NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
National 2:
Social Subjects
Organising, Communicating
Information and Making a
Contrast
[NATIONAL 2]
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.
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 or e-mail: .
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Contents
Advice for practitioners4
Chapter 110
Chapter 216
Chapter 321
Chapter 430
Chapter 532
Chapter 646
ORGANISING, COMMUNICATING INFORMATION AND MAKING A CONTRAST (NATIONAL 2)1
© Crown copyright 2012
ADVICE AND GUIDANCE FOR PRACTITIONERS
Advice and guidance for practitioners
Thisadvice and guidance isfor practitioners to consider and reflect upon when planning learning and teaching for Social Subjects at National 2 level. Thesuggested approaches to learning and teaching contained within this document may allow learners to develop and exemplify their skills in organising and communicating information and contrasting information. The context for learning is based around Mary, Queen of Scots. 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 practitioners and learners to determine the most appropriate context for learning to establish the best routesfor progression.
The National 2 Social Subjects 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, practitioners may find that they will cover a range of other experiences and outcomes from different levels.Practitioners should always refer to the documentation from the SQA.
I can use primary and secondary sources selectively to research events in the past.
SOC 2-01a
I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society.
SOC 2-03a
I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences.
SOC 2-04a
The examples of tasks contained within this document suggest potential ways in which to expose learners to the skills within National 3 History, should this be an appropriate progression route.It also provides an example of possible bi-level teaching, where a context from National 3 History is differentiated to exemplify successful achievement of the learning outcomes for National 2 units.Again, practitioners 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.The context
of Mary, Queen of Scots and the Scottish Reformation may bechallenging for some learners and practitioners may wish to explore other topics to meet the needs of theirlearners.
When considering the suitability of particular activities,practitioners should refer to SQA documentation. Practitioners may wish to explore breaking learning down into manageable chunks.This approach is successful whether it is knowledge that is being disseminatedor a particular skill being focused upon. Learners should be encouraged to workin an increasingly independent fashion as they progressthrough a context and increase the amount of information they are able to handle.Learners may require frequent opportunities to consolidate specific skills.
With skills such as organising information, learners should be encouraged to explore different methods of organising. Exemplar activities in this advice and guidance documentallow learners to organise information using maps, in alphabetical order, into categories, by hierarchy and chronologically.If a learner is not progressing with a particularapproach, the practitioner may wish to suggestanother.This applies also to presenting information.Learners should be encouraged to be innovativein choosing methods of presenting.
Practitioners are encouraged to exercise professional judgement in deciding the specific learning intentionsfor 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.For this purpose, an exemplar learning intentionsproforma is provided belowwhichmay be of use to practitioners and learners. While there is space for learners to comment on their learning, this proforma can be adapted. It is for practitioners to decide how best learners can engage in recording theirlearning and the ways in which they reflect upon it.
A suggested approachcould be for learners to complete this proforma as part of the self-assessment process and/orto participate in peer-assessment. In other cases, it may be more appropriate for practitioners to record feedback.
Chapter __
Name ______Start date ______
Learning intention / How well did I learn?I did my best learning…
I can learn better by…
Learners working toward National 2 may have a variety of support needs and differentiation of the suggested approaches to planning learning and teaching isencouraged. It may be appropriate, for example, to present the work in A3 size rather than standard A4. Some individual tasks might be undertaken in pairs or groups. Word banks could be added where they are not included or certain key words could be highlighted in bold. Please note that some activities are specifically exemplified around learners building upon their knowledge and understanding of the content or engaging in a literacy skill.
In theexemplarscontained within this advice and guidance,text has been kept to a minimum. However, if literacy is a barrier to learning,practitioners may find it beneficial for learners to listen to the information and then work on the activities.
It is envisaged that approaches to learning and teaching will have learners actively involved in their learning. Practitioners may wish to consider some of the following suggested strategies:
- Use of ‘show me’ boards wherelearners write theiranswers on a white board.Practitioners may wish to adopta multiple choice approach– having learners writethe first letter of an answer, ordrawing a question mark if the learner is unsure.By adopting this approach, the practitioner is setting outthe expectationthat all learners will offer an answer,thereforeengaging with suggested activities as fully as possible.
- Lollipop questions – sticks with numbers, where learnershave a number on their desk.The question is asked first, and learners should be encouraged to offer a response. The practitioner may wish to consider choosing a lollipop stick at random, while allowing the learner an opportunity to offer ananswer. As above with the ‘show me’ boards, there is a clear expectation that all learners will engage and think abouttheir response.
- Think/pair/share –learners can to test out their thoughts and ideas without having to speak in front of the whole class group.
- Use of traffic lighting–a straightforward way to involve learners in self-assessment. This can be carried out on an on-going basis within the learning and teaching environment. Practitioners may wish to consider having learners use coloured cards or cups to indicate the extent to which they understand a conceptor activity.
Introduction
In this section, learnerswill explore the life of Mary, Queen of Scots.
Knowledge
A lot happened in Mary, Queen of Scots life:
- Mary became Queen when she was only 6 days old.
- As well as being Queen of Scots, Mary was Queen of France.
- When she was only 5 years old, she was sent to France for safety.
- Mary had three husbands and one son.
- Mary was a prisoner in England for 19 years.
- Mary, Queen of Scots had her head chopped off.
Skills
As learners study Mary, Queen of Scots they will be developing important skills. These include:
- organising information
- communicating information
- contrasting information – finding things that are different and things that are the same
Practitioners should exercise professional judgement and adapt suggested activities contained within this advice and guidance document.
Story board activity
Use the bullet points to draw a story board about the events in the life of Mary, Queen of Scots.The first has been done for you.
Mary became Queen when she was only 6 days old.
ORGANISING, COMMUNICATING INFORMATION AND MAKING A CONTRAST (NATIONAL 2)1
© Crown copyright 2012
CHAPTER 1
Chapter 1
The following activity exemplifies ways in whichlearners may engage with historical sources.It is focused around a task which allows the learner to organise information.The use of cutting and pasting allows learners to develop fine motor skills. Practitioners are encouraged to exercise professional judgement.
Use of extension tasks such as word-searches can be beneficial for learners to reinforce their knowledge of new vocabulary.It may be necessary to allow learners to re-visit and consolidate learning in different ways after initial activities.The word-search and computer task suggested here are examples of different activities learners could undertake to demonstrate understanding of sources.The suggested computer task exemplifies a more challenging activity that requires digital literacy skills.
Practitioners may wish to explore providing a framework which learners can use.Use of the following example may allow learners to become increasingly confident in evaluating sources.
Suggested Activity
To understandwhat has happened in history, you have to act like a detective. You have to find clues and/or evidence. Evidence and clues are found in information called sources. By studying sources, we can find out about whathas happened in the past. Sources can be either primary or secondary.
Primary sources are written or made at the time of history you are learning about. They are first-hand (eyewitness) accounts of what happened.
For example, a letter written by Mary, Queen of Scots would be a primary source as she wrote it at the time.
Activity
Look at the sources sheet. Cut out the sources and organise what you think are the primary sources.When you think you have all of the primary sources, glue them on toa page headed ‘primary sources’.
Secondary sources are written or produced many years after an event happening. They are second-hand accounts of what happened. For example, a teacher writing about Mary, Queen of Scots todaywould be a secondary source as the teacher was not there at the time.
Suggested Activity
Study the sources you still have on your sheet. Are you sure they are all secondary sources? Cut them out and glue them on a page headed ‘secondary sources’.
Computer task – Sources
Sources tell us about what happened in history. They are either primary or secondary.
Activity
If you are able to carry out research online, try to find examples of primary or secondary sources about Mary, Queen of Scots. Make a poster to communicate information about sources.
Sources
Sources
e / c / n / e / d / i / v / e / c / e / e / i / p / h / m / y
h / o / s / a / w / d / l / r / k / s / a / t / p / s / s / i
t / n / p / o / i / e / r / l / t / e / e / c / i / t / h / e
o / a / r / a / t / o / l / h / r / n / g / k / h / e / s / v
l / s / r / t / i / s / o / l / r / t / e / d / y / e / o / o
c / y / e / e / y / n / h / e / e / e / l / r / i / h / r / a
e / r / y / p / h / o / t / o / g / r / a / p / h / s / e / h
s / a / o / u / r / n / o / i / a / d / y / s / e / k / u / h
n / m / b / u / i / l / d / i / n / g / s / o / s / r / e / t
d / i / u / h / c / s / p / o / e / g / s / k / o / o / b / d
a / r / t / e / f / a / c / t / s / c / s / i / u / w / m / n
r / p / l / i / s / e / d / c / n / a / e / i / r / t / t / s
s / e / o / c / s / r / e / t / u / p / m / o / c / o / e / p
y / s / c / i / s / a / b / r / k / r / l / a / e / a / y / w
w / p / i / i / n / t / c / s / t / t / a / c / s / a / y / a
Highlight the primary sources in blue and the secondary sources in green.
primaryworksheetslettersphotographs
secondaryartefactsteachercomputers
sourcesbuildingsjewelleryevidencevideos
diarypaintingsbooksclothesinternet
How useful is a source?
Practitioners may wish to explore source handling. A suggested method is to have learners ask four questions when studying a source.
1.Why was it written? (What is the purpose of the source?)
2.Who wrote it? (Who is the author?)
3.When was it written? (Is it a primary or a secondary source?)
4.What does it say? (Is the detail useful?)
Remember
When answering a source question, think of PADD.
- Purpose of the source – why was it written or made?
- Author of the source – who wrote or created it?
- Date that the source was written/drawn
- Detail: what is written/what is shown in the picture?
This is a part of a letter sent from Mary, Queen of Scots to Queen Elizabeth I of England when she was imprisoned in England. It was written in 1569.
How useful is this source in telling us how Mary was feeling whilst in prison?
Go through the checklist.
- Purpose – ______
- Author – ______
- Date – ______
- Details – ______
______
______
ORGANISING, COMMUNICATING INFORMATION AND MAKING A CONTRAST (NATIONAL 2)1
© Crown copyright 2012
CHAPTER 2
Chapter 2
In the following exemplar activities, pupils will build up a picture of society in the 16th century.They will also begin to develop skills in contrasting and decision making as they compare their lives now to what life was like in the 16th century.Opportunities to organise information using headings and hierarchy are exemplified.Approaches to learning new vocabulary and literacy skills are suggested.The use of pictures may be helpful for learners working at National 2.
Checking for understanding of key vocabulary and concepts may alleviate any confusion learners may have.A suggested activity could be to explain the meaning of the word ‘society’.
Practitioners may wish to explore the link to the BBC website above which contains useful information about life at the time of Mary, Queen of Scots.Learners could be encouraged tointeract with the website individually or in pairs to find out more about life in the 16th century.
Practitioners may wish to explore using word search activities toallow learners to build up knowledge of key words and/or new vocabulary.This is a suggestion which practitioners may wish to choose to adopt and/or adapt.This activity can be differentiated by providing the words if selecting them is too challenging.Learners could work in pairs and discuss the meaning of the words they find.
16th-century society
Mary lived in the 16th century. She lived from 1542 to 1587. Life was very different then.
Activity
Draw three things that you use and wouldn’t want to live without.
Did you include any of these?
If it did, you might not enjoy living in the 16th century. There was no technology or electricity.
Suggested Activity
Use a magazine, catalogue or the internet to find, cut and paste pictures of the things you use today that would not have been available in the 16th century. Decision – could you live without these items? Give a reason for your answer.
In the 16th century,many people in Scotland lived and worked in the countryside. Farmers grew barley and oats, peas and beans or kept cows and sheep. They tried to grow enough food for themselves and their families.
Some people lived in towns called burghs. Burghs were not very pleasant places to live. The houses in the burghs were not well built and were often too close together. Disease spread easily because there was no sewage system or running water.
Suggested Activity – What is different?
Think about living in a burgh in the 16th century. What is different about life in Scotland for many people today?
Some people who lived in burghs were poor and life was hard for them. However, some families in the 16th century had lots of money. They were landowners.These landowners were known as nobles. Another family whichwas very important in 16th century society was the royal family (sometimes called the monarchy).
Create your own word-search
Find 8 new words from the Burgh life website.Write each new word in the table below.
Copy the words from the table carefully into the grid – only one letter in each box.
Fill in all theblank grid boxes with letters from the alphabet.
Practitioners may wish to allow the learner to have their word-search completed by a peer.The practitioner may wish to encourage discussion of the meaning of words included. Practitioners may wish to explore having learners create a word bank.
Landowners (the nobles)
Landowners were very wealthy people. They had land and money and usually were given titles such as earl or baron. They lived in buildings made from stone, some lived in castles. They had power over the people of Scotland as they owned the people’s houses.The people who lived on their land worked for them.They were also in charge of law and order.
These people who had wealth entertained themselves by going to balls and dancing as orchestras played classical music, and by reading and listening to people tell stories.
Suggested Activity
Listen to the traditional piece of music that was played by an instrument from the 16th century.
Do you like the music? What kind of instrument is playing? What do you think people did when they listened to this music?
As a class, discuss in what ways it is different to the music you listen to today.
The monarchy
The monarchy is the royal family. In Mary’s time, the head of the royal family ruled the land. They needed help to rule the land and it was their family members, the wealthy nobles, who helped them.
In the 16th century, the royal family ruled the whole country. They had some problems:
- money – they did not have enough
- the church – religious leaders had to be kept happy
- nobles – they had given land and jobs to keep them on side.
Investigate a member of the royal family
We still have a royal family today, although they don’t rule the country anymore. Use the following headings to help you to organise the information you find.