Understanding People in the Past

Stages P1 to P3

P1 TO P3 Studying people, events and societies of significance in the past

the pupils' own past and the past of their families and communities, emphasising memories and the significant events

Pupils shall be able to:

1. name and state the relationship of their immediate family group including grandparents

2. identify similarities and differences between themselves and members of their family

   collect and compare family photographs

3. recount events affecting their lives in relation to : school, family, local community

stories which develop an awareness of the past.

Pupils shall be able to:

1. show awareness of the past in relation to events told through stories

   well known myths and legends

   stories about historical events

   eyewitness accounts of historical events

   fictional stories set in the past produce

   diaries/newsbooks

2. differentiate between real people and fictional characters

P1 to P3 Developing an understanding of change and continuity, cause and effect

changes affecting their own and other people's lives and the life of their community

Pupils shall be able to:

1. describe a change which has taken place in their ownlives; the lives of their family; the life of the school

simple cause and effect sequences in their own lives

Pupils shall be able to:

1. relate cause and effect to their own actions and events in their own lives

P1 to P3 Developing an understanding of time and historical sequence

annual patterns and the sequence of events in their own and others' lives

Pupils shall be able to:

1. sequence annual patterns

   sequence the seasons

   put into sequence events of the school year

   festivals eg Easter, Christmas

2. sequence events relating to their own lives

   put into sequence events of the school day and week

3. sequence events relating to other people's lives

   place in sequence events in a story about the past

   put into sequence events of a day in the life of the school janitor or secretary (and other people who help us)

ways of describing and measuring time

Pupils shall be able to:

1. begin to show awareness of the concepts of 'now', 'before', 'after', 'past', 'present', and 'future'

2. begin to use appropriate vocabulary such as 'hour', 'morning', 'afternoon', 'night', 'day', 'week', and 'month'

3. identify simple differences between past and present times use a simple timeline showing the school day, week and year

simple sequencing of historical items, e.g. objects, pictures

Pupils shall be able to:

1. place familiar objects in chronological order

   sequence family photographs and give reasons for doing so

   sequence personal toys and give reasons for doing so

P1 to P3 Developing an understanding of the nature of historical evidence

selected sources of historical evidence, particularly artefacts and visual sources

Pupils shall be able to:

1. show understanding that evidence from the past comes in many forms

   collect and display objects from the past

   describe a given piece of evidence

   learn about the past from artefacts

   learn about the past from pictures

   learn about the past from photographs

   learn about the past from music

   learn about the past from adults talking to them about their past

   learn about the past from written sources

   learn about the past from buildings and sites

   learn about the past from computer based materials

   learn about the past from video and film

2. describe what the evidence tells them

3. recognise that historical evidence can help them answer questions about the past

4. distinguish between different versions of simple events

P1 to P3 Considering the meaning of heritage

memories and memorabilia and their importance to families and communities

Pupils shall be able to:

1. identify and explain why a personal object from their past is important to them

2. explain why an object may be important to their family or school

3. recollect a family tradition

   e.g. a Christmas celebration

4. recollect a tradition of the local community

   e.g. Up-Helly-Aa

Stages P4 to P6

P4 TO P6 Studying people, events and societies of significance in the past

distinctive historical features of periods or topics chosen, which will allow pupils to acquire a sense of the past

Pupils shall be able to:

1. show awareness that the past happened prior to the present day

2. show awareness that the past is different from today

3. show knowledge and understanding of different appropriate historical periods

4. show how different features in a historical period relate to each other

   e.g. homes and castles

the diversity of lifestyles and experiences of people in past societies

Pupils shall be able to:

1. show knowledge and understanding of major distinctive attributes of past societies

   e.g. food, transport

2. show knowledge and understanding of how different individuals and groups lived in past societies

P4 to P6 Developing an understanding of change and continuity, cause and effect

changes which have taken place over a period of time and comparison of features of the historical contexts studied with the present

Pupils shall be able to:

1. describe obvious simple changes which have taken place over a period of time

   e.g. transport, communication

2. compare and contrast obvious simple features of the past with those of the present

   e.g. transport, communication

3. recognise that over time some things have changed while others have remained the same

4. distinguish between rapid and slow rates of historical change

causes and effects of historical events, situations and developments studied

Pupils shall be able to:

1. give straight forward reasons for the occurrence of significant historical events, situations and developments

2. show an awareness that historical events, situations and developments have usually more than one cause

3. show understanding that there are different types of causation

4. describe the straightforward consequences brought about as a result of significant historical events, situations and developments

5. show an awareness that historical events, situations and developments usually have more than one consequence

P4 to P6 Developing an understanding of time and historical sequence

the relative age of people, places and objects from a variety of historical contexts

Pupils shall be able to:

1. identify major differences between past and present times

2. identify major differences between periods in the past

   produce timelines plotting the lives of significant people in the past eg Scotland's kings and queens

   produce timelines plotting the significant events, situations and developments studied

3. show the sequence of prehistoric, ancient times, middle ages and modern

   produce timelines plotting artefacts examined in the course of studies

   put a wide range of historical pictures and objects in sequence

appropriate vocabulary of time, e.g. the use of dates and historical terms such as 'century'

Pupils shall be able to:

1. use chronological conventions

   eg BC, AD, century

2. define periods studied by use of the appropriate chronological convention

   e.g. 17th century

P4 to P6 Developing an understanding of the nature of historical evidence

use of a variety of sources of historical evidence

Pupils shall be able to:

1. explain the difference between and value of a primary and a secondary source

   comparison of examples

2. use a variety of sources of historical evidence

3. make deductions about the past from a range of available evidence

4. put together information drawn from different sources of historical evidence

5. describe the main features of simple maps, diagrams or graphs

P4 to P6 Considering the meaning of heritage

ways in which people preserve and remember the past e.g. stories, buildings, customs, ceremonies, festivals

Pupils shall be able to:

1. show awareness of the various ways in which people remember and preserve the past

   read autobiographies of people from past times

   visit places and buildings which reflect the local and national heritage

   experience customs of their own and other cultures eg highland games, Chinese New Year etc

   observe ceremonies which sustain the nation's heritage eg the state opening of parliament

   be made aware of festivals which date back to the historical past eg Up-Helly-Aa

Stages P7 to S2

P7 TO S2 Studying people, events and societies of significance in the past

the values and attitudes which have shaped and characterised various societies in the past

Pupils shall be able to:

1. develop knowledge and understanding of the principles which have shaped and characterised past societies

   eg slavery, employment of child workers in Victorian times

the circumstances which governed the motives and actions of people in particular situations

Pupils shall be able to:

1. show knowledge and understanding of the activities of significant people in the past and the reasons for them

reasons why societies, people and events are thought to be of historical significance

Pupils shall be able to:

1. show knowledge and understanding of what makes a person, society or event significant

P7 to S2 Developing an understanding of change and continuity cause and effect

more complex changes and why some features change while others show continuity over time;

Pupils shall be able to:

1. show understanding of changes in a number of aspects within a topic

   eg social and political

2. show awareness that patterns of change do not all occur at the same rate

3. recognise that change can slow down and speed up

4. recognise that over time some things have changed while others remain the same

how decisions and events in the past can have significant effects on present circumstances or values

Pupils shall be able to:

1. understand that aspects of our lives today are influenced by decisions or events in the past

more complex causes or effects of significant historical events circumstances or developments studied

Pupils shall be able to:

1. show understanding that causes or consequences can vary in importance

2. show how different causes of an historical event are connected

3. develop understanding that some consequences can only occur as a result of a number of contributory factors

   e.g. revolution

P7 to S2 Developing an understanding of time and historical sequence

extension of pupils' chronological framework and of the features which enable the location in historical sequence of those aspects of the past which they have studied

Pupils shall be able to:

1. interrelate timelines

   relating to Scottish, British, European and World history

   relating to the various eras studied

2. interpret and explain timelines that compare developments in contemporary societies

   eg Iron Age Scotland, Ancient Greece and Vikings..

3. interpret and explain timelines that record events in different aspects of history

   eg political, economic, social and cultural

4. put an extensive range of historical pictures and objects in sequence

5. make more specific use of dates

   eg 1745 rather than 18th Century

6. use appropriate vocabulary

   eg prehistory, medieval, Victorian

P7 to S2 Developing an understanding of the nature of historical evidence

the value of historical evidence in contexts studied

Pupils shall be able to:

1. interpret simple graphical sources

2. distinguish between fact and opinion

3. identify bias in evidence

4. identify gaps in evidence

5. show an understanding that deficiencies in evidence may lead to different interpretations of the past

6. comment on the usefulness of a source of historical evidence by reference to its content

7. recognise that interpretations of the past may differ from what is known to have happened

8. compare two accounts of the same events and note contrasts and similarities

9. make judgements about the reliability of historical sources by reference to the circumstances in which they were produced

10. show understanding that an unreliable source of historical evidence can still be useful

11. show undertanding that the value of a source of historical evidence depends on questions that are asked of it

12. interpret simple statistical sources

P7 to S2 Considering the meaning of heritage

the meaning of heritage and ways of preserving selected features of the past

Pupils shall be able to:

1. produce their own definition of "heritage"

2. identify what is worth preserving from the past based on the knowledge and understanding they have developed

3. discuss methods of preserving and making accessible artefacts from the past

4. discuss methods of preserving and making accessible buildings from the past

5. discuss methods of preserving and making accessible documents and other print based evidence from the past

the background and issues in preserving an aspect of local or national heritage

Pupils shall be able to:

1. comment on controversial issues concerning the preservation of heritage in a local context

   eg archaeological work prior to construction of a local shopping centre

2. comment on controversial issues concerning the preservation of heritage in a national context

   eg the routing of a motorway through a site such as Bannockburn