revision. One famous example is
Wikipedia, an online encyclopaedia with no authors but millions of
contributors and editors. Wikis have controlled access to ensure learner
information remains private. If a learner uses a wiki to present his/her
findings, then the wiki can be built up throughout the research process. There
are many examples on the internet of learners effectively using wikis for
learning.
You may wish to consider using Glow Wikis: http://glo.li/t9wE1u
Digital Presentations
If learners opt to present their assignment in the form of a presentation, they
may wish to support this by employing some presentation software. In many
cases this will take the form of a PowerPoint presentation. However, learners
may have the ability to create their presentation in some of the many other
formats available, such as Keynote, Prezi, Empressr, Powtoon.
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ADDED VALUE UNIT – ASSIGNMENT
Other ICT
Learners may make use of other ICT in their assignment. Software such as
Comic Life allows learners to create comic strip style documents and
presentations where the detail of their learning can be demonstrated in
creative and engaging ways. Programmes such as Photostory or Movie Maker
allow learners to create presentations that can capture and display their
learning. The use of video cameras and USB microphones allow for a flexible
approach to gathering material and presenting learning.
Reflective questions
- How will you facilitate for personalisation and choice in methods of
presentation for learners?
- What strengths do you have in using ICT to support learners?
- What considerations will you need to discuss regar ding assessing the
Added Value unit?
4.
Considerations for planning
In planning for the Added Value assignment, practitioners should bear in
mind, as noted previously, that learning developed throughout the course can
be drawn upon, that sources and materials gathered in the other units can be
utilised and that the assignment can be carried out at any point during the
course.
It will be important to allow learners the opportunity to engage in dialogue
and reflection over their choice of topic or issue and to consider in detail
what they will need to do. It may be beneficial for some learners to work with
peers on many aspects of the assignment before producing an individual final
piece. A collegiate approach to thinking about and planning the assignment
may help to foster an ethos that supports quality peer and self evaluation of
learning and may support learners in developing their higher order thinking
skills through discussion.
There is an expectation that practitioners will support learners, as
appropriate, throughout all stages of the assignment, including in the phase of
choosing topics and issues.
Allowing learners the opportunity to engage in activities that help the class
consider potential assignment topics and issues, sources of information a nd
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ADDED VALUE UNIT – ASSIGNMENT
ways of carrying out research, processing research and presenting findings,
will support learners and encourage engagement.
Practitioners may consider ways of helping learners to benefit from
opportunities to learn out with the classroom when working on the Added
Value unit. There may be local people, places, groups, organisations that
would be useful places either for classes, groups or individuals to visit as part
of their course that would contribute to the assignment, or purely to inform
research for the assignment.
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