Social Subjects

Understanding People and Place

KEY FEATURES

This outcome will be attained through the study of places with emphasis on:

By the end of S2 a pupil's curriculum should have provided opportunities for the study of:

People and Place Stages P1 to P3 - [Return]

Pupils will observe and investigate places in the local area and community and other places which they may experience, for example through visits or visitors or media.

Features for focus should be:

Aspects Of The Physical And Built Environment
Ways in which Places have affected People and People have used and affected Places
Locations, Linkages And Networks
Making And Using Maps

People and Place Stages P4 to P6 - [Return]

Locally based studies should continue. In addition, more distant places of comparable scale (case studies) should be examined.

Case studies should include:

Within these studies, features for focus will be:

Aspects Of The Physical And Built Environment
Ways In Which Places Have Affected People And People Have Used And Affected Places
Locations, Linkages and Networks
Making And Using Maps

People and Place Stages P7 To S2 - [Return]

The local environment will continue to serve as a standard for comparison and for study in its own right but the emphasis should now shift to wider dimensions.

Programmes should include at least ONE study for each of Scotland, Britain, Europe, a less well developed area outside Europe, a more developed area outside Europe.

The focus in these studies should be on:

Aspects Of The Physical And Built Environment
Ways in which Places have affected People and People have used and affected Places
Locations, Linkages And Networks
Making And Using Maps

Understanding People In The Past

KEY FEATURES

This outcome will be attained through developing knowledge of, and interest in, people in the past, by studying

In studying People in the Past, attention should be given to:

Pupils should experience a broad range of historical study.

Therefore, by the end of S2 the curriculum should have included studies of the past selected from five main historical eras:

People in the Past Stages P1 to P3 -[Return]

In these first years, the emphasis should be on developing in pupils a sense of the past, mainly through using their own experience and their immediate environment and its past, and through stories about the past.

Studies should involve:

Studying People, Events and Societies of Significance in the Past
Developing an Understanding of Change and Continuity, Cause and Effect
Developing an Understanding of Time and Historical Sequence
Developing An Understanding Of The Nature Of Historical Evidence
Considering The Meaning Of Heritage

People in the Past Stages P4 to P6 - [Return]

The pupils' own experience and their immediate environment and its past will continue to be important and should feature in studies where appropriate.

Pupils' understanding of People in the Past should be extended through a number of studies, which should:

Selection of content to fulfil the above criteria will involve a degree of collaborative planning between primary and secondary schools. Topics need not necessarily be studied in chronological order, but each should be set in a wider chronological context.

These studies should involve:

Studying People, Events and Societies of Significance in the Past
Developing an Understanding of Change and Continuity, Cause and Effect
Developing an Understanding of Time and Historical Sequence
Developing an Understanding of the Nature of Historical Evidence
Considering The Meaning Of Heritage

People in the Past - Stages P7 to S2 -[Return]

The pupils' own experience and their immediate environment and its past will continue to be important and should feature in studies where appropriate.

Pupils' understanding of People in the Past should be extended through a number of studies, which should:

Selection of content to fulfil the above criteria will involve a degree of collaborative planning between primary and secondary schools. Topics need not necessarily be studied in chronological order, but each should be set in a wider chronological context.

These studies should involve:

Studying People, Events and Societies of Significance in the Past
Developing an Understanding of Change and Continuity, Cause and Effect
Developing An Understanding Of Time And Historical Sequence
Developing an Understanding of the Nature of Historical Evidence
Considering The Meaning Of Heritage

Understanding People In Society

KEY FEATURES

This outcome will be attained through the study of:

Therefore, by the end of S2 a pupil's curriculum should have included studies of:

CONTEXTS AND CONTENT FOR DEVELOPING UNDERSTANDING

People in Society Stages P1 to P3 -[Return]

Studies will focus on the pupils' immediate social environment:

Features for focus should be:

Social Groupings, Social Needs And How They Are Met
Social Rules, Rights And Responsibilities
Conflict And Participation In Decision-making In Society
Economic Organisation And Structures

People in Society Stages P4 to P6 -[Return]

Pupils' immediate social environment will continue to be important, but studies will now extend to include the local community and communities elsewhere, including those beyond Britain.

They should now focus on:

Social Groupings, Social Needs and how they are met
Social Rules, Rights and Responsibilities
Conflict And Participation In Decision-making In Society
Economic Organisation and Structures

People in Society Stages P7 to S2 -[Return]

Studies should be extended to allow comparisons between societies and ways of organising them in different places and times.

They should focus on:

Social Groupings, Social Needs and how they are met
Social Rules, Rights and Responsibilities
Conflict and Participation in Decision-making in Society
Economic Organisation and Structures
Shetland Education Authority 16 April, 1995