CfE outcomes by level linked to suggested activities

Possible class themes- People who work, Our Working Lives, Our Community, Enterprise (speaking to people who worked at local businesses)

Invite a grandparent and /or local resident in to talk about their working life.

  • The children can study pictures of the place the person worked (if available)
  • The children can draw pictures of the person working and draw pictures of the workplace from the photographs.
  • Opportunities can be given for the children to use imaginative play to act out certain activities which formed part of the person’s job.
  • Older children can do internet research or visit the local heritage centre to find out more about the workplace.
  • Workplace visit– If the workplace is still open the children could visit it. They could interview people there now about their work day and then compare it to what the older person said. What are the differences?

Early

I have explored how people lived in the past and have used imaginative play to show how their lives were different from my own and the people around me. SOC 0-04a

First

I can describe some of the kinds of work that people do and I am finding out about the wider world of work.  HWB 1-20a

I understand that evidence varies in the extent to which it can be trusted and can use this in learning about the past. SOC 1-01a
When using the internet for research children of all ages need to be aware of how trusted an internet source can be.

By exploring places, investigating artefacts and locating them in time, I have developed an awareness of the ways we remember and preserve Scotland’s history. SOC 1-02a
 
I can use evidence to recreate the story of a place or individual of local historical interest.
SOC 1-03a

 
I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting.  SOC 1-04a

 
Having selected a significant individual from the past, I can contribute to a discussion on the influence of their actions, then and since.  SOC 1-06a
 
Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 0-05a / EXA 1-05a / EXA 2-05a
Studying and drawing objects from a reminiscence box
 
When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a
 
As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts. LIT 1-05a
I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a
When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a
Talking and interviewing a local older person e.g. Grandma about their first job etc….
 
I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. LIT 1-15a
Taking notes during a class visit or when interviewing someone about their past experiences

Second
 
I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 2-20a
Interviewing older local people about their working life and then reflecting on the choices they themselves have to make about their jobs and careers. 
I can use primary and secondary sources selectively to research events in the past.
SOC 2-01a
Books, the heritage centre visit or the internet.
 
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. SOC 2-02a
Each person’s working life story would fall into different years and so would add to a range of periods
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
Many older residents have been involved in WW2 or other events which have gone on to affect Scottish society since.
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
I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence. SOC 2-06a
When the person interviewed has been at or involved with an important time or event then this outcome is particularly relevant.
 
I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. TCH 1-04b /TCH 2-04b
Recording the research and presenting the information e.g. in a slideshow

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 0-05a / EXA 1-05a / EXA 2-05a
Studying and drawing objects from a reminiscence box
 
I regularly select subject, purpose, format and resources to create texts of my choice.
LIT 1-01a / LIT 2-01a

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a
Working in pairs or larger groups researching a particular soldier

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a
As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate. LIT 2-05a
I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. LIT 2-07a
When listening and talking with others for different purposes, I can:
• share information, experiences and opinions
• explain processes and ideas
• identify issues raised and summarise main points or findings
• clarify points by asking questions or by asking others to say more.
LIT 2-09a
Interviewing a local person about their memories of their first job or WW1/2 memories

I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a
Writing up the interviews ready for publication on the website

I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. LIT 2-10a
Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a
Using Research Books, online versions of books and selective online sources e.g. the Commonwealth War Graves Commission website

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a
Cross-referencing a soldier’s details across different sources to check the facts about the soldier’s death for example

 
Third
 
I can use my knowledge of a historical period to interpret the evidence and present an informed view. SOC 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.

 
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.

 
I can describe the factors contributing to a major social, political or economic change in the past and can assess the impact on people’s lives. SOC 3-05a
In the case of working lives it can be the need for women to work during wartime, the introduction of the NHS, health and safety legislation and regulations on the working week.
 
I can regularly select subject, purpose, format and resources to create texts of my choice, and am developing my own style. LIT 3-01a / LIT 4-01a
 
When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a
 As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-05a / LIT 4-05a
When listening and talking with others for different purposes, I can:
• communicate information, ideas or opinions
• explain processes, concepts or ideas
• identify issues raised, summarise findings or draw conclusions.
LIT 3-09a
Interviewing a local older person about their first job or their WW1/2 memories
 
I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. LIT 3-06a / LIT 4-06a
Writing up the interviews in preparation for website publication
 
Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a / LIT 4-14a
Reading the Moray Roll of honour , Libindx or the CWGC website researching individual soldiers’ stories/contribution during WW1/2
I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a
Taking and writing up the interview notes or taking notes during a class visit by an older person
 
Fourth
 
I can evaluate conflicting sources of evidence to sustain a line of argument. SOC 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. SOC 4-02a
I can present supported conclusions about the social, political and economic impacts of a technological change in the past. SOC 4-05a
With respect to working lives this could be the introduction of new machinery e.g. automated print setters, computers and the impact of databases on office systems.
 
I can evaluate the changes which have taken place in an industry in Scotland’s past and can debate their impact. SOC 4-05b
As above changes could be due to use of new machinery or increased working efficiencies/environmental impact such as happened in the fishing industry or forestry.
 
I have investigated a meeting of cultures in the past and can analyse the impact on the societies involved. SOC 4-05c
During WW2 many rural communities had an influx of evacuee children from towns and cities. There were also large numbers of Prisoners of War (POW).
 
When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. LIT 4-02a

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