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351G Layout, 1, 2, 3, 4, 5, 6, demonstrate your knowledge and…

- - - - What is Social Studies?
        Policy - CfE
        Priniciples + practice - purpose
        Social justice, diversity
        Intercurricular opportunities
        L4S (briefly touch on local context)
        Citizenship, 4 capacities
        
        insightful understanding of the principal theories and concepts involved in designing learning
        
        reading relating to the primary social studies curriculum including policy, theory, and research
        
        links to relevant pedagogies and educational learning theories
        
        3 Core areas (use specific es&os and benchmarks)
        
        People, past events and societies (historical)
        
        People, place and environment (environmental, geographical)
        
        People in society, economy and business (modern studies, sociology, business and enterprise)
      - W2: Planning
        
        Considerations in planning.
        Es&Os - Bloom's taxonomy (skills progression framework)
        Resources
        Pedagogy: Kolb, Bronfenbrenner
        AiFL: Biesta - purpose
        
        Policy considerations.
        3 areas - linked or distinct?
        Principles of curricular design.
        4 contexts.
        Extra considerations ie. covid.
        
        how social subjects’ benchmarks and/or Es and Os, from all three sections, can be used to plan coherent, progressive learning
        
        AIFL
        
        7
        
        insightful understanding of the principal theories and concepts involved in designing learning
        
        reading relating to the primary social studies curriculum including policy, theory, and research
        
        links to relevant pedagogies and educational learning theories
        
        W4: Pedagogy
        
        Example approaches:
        
        objects
        
        story
        
        gamification
        
        questioning (enquiry, bloom)
        
        kolb, experiential
        
        outdoor
        
        W3: Outdoor learning
        
        Policy and purpose
        Theory
        Planning for outdoor learning
        Risk assessing
        
        the principal theories and concepts involved in designing learning
        
        reading relating to the primary social studies curriculum including policy, theory, and research
        
        links to relevant pedagogies and educational learning theories
        
        You should show how the local area/community could be used safely to promote learning in social studies, and you might refer to examples of buildings, geographical features, partnerships, trips and planning considerations from your own local area of that of your placement school
        
        approaches according to pp
        
        • active learning which provides opportunities to observe, explore, experiment and play
        
        • use of relevant contexts and experiences familiar to children and young people
        
        • appropriate and effective use of technology
        
        • building on the principles of Assessment is for Learning
        
        • both collaborative and independent learning
        
        • discussion and informed debate
        
        • interdisciplinary learning experiences
        
        • learning outdoors, field trips, visits and input by external contributors
        
        emphasis on skill development
        
        extensive research in their local area, which plans the use of relevant buildings, geographical features, and resources from external agencies/partnerships
        
        varied learning activities which demonstrate originality and creativity to promote engagement
        
        links to relevant pedagogies and educational learning theories
        
        W5: Diversity
        
        Example plans and risk assessments
        linking planning, outdoor learning
        
        W6: Conclusion
        
        Tying it together
        Partnerships (link to diversity,
        local aspect, 3 core areas)
        Equity
        Challenges
        
        1 more item...
        
        References
        
        how social subjects’ benchmarks and/or Es and Os, from all three sections, can be used to plan coherent, progressive learning
        
        extensive research in their local area, which plans the use of relevant buildings, geographical features, and resources from external agencies/partnerships to plan for original and creative learning
        
        research and professional insight into potential trip planning considerations (including risk factors and how to overcome these)
        
        varied learning activities which demonstrate originality and creativity to promote engagement
        
        links to relevant pedagogies and educational learning theories
        
        Demonstrate a broad knowledge and understanding of the 3 core themes of social studies: people, place and environment; people, past events and society and people in society, economy, and business
        
        Demonstrate a critical understanding of how to plan progression of learning in this curricular area
        
        1 more item...
        
        Policy, role of the teacher
        Citizenship and values
        HWB and self-worth (IDL)
        Heritage
        
        Pedagogy - approaches
        Questioning the single story
        
        links to relevant pedagogies and educational learning theories
        
        how social subjects’ benchmarks and/or Es and Os, from all three sections, can be used to plan coherent, progressive learning
        
        how social subjects’ benchmarks and/or Es and Os, from all three sections, can be used to plan coherent, progressive learning
        
        the principal theories and concepts involved in designing learning within the 3 core themes of social studies