Below are just a few examples of the Es and Os at levels 2, 3 and 4 that apply to History.
These are used to underpin and inform the content and skills in our courses.
I can use primary and secondary sources
selectively to research events in the past.
2-01a
I can interpret historical evidence from a
range of periods to help to build a picture
of Scotland’s heritage and my sense of
chronology.
2-02a
I can compare and contrast a society in
the past with my own and contribute to a
discussion of the similarities and
differences.
2-04a
I can discuss why people and events from
a particular time in the past were
important, placing them within a
historical sequence.
More info on
2-06a
PEOPLE, PAST EVENTS AND SOCIETIES
I can use my knowledge of a historical
period to interpret the evidence and
present an informed view.
3-01a
I can make links between my current and
previous studies, and show my
understanding of how people and events
have contributed to the development of
the Scottish nation.
3-02a
I can explain the similarities and
differences between the lifestyles, values
and attitudes of people in the past by
comparing Scotland with a society in
Europe or elsewhere.
3-04a
I can discuss the motives of those
involved in a significant turning point in
the past and assess the consequences it
had then and since.
3-06a
I can evaluate conflicting sources of
evidence to sustain a line of argument.
4-01a
I have developed a sense of my heritage and
identity as a British, European or global
citizen and can present arguments about the
importance of respecting the heritage and
identity of others.
4-02a
By studying groups in past societies who
experienced inequality, I can explain the
reasons for the inequality and evaluate how
groups or individuals addressed it.
4-04a
Having critically analysed a significant
historical event, I can assess the relative
importance of factors contributing to the
event.
4-06a
Content
S1/2
S1 and S2 study History as part of a Social Subjects rotation – a third of the session, three
times a week, each in History, Modern Studies and Geography. In S3, learners that have
chosen History get two lessons per week for the whole session.
S1
What is History?
 Timelines and chronology
 Types of evidence
 Primary and Secondary sources
The Scottish Wars of Independence

The Succession Crisis
 John Balliol’s Reign
 Wallace’s Rebellion

Bruce, Bannockburn and the Declaration of Arbroath
S2
Independence to Union
 Scotland in the 1328-1603
 British events in the 17th Century
 The Darian Scheme and its effects
WW1




The long-term causes of WW1
The assassination at Sarajevo
The use of propaganda
The experience of trench warfare
S3
The Rise of the Nazis

Hitler’s early life

Nazi Ideology

The crises of the 1920s

The Nazi accession to power

Life in Nazi Germany

The Holocaust
Slavery
 The triangular slave trade
 The Middle Passage – conditions on ships
 Slave auctions
 The life of a slave
 Punishments
 The Civil War and its consequences.
Skills
In History there are a variety of skills that are shared across the curriculum…
 Reading for information
 Literacy and numeracy tasks
 Group work and active learning
 Projects
 Independent learning (including homework)
In addition, there are specific skills we try to develop in History…
 Source evaluation
 History essay-writing (when appropriate)
 Evaluating and comparing factors & drawing conclusions
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Resources
All of our BGE courses have detailed units of work. In addition, we make extensive use of
books and the internet for the purposes of research.
Assessment and Differentiation
Units are differentiated by task, but the core content is the same for all learners. We assess
using a variety of methods: orally, anecdotally, by product, homework or classwork. We also
retain traditional summative tests at four levels to allow pupils to track their progress.
Evidence of this is recorded on a spreadsheet, and in pupils’ individual profiles. All
assessments are measured against the standards shown below.
BRONZE
SILVER
GOLD
DIAMOND
Learner can…
 Read simple
sources for
information
 Make a
comment about
a source
 Describe things
in a few words
or short
sentences
 Give a reason
to explain why
something
happened
 Identify correct
and incorrect
statements
 Work with
others to create
a product
Learner can…
 Use one or
more sources
to come to a
conclusion
 Make a
judgement
about the value
of a source
 Describe or
explain using
short sentences
 Use tables,
graphs or other
pictures to
extract
information
 Make a decision
about the
importance of
some factors
compared to
others
 Work with
others to create
a product
Learners can…
 Use several
sources to
come to a
conclusion
 Explain why a
source might be
more or less
useful
 Describe or
explain in some
detail, using
sentences and
short
paragraphs
 Use the
information in
tables, graphs
or written
sources as
evidence to
back up
answers.
 Be able to
compare and
contrast the
importance of
different
factors.
 Work with
other to create
a product.
Learners can…
 Use several
detailed
sources to
come to a
conclusion
 Comment on
the value and
purpose of a
source
 Describe or
explain in
detail, using
introductions,
paragraphs and
conclusions
 Use the
information in
tables, graphs
and written
sources as
evidence and
examples to
illustrate
arguments
 Assess the
importance and
consequences
of a variety of
factors
 Work with
others to create
a product.
In addition, we have Beyond the Classroom tasks, which offer learners the opportunity to
independently research and attempt a variety of tasks not covered by the BGE.
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Homework
There are numerous homework tasks issued across the course of the BGE. These differ
according to ability, with tasks in S3 becoming quite demanding and sophisticated.
Homework includes:
 Research tasks
 Written reports
 Assignments
 Completing work
 Literacy tasks
 Film/book reviews
Examples – this is not an exhaustive list, and doesn’t include informal homework:
 Finding out about historical events for a timeline
 Writing a police report (as part of how to use evidence)
 Writing an essay on the Death of Alexander III
 Presenting a news report on the Battle of Stirling Bridge
 Completing a diagram on the Battle of Bannockburn
 Writing an essay/report on the failure of the Darien Scheme
 Producing a newspaper front page on the assassination of Franz Ferdinand
 Writing a diary from the western front
 Researching a ‘lesson from history’
 Source exercises
 Paragraph/essay on the effects of hyperinflation in Germany
 Completing a table on youth organisation in Nazi Germany
 Film review of Schindler’s List
 An assignment on the Holocaust
 Diary on the life of a slave
Homework is not optional, and failure to produce it on time or without
good reason activates the discipline procedure, including letters home.
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