Course: Social
Subjects:
Making a Decision
Weather
Level: National 2
April 2015
This advice and guidance has been produced for teachers and other staff who
provide learning, teaching and support as learners work towards qualifications.
These materials have been designed to assist teachers and others with the
delivery of programmes of learning within the new qualifications framework.
These support materials, which are neither prescriptive nor exhaustive,
provide suggestions on approaches to teaching and learning which will
promote development of the necessary knowledge, understanding and skills.
Staff are encouraged to draw on these materials, and existing materials, to
develop their own programmes of learning which are appropriate to the needs
of learners within their own context.
Staff 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
Acknowledgement
© Crown copyright 2015. 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-governmentlicence/ or e-mail: psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information, you will need to obtain
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Any enquiries regarding this document/publication should be sent to us at
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Contents
Introduction
4
Section 1: What is weather?
7
Section 2: Elements of the weather
12
Section 3: The weather where I live
19
Section 4: The climate of the Mediterranean
30
Section 5: Making a decision
38
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INTRODUCTION
Introduction
Advice and guidance to staff
This advice and guidance is for staff to consider and reflect on when planning
learning and teaching for the Social Subjects course at National 2 level. The
suggested approaches to learning and teaching contained within this
document may allow learners to develop and exemplify their skills in making a
decision. The context for learning is based around weather and Climate. It
based on making a decision on which climate would learners prefer to live in.
The approaches to learning and teaching and example activities contained
within this advice and guidance can be adapted and used with many contexts.
It is for staff and learners to determine the most appropriate context for
learning to establish the best routes for progression.
The Social Subjects National 2 course builds on the experiences and
outcomes of the social studies curriculum area. The experiences and
outcomes listed below are taken from the second level and are suggestions
only for preparation of delivery of National 2 units. Depending on the context
chosen, staff may find that they will cover a range of other experiences and
outcomes from different levels. Staff should always refer to the documentation
from the SQA in the first instance.
Skills development
Learners will develop skills through gathering a wide range of relevant sources
related to their chosen context, comparing climate in the United Kingdom and
Mediterranean. Learners will develop confidence in identifying key or
important pieces of information to help make decisions linked to the context.
Learners will be able to improve their literacy skills by being able to
understand and interpret ideas from information presented in different ways.
For example, using graphs and charts in the weather topic to help them make
reasoned and informed decisions about which climate is best to live in.
Learners will be able to communicate these selected sources of key
information through a variety of methods. Learners can use a range of
presentation approaches, for example their usual mode of communication,
computer software, photographs or video clips.
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INTRODUCTION
ICT and research skills
Learners will be able to gather information from websites identifying relevant
information, for example in recording what the weather is like where they live.
They will also develop research skills by collecting key information from
weather forecasts and online websites.
Numeracy skills
Learners will be able to develop their numeracy and problem-solving skills
through this course. Learners will develop confidence using charts and bar
graphs as well as being able to process limited numerical information, for
example constructing climate graphs outlining the amounts of rainfall and
temperature for each climactic zone.
Articulation and progression
The examples of tasks contained within this document suggest potential ways
in which to expose learners to the skills within Geography National 3 should
this be an appropriate progression route. It also provides an example of
possible bi-level teaching, where a context from Geography National 3 is
differentiated to exemplify successful achievement of the learning outcomes
for National 2 units. Again, staff should refer to the SQA documentation. It is
important to choose an appropriate context for learning depending on the
abilities of the learners undertaking the course.
When considering the suitability of particular activities staff should refer to
SQA documentation. Staff may wish to explore breaking learning down into
manageable chunks. This approach is successful whether it is knowledge that
is being disseminated or a particular skill being focused on. Learners should
be encouraged to work in an increasingly independent fashion as they
progress through a context and increase the amount of information they are
able to handle. Learners may require frequent opportunities to consolidate
specific skills.
Staff are encouraged to exercise professional judgement in deciding the
specific learning intentions for a learner. It is helpful to be clear and specific
with learning intentions and to make sure learners know whether their
intention is based around a skill or on knowledge, or indeed elements of both.
It is for staff to decide how best learners can engage in recording their learning
and the ways in which they reflect on it.
A suggested approach could be for learners to complete this proforma as part
of the self-assessment process and/or to participate in peer assessment. In
other cases it may be more appropriate for staff to record feedback.
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SECTION 2: WHAT IS WEATHER?
Section 1: What is weather?
In this section learners will learn about the climate of the Mediterranean.
Learning aims
 I can briefly describe what is meant by the term ‘weather’.
 I can briefly describe what is meant by the term ‘climate’.
 I can identify the difference between the meaning of weather and
climate.
 I can briefly outline how weather affects different people.
Starter activity
In pairs or groups write down anything you can associate with weather.
Draw a mind map outlining your ideas and share these with the rest of your
group.
What is weather?
Weather is the day-to-day conditions of the atmosphere. Over the short term
the atmosphere can change quickly.
What is climate?
Climate is the overall pattern of weather, usually based on an average over 30
years. Climate happens over the longer term when weather conditions remain
the same.
There are many examples of different climate zones around the world, for
example tropical rainforest, which has hot and wet conditions, and tundra,
which has very cold and dry conditions.
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SECTION 1: WHAT IS WEATHER?
Look at the pictures below, which outline different types of climate:
Tundra
Tropical rainforest
Hot desert
Activity: The difference between weather and climate
There is difference between weather and climate.
Watch the following video clip on these differences.
Take down some notes about the differences.
http://video.nationalgeographic.com/video/science/earth-sci/climate-weathersci/
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SECTION 2: WHAT IS WEATHER?
Activity: Heads and tails
Match the correct heads and tails.
Heads
Tails
Weather
The first term refers to daily changes in the atmosphere,
whereas the second term relates to weather over a
longer period of time.
Climate
The day-to-day changes in the atmosphere.
The difference
between weather
and climate
The overall pattern of weather over the longer term,
usually a 30-year period.
How weather affects people
The weather is a very important area of study because weather can affect
people in many different ways.
Farmers
Farmers need reliable
moderate temperatures and
rainfall.
Look at Figure 1.1.
Pilots
Pilots need calm weather
to fly aircraft safely.
If there is too much rain or
extreme temperatures then
farmers are unable to grow
crops.
Extreme weather can
make it difficult to fly.
HOW WEATHER
AFFECTS PEOPLE
Builders
Builders need calm
and moderate
weather (not too
hold, cold, wet, dry or
windy) to complete
construction work.
Figure 1.1
8
Emergency workers
Extreme weather can cause
emergencies if it is too hot,
cold, wet or dry.
How weather affects people.
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SECTION 1: WHAT IS WEATHER?
Activity
Complete the mind map below to show the different people who are
affected by the weather.
PEOPLE
AFFECTED BY
THE
WEATHER
Activity
Fill in the blanks using the word box below:
The weather can affect many people, for example farmers, pilots, fishermen,
teachers, workmen and shoppers. E__________ weather can bring lots of
rain, wind and s________. This can stop people travelling between places.
This is because weather can block r_______ and railways. It can also destroy
and d_____________ people’s homes, making many people
h______________.
roads
snow
damage
homeless
extreme
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SECTION 2: WHAT IS WEATHER?
Section 1 review
Name: _______________________________ Start date: __________
Learning aim
How well did I learn?
(traffic light)
I can briefly describe what is meant by the
term ‘weather’.
I can briefly describe what is meant by the
term ‘climate’.
I can identify the difference between the
meaning of weather and climate.
I can briefly outline how weather affects
different people.
I did my best learning…
I can learn better by…
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SECTION 2: ELEMENTS OF THE WEATHER
Section 2: Elements of the weather
In this section learners will learn about the different elements of weather.
Learning aims
 I can identify the different elements of weather.
 I can identify the instruments used to measure different weather
elements.
 I can describe how meteorologists can forecast the weather using
different sources of information.
Elements of weather
There are many elements that make up our weather.
Look at Figure 2.1.
Precipitation (rain,
hail, sleet, and
snow)
Sunshine amount
Air pressure
Temperature
ELEMENTS OF
THE WEATHER
Visibility
Figure 2.1
Wind speed
Wind direction
Cloud cover
The different elements of weather.
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SECTION 2: ELEMENTS OF THE WEATHER
Activity: Elements of weather
Match the correct heads and tails.
Heads
Tails
Temperature
Water falls to the ground in one of several forms. Four
of these are rain, snow, hail and sleet.
Precipitation
This tells us how strong the wind is.
Wind speed
This is a measure of how hot or cold it is.
Cloud type
This is the direction from which the wind comes.
Wind direction
This is the distance that can be seen.
Visibility
Clouds come in many shapes, sizes or types.
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SECTION 2: ELEMENTS OF THE WEATHER
How is the weather measured?
We use many instruments to measure and help us forecast the weather. Look
at the information below.
Thermometer
This measures the temperature. It can
record the lowest and highest
temperatures.
Rain gauge
A rain gauge is a copper cylinder
stuck into the ground with a funnel
on top.
This instrument measures the
amount of rainfall (precipitation).
Wind vane
This instrument measures wind direction.
The arrow on the weather vane points in the
direction the wind is coming from.
Anemometer
This instrument measures wind speed.
The cups on the anemometer catch the
wind, making them spin. The faster the
wind, the faster the cups spin. A reading
is given on a speedometer attached to
the anemometer.
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SECTION 2: ELEMENTS OF THE WEATHER
Sunshine recorder
This instrument measures the amount of sunshine
received within a day (24 hours).
The glass ball concentrates the Sun’s rays onto a
piece of card placed behind the ball. The rays
leave a burn mark on the card as the Sun moves
through the sky.
A Stephenson screen
A Stephenson screen measures
temperature.
A thermometer is placed in a white box so it
can record the temperature more
accurately.
Observing the weather
The weather can be observed by the human
eye by looking for the amount of cloud cover or
the visibility in the sky.
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SECTION 2: ELEMENTS OF THE WEATHER
Activity
Complete the following activity using the information on pages 13 - 15 and the
word box below. Match the instrument with the type of weather.
Type of weather
Precipitation (rain)
Sunshine
Wind speed
Wind direction
Temperature
Cloud cover
rain gauge
sunshine recorder
Instrument
anemometer
wind vane
human eye
thermometer
How can we forecast the weather?
Meteorologists can forecast the weather by collecting different sources of
information.
Activity
Watch the following video clip on these differences.
http://splash.abc.net.au/media/-/m/85668/weather-forecasting
Draw a mind map outlining the different sources of information.
Sources of information
Figure 2.2 shows some pictures of different sources of weather information.
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SECTION 2: ELEMENTS OF THE WEATHER
Figure 2.2
Different sources of weather information.
Activity
Complete the sentences and put in the missing words. Choose from the words
in the box below.
Weather b________ are sent into the u_____ air, carrying weather
instruments. They send back information on temperature, air p________ and
humidity by radio. Satellites o_____ the Earth and take p___________ of the
clouds and pressure systems. Radar is used to find out where rain, s___ or
hail is falling and the d_________ in which it is moving. Aircraft carry
i___________ that record the wind and the temperature.
orbit
pressure
16
snow
balloons
direction
upper
instruments photographs
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SECTION 2: ELEMENTS OF THE WEATHER
Section 2 review
Name: _________________________________ Start date: ________
How well did I learn?
(traffic light)
Learning aim
I can identify the different elements of weather.
I can identify the instruments used to measure
different weather elements.
I can outline how meteorologists can forecast
the weather using different sources of
information.
I did my best learning…
I can learn better by…
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SECTION 3: THE WEATHER WHERE I LIVE
Section 3: The weather where I live
In this section learners will learn about the weather and climate where they
live in the UK.
Learning aims
 I can describe the weather where I live.
 I can explore the amount of rainfall and temperatures in the UK.
 I can outline how air masses affect our weather.
Weather and climate in the UK
It is important to remember from Section 1 that weather and climate mean
different things.
Climate is about the average weather conditions. It deals with average
temperature, average rainfall and average amounts of sunshine, wind speed
and direction. These are measured over many years.
Compared to many places around the world the British Isles have a climate
that is mild and damp. It is also very changeable, making it difficult to forecast
accurately.
Figures 3.1 and 3.2 show the changeable British weather.
Figure 3.1 Mild and wet weather.
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SECTION 3: THE WEATHER WHERE I LIVE
Figure 3.2 Warm and dry weather.
Our changeable weather
Figure 3.3 shows a weather map of the United Kingdom.
Figure 3.3 Weather map of the United Kingdom.
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SECTION 3: THE WEATHER WHERE I LIVE
Activity
Look at the weather map for Sunday 25 May (Figure 3.3).
Think about how our weather is changeable.
Label different types of weather using the missing words box.
sunny
partly cloudy
heavy rain
cloudy
light rain
Activity
Watch the following on video on why British weather is unpredictable.
http://www.bbc.co.uk/news/science-environment-17223307
Take notes on why the British weather is very changeable.
Climate graphs
Climate graphs are a way of showing how the temperature and rainfall vary
throughout the year for a particular place. They help us to understand our
changeable weather.
Understanding a climate graph

The bottom of the climate graph (along the x-axis)
shows the months of the year.

The red line tells us the temperature in degrees
Celsius (°C).

The blue bars tell us the amount of rainfall in
millilitres.
Figure 3.4 shows a climate graph of Glasgow.
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SECTION 3: THE WEATHER WHERE I LIVE
The red line shows the temperature levels.
The
blue
bars
show
the
amount
of
rainfall.
Months of the year.
Figure 3.4
Climate graph for Glasgow.
Activity
Answer the following questions using words in the information boxes.
Temperature
1.
The highest temperature recorded is ______, in the month of
J__________.
2.
The lowest temperature recorded is ______, in the month of
J____________.
3.
The difference between the highest and lowest temperature is ______.
This is called the temperature range.
4.
Temperatures are mild from M________ to S______________.
1°C
January
24°C 23°C
May July September
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SECTION 3: THE WEATHER WHERE I LIVE
Rainfall
5.
The highest rainfall is ______, in the month of J__________.
6.
The lowest rainfall is ______, in the month of O__________.
135 mm
October
78 mm
July
Extension activity: Research task
Your task is to complete a climate graph for your local area.
Log onto the Met Office website:
http://www.metoffice.gov.uk/
Collect information about the amount of rainfall and temperature for the whole year.
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SECTION 3: THE WEATHER WHERE I LIVE
Air masses in the UK
The changeable weather in the British Isles is heavily influenced by air
masses. An air mass is a large body of air with the same temperatures,
humidity and air pressure that brings with it the weather from its source.
The air mass, whether it is hot, cold, damp or dry, flows towards the British
Isles.
Each air mass is different as it brings with it its own type of weather conditions
depending on the season of the year.
Example 1
An air mass can bring cold and dry weather in winter as it originates from a
cold dry continental area in Siberia.
Example 2
Another air mass in winter could bring damp, cold and wet weather as it
comes from a maritime area in the North Atlantic Ocean.
Tropical air masses are more common in summer whereas polar air masses
are more likely in winter.
Activity: Air masses
Type of weather associated with each air mass: key words.
Polar
=
cold
Tropical
=
hot
Maritime
=
wet
Continental =
dry
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SECTION 3: THE WEATHER WHERE I LIVE
Activity
1. Look at the diagram below.
Match each air mass with the correct name
Artic
2.
Tropical Continental
Tropical Maritime
Polar Continental
Polar Maritime
Air masses and people
Match each air mass type with the correct picture below.
Artic Tropical Continental
Polar Continental
Polar Maritime
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SECTION 3: THE WEATHER WHERE I LIVE
Activity
Fill in the amounts of rainfall per year in the correct box on the diagram below.
North
Fort William receives
_______mm of
rainfall per year.
East
Ipswich receives
_______mm of
rainfall per year.
West
South
1232 mm
324 mm
Activity
Underline the bold word that correctly describes the amount of rainfall.
Temperatures in the UK
The north and west of the British Isles receive more/less rainfall.
Places in the east and south are drier/wetter.
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SECTION 3: THE WEATHER WHERE I LIVE
Temperatures in the UK
Temperatures around the UK vary from place to place.
The reasons for this are outlined below.
Comparing temperatures
Activity
Fill in the blanks in the passages below about temperatures in summer and
winter using the words in the information boxes.
Temperatures in summer
In summer temperatures are
w________ in the south because
the altitude there is lower than
the north. It is also closer to the
e___________.
Temperatures are c_________
in the north because the altitude
is higher than in the south. It is
also closer to the p__________.
warmer
equator
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cooler
poles
SECTION 3: THE WEATHER WHERE I LIVE
Temperatures in winter
In the winter, temperatures are
c_______ in the east as it is
closer to the European
c__________.
Temperatures in the west are
w_______ as it is closer to the
s_______ and sheltered
cooler
sea
warmer
continent
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SECTION 3: THE WEATHER WHERE I LIVE
Section 3 review
Name: _____________________________ Start date: ____________
Learning aim
How well did I learn?
(traffic light)
I can describe the weather where I live.
I can explore the amount of rainfall and
temperatures in the UK.
I can outline how air masses affect our
weather.
I did my best learning…
I can learn better by…
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
Section 4: The climate of the Mediterranean
In this section learners will learn about the climate of the Mediterranean.
Learning aims
 I can identify places that have a Mediterranean climate.
 I can briefly describe the climate of the Mediterranean region,
mentioning the climate and rainfall.
 I can briefly describe why many tourists visit places that have a
Mediterranean climate.
The location of the Mediterranean
Mediterranean climates exist on the west coasts of continents, between 30°
and 40° north and south of the equator, and around the Mediterranean Sea.
Regions with a Mediterranean climate include much of California, the Western
Cape in South Africa, central Chile and the coastal areas of south-west
Australia.
Places with a Mediterranean climate are very pleasant places to live in and
are popular with tourists.
As these places are nearer the equator the temperatures are warmer.
Activity: Where is the Mediterranean?
Look at the map of the world below.
Shade in the map showing the location of Mediterranean regions.
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
Extension
With the use of a class atlas:
1. identify and add the names of seven continents to the map
2. identify and add the names of the five oceans to the map
3. label on the world map where you live.
Activity: The location of the Mediterranean
Complete the sentences below by underlining the correct bold word.
1.
Mediterranean areas are found on the east/west side of continents.
2.
Mediterranean areas are mainly on the coast/inland.
3.
The largest/smallest Mediterranean region is around the Mediterranean
Sea.
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
The climate of the Mediterranean
Temperature
Temperatures in the summer can
be high, at nearly 30°C.
In winter, temperatures are mild
and rarely reach freezing. The
average winter temperature is
10°C.
Seasons
The Mediterranean
climate has two
seasons: hot and dry
summers and warm,
wet winters.
Rainfall
Summer months can be very
dry, with very little or no rain.
Some places may experience
drought conditions.
In winter, it can be very wet.
CLIMATE
FACTFILE
Wind
Winds can be
strong in
Mediterranean
regions,
particularly
next to the
coast.
Figure 4.1 Climate graph of the Mediterranean.
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
Activity: Describing the climate
Look at the climate factfile and the climate graph of the Mediterranean above.
Complete the missing words passage below.
The climate graph for Malaga in Spain shows that there are _____ seasons. It
is h____ and dry in the summer and warm and w_____ in the winter. The
maximum temperature is ____°C in J______. The minimum temperature is
____°C in J______. In Malaga, emperatures are hot from May to
O__________.
The rainfall in Spain is generally low. The wettest months of the year are from
October to M_________. In June, July and August there is hardly any rain,
which means that there is a drought in the summer months. Total annual
rainfall is ________mm.
October
17°C
March
432 mm
hot
wet
June two
29°C January
Why do people visit places with a Mediterranean climate?
Places that have a Mediterranean climate attract many visitors every year.
They are attracted by the pleasant weather, beautiful scenery, culture, food
and drink.
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
Activity
Match the following statements with the correct picture.
I can enjoy the local food and drink.
I can enjoy the hot weather.
I can visit historic buildings.
I can go to the beach and relax.
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
Activity
Watch the following travel programme about
the Mediterranean.
Why do people visit places with a
Mediterranean climate?
Give a reason for your answer.
http://tvo.org/video/171482/secret-mediterranean-trevor-mcdonald-episode1
Activity
Imagine you are on holiday in the Mediterranean. You are going to send a
postcard to your family and friends.
On the postcard below:
 describe what the weather is like
 describe what the food and drink is like
 describe the scenery around you.
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
Comparing climates
Activity
Put the statements below under the correct heading.
Climate of the Mediterranean
Climate where I live
Statements
. There are four seasons in the
year.
There is very little rainfall.
There are only two distinct
seasons: hot and dry, and mild
and wet.
There is a moderate amount of
rainfall.
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SECTION 4: THE CLIMATE OF THE MEDITERRANEAN
Section 4 review
Name: __________________________ Start date: _____________
Learning aim
How well did I learn?
(traffic light)
I can identify places that have a
Mediterranean climate.
I can briefly describe the climate of the
Mediterranean region, mentioning the climate
and rainfall.
I can briefly describe why many tourists visit
places that have a Mediterranean climate.
I did my best learning…
I can learn better by…
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SECTION 5: MAKING A DECISION
Section 5: Making a decision
In this section learners will compare the climate and weather of where they
live with the Mediterranean climate region.
Learning aims
 I can record the weather where I live and that of a place in the
Mediterranean climate region.
 I can compare the climate and weather of where I live with that of
the Mediterranean climate region.
 I can use the information that I have collected to make a decision
on where to live.
 I can give at least two reasons justifying my answer.
 I can complete a checklist showing that I have successfully made a
decision.
Extension activity
Your task is to collect information about the temperature, rainfall, wind speed,
wind direction and cloud cover where you live and compare that with a place
in the Mediterranean climate region.
You have to fill in two tables, one showing the information where you live and
a second showing the weather information for a selected location with a
Mediterranean climate. Record the temperature amount and type of weather
for both regions.
Websites
BBC Weather: www.bbc.co.uk/weather
Met Office: www.metoffice.co.uk
European Weather Online: http://www.weatheronline.co.uk/Europe.htm
European Weather Online: http://www.accuweather.com/en/europe-weather
Example
Website: www.bbc.co.uk/weather
Location: Glasgow
MAKING A DECISION – SOCIAL SUBJECTS (NATIONAL 2)
© Crown copyright 2015
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SECTION 5: MAKING A DECISION
Week
1
2
3
Date
16.1.15
23.1.15
30.1.15
Temperature
1°C
4°C
6°C
Type of weather
Snow showers
Partly cloudy
Heavy wind and rain
Record the weather where you live for 6 weeks..
Look to see if there is a pattern.
Table 1 Weather where you live: ___________________________
Week Date
Temperature
Type of weather
1
2
3
4
5
6
Record the weather in the Mediterranean region for 6 weeks using one of the
websites on page 38
Website used:
Look to see if there is a pattern.
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MAKING A DECISION – SOCIAL SUBJECTS (NATIONAL 2)
© Crown copyright 2015
SECTION 5: MAKING A DECISION
Table 2 Mediterranean region: ___________________
Week
Date
Temperature
Type of weather
1
2
3
4
5
6
Activity: Comparing the differences
Look at the information collected in the tables above. In the table below outline
the differences in temperature, rainfall and type of weather.
Climate where you live
Mediterranean climate region
Making a decision: where to live
Based on the information that you have collected you will have to make a
decision on what type of climate you would prefer to live in.
MAKING A DECISION – SOCIAL SUBJECTS (NATIONAL 2)
© Crown copyright 2015
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SECTION 5: MAKING A DECISION
You need to use two sources.
Look at the table above and think about the similarities and differences
between the climates.
Sources (websites used):
1. ____________________________________________________
2. ____________________________________________________
Similarities between the climate regions:
1. ____________________________________________________
2. ____________________________________________________
Differences between the climate regions:
1. ____________________________________________________
2. ____________________________________________________
The type of climate region I would prefer to live in is:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(Give at least two reasons for your answer.)
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MAKING A DECISION – SOCIAL SUBJECTS (NATIONAL 2)
© Crown copyright 2015
SECTION 5: MAKING A DECISION
Making a decision checklist
To ensure that you have achieved the outcome(s) and assessment standards
for this unit review your work with the help of staff and tick the right-hand
column once you have achieved that outcome.
Outcome(s)
1
Collect information
about a chosen context
in order to make a
decision by:
Assessment
1.1
Collecting
information from
two different
sources
I have collected two different
sources of information
1.2
Selecting two key
or important pieces
of information from
each source
I can select two key pieces of
information from each source.
Achieved
2
Make a decision using
the two key or
important pieces of
information linked to
the chosen context by:
1.2
Describing the
decision which has
to be made
I can describe the decision that I
have made.
1.3
Identifying
information which
will help make the
decision
I can identify information that will
help me make the decision.
1.4
Making the
decision
I can give at least two reasons
justifying my answer.
MAKING A DECISION – SOCIAL SUBJECTS (NATIONAL 2)
© Crown copyright 2015
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SECTION 5: MAKING A DECISION
Section 5 review
Name: _____________________________ Start date: ____________
Learning aim
How well did I learn?
(traffic light)
I can record the weather where I live and that
of a place in the Mediterranean climate region.
I can compare the climate and weather of
where I live with that of the Mediterranean
climate region.
I can compare the climate and weather of
where I live with that of the Mediterranean
climate region.
I can give at least two reasons justifying my
answer.
I can complete a checklist showing that I have
successfully made a decision.
I did my best learning…
I can learn better by…
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MAKING A DECISION – SOCIAL SUBJECTS (NATIONAL 2)
© Crown copyright 2015