Understanding People and Place

Stages P1 to P3

P1 - 3 Aspects of the physical and built environment

different kinds of weather and simple weather recording

Pupils shall be able to:

1. show awareness of the seasons and seasonal changes in the appearance of the landscape

   list the seasons in order

   match months with seasons

   observe the changing appearance of the landscape as the seasons change

2. show awareness of different kinds of weather

   produce pictures illustrating different types of waether, eg snowy scenes, windy scenes etc

   discuss weather phenomena as they occur, eg thunder, gales etc

   discuss different kinds of weather in terms of childrens' stories eg 'Postman Pat's Windy Day'

3. use basic weather vocabulary

   eg hot, cold, wet, dry etc

4. use simple methods of recording weather

   record daily weather on a weather board:
   (a) using symbols
   (b) using simple vocabulary

5. use simple measuring instruments

   eg a bucket for rainfall

major physical and natural features in the locality

Pupils shall be able to:

1. show awareness of such Iocal features as hills, lochs, burns, rivers, seashore etc.

   use the above vocabulary accurately

   visit and explore some of the local physical and natural features

   identify local places on photographs

P1 to P3 Ways in which places have affected people and people have used and affected places

our responses to weather variations, from day to day and season to season

Pupils shall be able to:

1. discuss the range of ways in which we respond to our weather/climate

   talk about the clothes they require for different weather and at different times of year

   give examples of activities we do on certain days eg kite flying, sledging, drying washing, journey to school - car, wlk, bicycle

2. give examples of seasonal work

   crofting, tourism, football etc

the uses of buildings and land in the local area

Pupils shall be able to:

1. explain the use of buildings and land in the local area

   identify the use of certain buidings and landform photographs

   identify these buildings in the local environment

places used in the provision of services

Pupils shall be able to:

1. identify buildings used in the provision of services

   visit fire station, doctor?s surgery, hospital etc

some ways of maintaining a clean environment

Pupils shall be able to:

1. explain where they dispose of waste? litter bins, bottle banks, waste tips

2. suggest ways in which they can improve the cleanliness of their own environment

daily lives of some children elsewhere compared with their own

Pupils shall be able to:

1. compare the daily lives of some children elsewhere with their own

   discuss photographs, videos of children from other localities both home and abroad

   have links with other schools eg twinning schemes, pen pals

   receive talks from visitors about childrens? lives abroad eg Oxfam, Save the Children Fund

P1 to P3 Locations, linkages and networks

kinds of traffic in the area and the need for safety procedures

Pupils shall be able to:

1. show awareness of the kinds of traffic encountered in the local area

   sort models of vehicles into sets

   use basic transport vocabulary eg bus, car, taxi, ambulance etc

   survey and record the types of traffic using local roads

2. demonstrate the correct way to behave when near or crossing roads

boundaries and their importance for safety

Pupils shall be able to:

1. show awareness of the presence and purpose of boundaries

   become aware of the presence of boundaries around the school and their importance for safety

   become aware of other boundaries employed for their safety eg electricity sub-stations, around moving machinery etc

   use correctly basic terms referring to boundaries eg wall, fence, safety barrier etc

   become aware of the different materials which are used for boundaries

things we use and eat which come from distant places

Pupils shall be able to:

1. record on a world map where specific products with which they are familiar come from

   e.g. coffee, tea, sugar etc.

2. suggest how these products might be transported to Britain

P1 to P3 Making and using maps

developing the mental map of familiar places

Pupils shall be able to:

1. produce a simple map

   eg of the classroom, the school, their route to school

making models of known places and story settings

Pupils shall be able to:

1. make models of known places and story settings

   produce simple maps which help to record a story eg ?Little Red Riding Hood?

   make a model of an actual or ficticious location

   draw around the objects on their model to produce a "map"

using plans to find places

Pupils shall be able to:

1. use simple plans to locate places

   talk about what is shown on a pictorial map

   use simple plan of classroom/school to locate places

2. follow a simple route given on a plan

using the globe as a representation of the world

Pupils shall be able to:

1. use the globe as a representation of the world

   understand that a globe is a representation of the earth

   identify land and sea on the globe

Stages P4 to P6

P4 to P6 Aspects of the physical and built environment

ways of measuring and recording weather

Pupils shall be able to:

1. make weather measurements and record in an appropriate way

   measure temperature using a thermometer

   measure the apparent movement of the sun using a shadow stick

   record the direction of the wind using a wind vane

   measure the speed of the wind using a variety of methods eg apron anemometer, wind sock

   measure precipitalion (snow & rain) using a rain gauge

   estimate the amount and type of cloud

   estimate visibility

   record weather measuremenls for at least one week on a chart

natural and physical features of their own locality and how they are used

Pupils shall be able to:

1. explain why certain areas are used in certain ways

   record on a map how the local area is used e.g. quarries, carparks, golfcourses

2. show evidence of direct experience of local physical and natural features eg seashore, hills, burns, lochs

3. identify areas of conspicuous appearance in terms of shape

   eg steep slopes, valleys, plains etc

some major natural and physical features of Scotland

Pupils shall be able to:

1. identify the three broad divisions of Scotland on a map

   Highlands, Lowlands, Uplands

2. identify some of the major lochs, rivers and mountains of Scotland

built/constructed features in their region

Pupils shall be able to:

1. identify and talk about some of the constructed features in their region

   eg factories, dams, bridges, cuttings etc

ways in which a Scottish natural resource is collected and used

Pupils shall be able to:

1. explain the nature of a resource

2. give examples of natural resources present in Scotland

   locate the distributions of a resource on a map

3. explain how the resource is collected now

4. identify ways in which the collection of the resource has varied over time

5. explain the process of resource use from collections to final production and ultimate use

reasons why settlements differ in character, size, number of people and function

Pupils shall be able to:

1. explain what a settlement is

2. differentiate among settlements of differing size

   eg village, town, city

3. identify from suitable evidence conspicuous features of settlemenls that reveal their functions

   eg harbours, manufacturing towns

4. explain why areas like Ihe NW of Scotland are sparsely populated while central Scotland is densely populated

5. identify settlements in Iheir own locality which differ in character and size

   locate on a map settlements in their own locality which differ in character and size

6. discuss how the main occupations, land use and form of settlements have been influenced by the area's environment and location

P4 to P6 Ways in which places have affected people and people have used and affected places

ways in which weather in different places affects people and nature and ways in which people have learned to adapt to it

Pupils shall be able to:

1. give examples of how human behaviour both in Britain and abroad is influenced by climate

2. give examples of how the vegetation of an area is influenced by climate

3. give examples of how climatic difficulties have been overcome by human endeavour eg irrigation

reasons why people dig into and build up the land, altering its shape

Pupils shall be able to:

1. give examples of ways in which people can affect and change places through their work and leisure

2. discuss how the main occupations, land use and form of settlement have been influenced by the area's environment and location

3. discuss how the main occupations, land use and form of settlement have influenced the environment

4. identify changes in land-use in the local area over time

   compare maps and photographs of their own area over time to identify changes in land use?

5. identify ways in which the area has been changed by human action

   eg road cuttings, quarries, waste disposal tips

6. discuss issues arising from proposals to make changes to their locality

   eg construct a road, demolish old buildings

ways in which people can affect and change places through their work and leisure

Pupils shall be able to:

1. identify changes in the local area resulting from people's leisure activities

   compare maps and photographs of their own area over time to identify changes as a result of people?s leisure activities

ways in which places affect people's lifestyles

Pupils shall be able to:

1. suggest the range of physical factors which may influence lifestyle

   eg climate, relief, communications etc

2. give examples of how the physical environment affects lifestyle

   eg hill farming related to relief, climate and soils, Amazonian tribes related to climate and vegetation

   compare lifestyles and investigate reasons for contrast eg in NW Highlands with Central Lowlands of Scotland

reasons why some places are thought to be attractive and valuable and how attraction and value can be enhanced

Pupils shall be able to:

1. explain their likes and dislikes of the environments/places they are studying

   eg 'Would you like to visit/live in this place? Why?'

2. discuss how people's views about value and enjoyment of different environments vary

3. discuss why certain areas require protection because of their special value

4. give examples of ways in which authorities seek to protect areas that are valued

   eg national parks, country parks

5. give examples of ways in which damaged landscapes can be improved/restored

   eg afforestations, landscaping, spoil heaps etc.

6. show awareness of the value of the local environment

   undertake surveys of the visual amenity of other local area

   be aware of/be involved in projects to improve Ite visual amenity/value or the local area

   identify activities which they feel have improved or damaged parks or the environment near their home or school

the background to a particular local or national development which involves change of land use

Pupils shall be able to:

1. discuss how people's attitudes cause them lo adopt different stances on local/national development issues

2. explain the issues that have influenced/are influencing a particular local national development

   eg technological economic social political factors

3. show awareness of the links which their local area has with other areas and the extent to which its development is dependent on decisions and actions elsewhere

   this might be considered in the European Context

P4 to P6 Locations, linkages and networks

ways in which people and goods are moved about their locality

Pupils shall be able to:

1. show awareness of the variety of forms of transport and of the appropriate match between mode and cargo

2. explain the types of facilities necessary to support different types of transport ports, car ports, railways lines and stations, roads & motorways

principal communication links in Scotland and why they are important

Pupils shall be able to:

1. identify Ihe main communications links within Scotland

   ie roads, motorways, railways and air routes

2. explain the variety of purposes for which these routes are used

reasons why land links rarely follow straight line

Pupils shall be able to:

1. describe a route linking two places known to them and explain why the route does not necessarily follow the shortest route

   eg avoiding steep slopes, detours around settlements, avoiding particular property

2. discuss routeways shown on maps and hypothesis concerning the nature of the route taken

functions of boundaries in defining territories

Pupils shall be able to:

1. give examples of different types of territorial boundaries and recognise these on maps

   eg farm boundaries, town boundaries, regional boundaries, state boundaries

2. show awareness that Scotland is divided into a number of regions defined by boundaries

3. show awareness the the crossing of country boundaries sometimes involves particular procedures

ways in which events in other countries may affect transport and communication

Pupils shall be able to:

1. show awareness that technological changes in other countries may result in changes in transport and communication

   eg the bullet train in Japan

2. show awareness that political unrest and war in other countries can have affects on the transportation of goods and/or general travel

   e.g. Iraq and oil

3. give examples of how economic activities in other countries can affect communication and transport

   eg the development of bulk carrier and their effect on ports, the effect of rapid air freight on market gardening

P4 to P6 Making and using maps

extending the mental map to a wider area

Pupils shall be able to:

1. show evidence of a mental map of a wider area

   produce maps to show a variety of routes in their locality

   produce a simple map of the locality, including a number of significant landmarks

using left and right and reference to landmarks in giving directions

Pupils shall be able to:

1. use left and right and refer to landmarks in giving directions

   follow directions using front, back, left, right, up and down

   context might be provided by the school environment, programmable toys, computer programmes

using grid reference, index, scale, key and relative location to interpret information on maps and the globe

Pupils shall be able to:

1. use 4 figure map references,and simple atlas letter/number co ordinates

2. use north, south, east and west in relation to an identified landmark

   eg west of the school

3. use an atlas contents page and index appropriately

4. use scale to measure a distance on a map and to enlarge/reduce a map

   measure straight line distance as a map using a simple linear scale

   enlarge or reduce maps and drawings using the squaring method or a pantograph

5. extract information from map by interpreting symbols

   interpret a selection of Ordance Survey Symbols

   produce a key for the interpretation of their own maps

   find the height of the ground using layer shading

6. use a globe to locate main features

   locate on a globe:
   the poles
   the equator

   locate main land masses / Continents on a globe

completing/making 2D and 3D maps including simple sketch maps in contexts

Pupils shall be able to:

1. translate 3D shapes into 2D representations

   identify 3D objects from bird's eye view

   translate simple3D models eg Lego models into 2D plans

   produce simple maps to represent stories or particular locations using appropriate symbols

2. make or amend maps to show local land use/ building

3. use produce accurate appropriate field sketches

Stages P7 to S2

P7 TO S2 Aspects of the physical and built environment

maintenance and uses of systematic weather records over time and the evaluation of forecasting

Pupils shall be able to:

1. show awareness of different kinds of weather records available and their uses

   use existing weather records to determine eg the wettest month, the warmest month, the highest wind speed in a given period of time

   relate wind speed to the Beaufort Scale

   predict possible weather patterns from previously recorded information eg observed cloud types

   compare local forecasts with their own findings

   try to test the accuracy of folklore weather sayings

2. use appropriate methods of measuring different weather features

   measure the hottest and coldest temperatures each day using a maximum and minimum thermometer measure wind speed using a cup anemometer or ventimeter over an extended period of time measure air pressure using an aneroid barometer over an extended period to time measure humidity using a wet and dry buld over an extended period of time

3. use various methods of recording weather

   record wind speed and direction using a wind rose

   record weather conditions using computer operated sensors

   record weather information using spread sheets

   interpret the symbols used on a television weather map

some of the causes of climate patterns in Britain and the wide world and the interaction of ways of life with climates

Pupils shall be able to:

1. distinguish between weather and climate

2. explain how the main occupations, land use and settlements of a region is influenced by its climate

3. describe and explain broad differences in the seasonal distribution of temperatures and rainfall over the British Isles

4. describe the main characteristics and location patterns of selected types of climate and explain how these are related to latitude, the distribution of land and sea, major relief features and prevailing winds

actions of running water, wind, waves, ice, earthquakes and volcanoes in landforming, and how such forms may be used

Pupils shall be able to:

1. identify the main features of rivers

   source, channels, tributaries, mouth etc

2. explain the process of running water from river catchment areas to its out flowing into the seas or lakes

3. give evidence (perhaps from fieldwork) of a river's ability to erode, transport and deposit material

4. explain in simple terms how volcanic craters, cones and lava flows are formed

5. show awareness of the global distribution pattern of earthquakes and volcanoes

6. describe and explain the characteristic landforms created by wave action

   cliffs, wave cut platforms, stacks, beaches spits

7. describe and explain the characteristic landforms created by the action of ice

   U shaped valleys, corries, hanging valleys etc

8. give examples of how the natural landforms above may be exploited by man

   eg thermal energy, hillwalking, skiing

>some theories of land formation and the timescales involved

Pupils shall be able to:

1. show awareness that landforms are the product of varying resistance and structure of rocks, earth movements, volcanic activity, the process of erosion and deposition

2. show awareness that landforms are the consequence of processes which are dependent on conditions which no longer apply

the growth of settlements in particular locations and the idea of 'best location'

Pupils shall be able to:

1. show awareness of the factors which influence a settlement's location

   eg defence, lowest bridging point, route centre, gap town etc.

2. show awareness that the factors originally influencing locations can change/disappear

3. show awareness that land use patterns in a settlement can change as the settlement grows

4. show awareness that a settlement may expand or contract as a result of such factors as availability of resources, the development of good communications

P7 to S2 Ways in which places have affected people and people have used and affected places

how extremes of weather, climate and physical events can disastrously affect places and people

Pupils shall be able to:

1. explain and describe the conditions that produce river and/or coastal flooding, earthquakes, volcanoes, hurricanes

   study specific examples of these hazards and considered their consequences

2. exemplify human response/adaptation to extremes of weather climate and physical events

   eg barrages, building techniques in Japan in response to earthquake threat

origins, location and usage of some major natural resources renewable and non renewable

Pupils shall be able to:

1. distinguish between renewable and non-renewable resources

2. explain the formation of resources

   eg coal, gas, oil, iron ore

3. locate the distributions of national resources

4. explain the process of production from the obtaining of a natural resource to its final use

5. demonstrate an awareness of environmental concerns associated with the obtaining of a natural resource

economic and population development associated with particular areas or countries

Pupils shall be able to:

1. describe specified issues relating to economic development both home and abroad

   eg the greening of Egypt, Common Agricultural Policy, co operative forming in Denmark, housing improvements in a Third World city

landscape features as boundaries and barriers

Pupils shall be able to:

1. identify ways in which landscape features may act as boundaries or barriers

   eg the Highlands of Scotland, the Rockies of America, the Mississippi, the Sahara

the background to large scale (continental or global) environmental or development issues

Pupils shall be able to:

1. show knowledge of various threats to the environment

   develop some knowledge of CO2 emissions in relation to global warming

   develop some knowledge of sulphur dioxide, nitrogen oxides and acid rain

   develop some knowledge of CFCS and the Ozone Layer

   population growth and pressure on natural resources

2. explain the need for international co operation of resource and environmental management

how today's landscapes are the product of the interaction people and places over lengthy periods of time

Pupils shall be able to:

1. analyse landscapes in terms of what is natural and what is the result of human interference

   the effect the clearances in the Highlands

   HEP and the flooding of valleys

2. show awareness of the effect of early peoples on the environment

3. show awareness of ways in which attempts to manage the environment can have unintended side effects

   fertilisers and the eutrophication of lochs

   the building of groynes and the reduction of beach sand in other locations

   demand for water and the lowering of the local water table

P7 to S2 Locations, linkages and networks

ways in which the earth's people and places are interdependent

Pupils shall be able to:

1. show awareness of how the UK is dependent on other countries

   for oil and foods while other countries are dependent upon UK for some manufactured goods

2. show awareness of patterns of trade: "developed" countries; "developing" countries; a "developed" and a "developing" country

3. analyse the factors which create interdependence in specific contexts

   eg economic factors, political relationships, historical and cultural links, technological development in transport, distance between places, geographical barriers and links

route centres and interchanges in transport networks

Pupils shall be able to:

1. identify ways in which different modes of transport may be used in a single journey e.g. road/rail, rail/ air, sea/road

2. show awareness of the relative importance of particular locations on different transport networks

   eg Crewe and railways, Europort and shipping, Heathrow and airways

global transport and communications networks

Pupils shall be able to:

1. show awareness of the relative importance of transport links as a global scale

2. show awareness of different types of electronic links between countries

   fax

   satellite

   telephone

   electronic mail

3. show awareness that varying types of transport are required at a global scale

4. explain the advantages and disadvantages of different forms of transport at a global scale and how their relative merits might change according to technological and other developments.

P7 to S2 Making and using maps

extending the mental map to areas met within studies and the media

Pupils shall be able to:

1. locate with some degree of accuracy world locations which are currently newsworthy

2. produce an approximate world map showing the relative location of the major land masses

making maps to give directions

Pupils shall be able to:

1. produce simple sketch maps to represent local journeys with some indication of scale, and direction and using symbols as appropriate

applying conventional map reading skills, e.g. 6 figure NGS scales, compass, contours, latitude/longitude keys in contexts

Pupils shall be able to:

1. use with some accuracy 16 points of the compass

2. give and apply 6 figure ordnance survey grid references

3. interpret map scales both on Ordance Survey maps and atlas maps

4. locate places in an atlas using latitude and longitude

5. interpret the information supplied by contour lines

6. convert contour lines information into cross sections

using thematic and specialist maps, e.g. AA, RAC, historical geological

Pupils shall be able to:

1. interpret a range of map types

   topological maps (e.g. London Underground)

   climate maps

   vegetation maps

   historical maps

   geological maps

2. select the appropriate map for a particular purpose interpret isopleth, choropleth, isobar and flow line maps

making own sketch maps in context

Pupils shall be able to:

1. produce sketch maps from:
   field sketches
   ordnance survey maps
   field work data

2. make or amend maps to show local land use/ building use produce accurate appropriate field sketches