Scottish Studies Award

Support Network Event18th May 2015

Welcome

Robert Quinn(Head of Service)

Liz McLashan

(Senior EV)

Entries increasing – positive Issue with candidates completing Award -

advice re entering Scottish Context Units Encourage Centres re advantages of flexible

Award

Code/Level

2013/14Entries

2013/14Awards

-2014/5*Entries

2014/5*Awards

G176/42 238

GG5X/43 47 4 71 3

GG64/44 401 68 692 86

GG65/45 258 93 323 50

G171 /46 9

Evidence from Centres needs to demonstrate how candidates have broadened their knowledge of Scotland

Product/Activity often proves to be less important than process of research

Centres should document process – through Assessor Checklist comments or candidates logbook

Centres generally had clear understanding of national standard

Variety of activities being encouraged – often dependent on candidate skills

Evidence of aims, sources and level of support needs to be provided by Centres

Internal verification is important – both to ensure standards are met – and to train staff in standards expected

Use of language directly from the Assessment Standards is helpful

Types of product can vary widely – use of photographic evidence/video footage of performance/logbooks/assessment grids with teacher comment/evidence of reflection through interview – support assessment judgements

Where candidates work through a unit of work – can demonstrate that knowledge is broadened through process rather than just the activity – candidate response can determine level of understanding – and hence assessment judgements

Complete evidence required for verification Indicate level of support given to individual

candidates Centres advised to use Candidate and

Assessor checklists Candidates are required to have learned

about their Scottish Focus Sources and Resources! Guard against lifting from sources –

candidates own wording is essential Possible to gain higher level – evidence of

reflection/additional analysis

Centres which have chosen a March Completion deadline are eligible for verification

Visiting Verification being considered

Centres pick up benefit from direct advice

Contributing units are covered in other courses – ensure that “with a Scottish Context” codes are used

For ALL contributing units/different levels - encourage Depts to teach/assess in a Scottish context

Be creative – in PSE? – an extra in English or History? – in Core RME? – as IDL? – in S6 study time? – with SfL? – with SLT? – with S3 at end of BGE?

Much of work can be done individually and independently – not necessarily in school – tutor support? part of Assertive mentoring?

Support Visits can be requested by Centres – cost involved

Prior Verification service available

e.mcglashan@mgfl.net – give a contact number

Maria Antelmi

Isobel Mair School

Scottish Scottish StudiesStudies

National 2

Learning about Learning about ScotlandScotland

1.1 Select an aspect of Scotland you want to learn about.

•Mind maps•Research a few subjects•Presentations•Guidance

Learning about Learning about ScotlandScotland

Robert BurnsRobert Burns• Research – who was he, when did

he live, what did he do…………….?you tube animation

• Quizzesin classonline

• Visit to Ayr

Robert BurnsRobert Burns• Listened to and watched clips of poems and

songsyou tube

• Chose 3-4 poems and looked at one or two verses more in depth

• Paired up and learned alternate lines of a verse

• Presented to class and talked about meaning of the poem

• How do we celebrate his life and work?

Robert BurnsRobert Burns1.2 Select an activity that will help

you develop this knowledge.

Robert BurnsRobert Burns• Burns Supper

what happensorder of events types of foodpoems and songs

Burns SupperBurns Supper1.3 Identify the main steps that you will follow to complete the activity.•Organise

identify the main stepsassign tasks/actions

• invites• recipes• shopping lists• decorations• music• create a quiz

Burns Supper - Burns Supper - presentationpresentation

Burns Supper - Burns Supper - quizquiz

Burns Supper – Burns Supper – Smart ResponseSmart Response

Burns Supper – Burns Supper – address to the haggisaddress to the haggis

Burns Supper - Burns Supper - recitalsrecitals

Language and Language and LiteratureLiterature

• Understanding language with a Scottish context:

• Reading poems and listening to songs A dug, a dug – Clicker 6Ally BallyThe ProclaimersThe Family NessSuper Gran

Language and Language and LiteratureLiterature

• The Eejits (The Twits)• Listening to the original on You

Tube• Listening and reading the

Scottish version

Language and Language and LiteratureLiterature

• Highlighting new words• Word of the day• Using Scots words in class• Wall displays• Homework

Language and Language and LiteratureLiterature

Language and Literature – Language and Literature – differentiating for CfEdifferentiating for CfE

Language and Literature – Language and Literature – differentiating for CfEdifferentiating for CfE

• a dug, a dug

Language and Literature – Language and Literature – differentiating for CfEdifferentiating for CfE

Arts and CultureArts and Culture• Contributing to a performance

event with a Scottish context:

interest in superheroesenjoyed Super Granwanted to make their own film

Arts and CultureArts and Culture• Wrote the script together• Written around issues that were

important to the pupilsbullying

• Informed through the language in The Eejits

Marjorie Kerr and

Nicole Tonner

Grove Academy

SCOTTISH STUDIESAt Grove Academy, Dundee

MY BACKGROUNDMarjorie Kerr

Principal Teacher of Geography, Grove Academy

Social Studies Development Officer, Education Scotland

Acting DHT, Grove Academy

SCHOOL BACKGROUND• 1,246 pupils• BGE for all pupils in S1 and S2; some

choice in S3• Pupils study for six N4/N5 subjects in

S4; five subjects in S5• Studying for mostly ‘new’ Highers in

2014-15• Large cohort of S6 pupils

INTRODUCING SCOTTISH STUDIES TO S3•S3 - had already tried an IDL period per week but parked after HMIe visit in 2012

•Period still exists in timetable - shared between English and Maths (30 period week)

•Moving to 33 period week in 2016 so more scope for delivery

•IDL Working Group willing to give Scottish Studies a ‘go’

•English Department introducing Scots Language so keen to do Scottish Studies too.

•PT English very much on board

THE REALITY•SLT in favour. Given the go ahead.

•IDL Working group to take timetabled classes

•Sorted out classes

•Ready to start then hit by absence, work overload

•One class going to be trialled this term

•Introduce in August 2015

INTRODUCING SCOTTISH STUDIES TO S6• AH Music students

•IDL Working Group mentored individual students

THE REALITY•S6 really successful•In course choice booklet for next session•NQT presented to Guidance Team and S5 classes to inform them about it•Timetabled option within Skills column on course choice matrix•Speak to whole staff about ‘with a Scottish context’ Units

OTHER SLT ISSUES

•Budget

•Photocopying

•Resources - purchase and storage

•Access to technology

•Staff willingness to participate

KEY TO SUCCESS

•Team work

•SLT member

•PT English

•Enthusiastic NQT - Nicole

Jacqueline Millar

Dalkeith High School

Scottish Studies Award S4 Core RME

Scottish Studies Award S4 Core RME

Jacqueline Millar, Dalkeith High School

The versatility of the awards:(Using a core subject at different levels with a whole year group)

Investigating Religion & Belief with a Scottish Context“The study of a topic involving religion or religious

belief which has contemporary or historical relevance in Scotland.”

We chose EuthanasiaWe chose EuthanasiaOther possible topics include:

The general aim of this Unit is to reflect on a topic involving religion or religious belief

which has a contemporary or historical relevance in Scotland

Learners who complete this Unit will be able to: 1.Develop knowledge and understanding of a

topic involving religion or religious belief 2.Reflect on their faith or values in response to

the topic

The versatility of the awardsWe covered the following to make sure our topic, euthanasia, had a Scottish context:

- Hospices in Scotland: Marie Curie Hospice in Edinburgh, St Columba’s Hospice Edinburgh

- End of Life Assistance (Scotland) Bill, September 2010 - Margo MacDonald- Christian view: Roman Catholic & Church of Scotland- Looking at the laws in Switzerland and thinking about

what restrictions/rules to consider if Scotland did legalise euthanasia

- Use of up to date statistics

Outcome 1: Develop knowledge & understanding of a topic involving religion or

religious belief by:At all levels they have to:- Outline the chosen topic- Outline religious belief relevant to the topic

Nat 3 is the above in basic termsNat 4 is the above in straightforward termsNat 5 is the above in detail with the addition of

other outcomes:

National 5:1.1 Choosing a topic involving religion or religious belief, with minimum support

1.2 Explaining the topic, in detailed terms and referring to relevant abstract ideas

1.3 Identifying and explaining a religious belief or religious viewpoint relevant to the chosen topic, in detailed terms and referring to relevant theoretical or abstract ideas.

1.4 Analysing and explaining relevant source material

Encouraging Reflection

• The Unit Assessment Support materials are very useful: they have outlines for what you can do for each level.

• We used the tables within this to create a reflection booklet for them to update during the course and this meets all requirements for outcome 2.

Pushing Nat 5 candidates

We have used a variety of approaches to ensure that the

National 5 candidates are challenged enough in order to meet the requirements for all

areas in Outcome 1.

Assessments For National 3:

We gave an option of either creating a presentation on the topic or an assessment that was question and answer based

(Pupils given the success criteria 2 weeks before so that they knew what was expected of them)

For National 4We gave them an option of creating a presentation or doing a mind map of all the relevant areas linked to the topic.

(Pupils given the success criteria 2 weeks before so that they knew what was expected of them)

Assessments

For National 5We gave them an essay to write on the topic.

(Pupils were given the success criteria 2 weeks before so thatthey knew what was expected of them)

Assessments

• Our assessments had a focus on Scotland too, the focus being:

“Scotland should legalise Euthanasia”. How far do you agree with this

statement?

Assessments

Doing part of the Scottish Studies Award in Core RME:

Make sure it is a topic pupils will be interested in.

Encourage reflection throughout Push the National 5 candidates Support the National 3 pupils, give

them other tasks when the demand of the topic/task is too difficult.

Make it relevant to Scotland

Nicola Daniel

Broughton High School and

EV

SSA - Meeting the Standard for Level 6Nicola DanielExternal Verifier / CL English Broughton High School, Edinburgh

Scottish Studies Award at Level 6

http://www.sqa.org.uk/sqa/files_ccc/ASScotStudSCQF6.pdf

All learners must complete the mandatory Scottish Studies: Scotland in Focus (SCQF level 6) Unit.

They will also complete three Units from at least two of the following Groups:

Group 1 Language and Literature Group 2 Society and Environment Group 3 Arts and Culture Group 4 Business, Industry and

Employment

There are a number of subject areas within each of these groups. Learners can select only one Unit from any individual subject area within a group.

Whichever Units are chosen, these must be delivered and assessed in a Scottish context (and the unit codes are different for these)

Units can come from:

Languages

Society and Environment

Arts and Culture

Business, Industry, Employment

Scots Language

Religion, Belief and Values

Media Business Management

Gaelic Geography Art and Design

Care

Gaidhlig Applied Science

Dance Engineering Science

English Environ. Science

Drama Economics

HFT Music Travel and Tourism

Law

Modern Studies

History

Geology

Sociology

Philosophy

The Scotland in Focus Unit

Candidate Brief: Candidates will:plan and complete an activity that will help them to learn about an aspect of Scotland than is of interest to them

finding out about eg: a famous Scottish person, place or invention; Scottish music, art, literature or architecture; Scottish communities at home or abroad; people, circumstances or events that have influenced Scottish culture

 analyse what they have found out while they were completing the activity communicate this effectively and in detail.  evaluate the process they have followed and the effectiveness of their chosen method of communication.

Planning/ Completing the Activity

Candidates must decide: which two aspects of Scotland they

want to learn about - these will be their aims throughout the Unit

what they will do to in order to learn about these aspect of Scotland

How they will communicate what they have learned

On at least 3 sources of information they will use

the resources they will need, to complete the activity.

Candidates will then: complete the activity, focusing on the

specific aspects of Scotland chosen. identify in detail what they have

learned about these aspects of Scotland communicate this effectively and in

detail Evaluate the processes they followed

and the effectiveness of their method of communication.

Identifying and Communicating Your Findings

Candidates could have:   produced a report, booklet or on-line web-

page which contains all the information about what they have learned

delivered an electronic presentation with slides and speaker’s notes to show clearly what they have learned

put on a performance and kept a workbook or log of what they learned as they planned and developed the performance

created art or craft work and kept notes about what they have learned as they planned and created it

can use the Candidate Evidence Checklist to check that they have all the evidence needed

Teachers will confirm any part of the activity he or she has observed, if necessary and that all the evidence has been the candidate’s own work.

Outcomes and Assessment Standards

Outcome 1Learners will: plan and complete an activity that has a Scottish focus by

 1.1 identifying aims in relation to broadening, and adding depth to, their knowledge of Scotland

1.2 identifying an activity that will help them to achieve these aims

1.3 identifying detailed sources of information and the resources required to complete the activity

1.4 researching and selecting detailed information which is of relevance to their aims, using the sources they have identified

1.5 using this information and the resources to complete the activity in a way that helps them to achieve their aims

1.6 working independently throughout

Progression from Level 5

Not only broadening knowledge but adding more depth:• Widening their learning• Learning about the new topic in

detail

Detailed sources requiredSelecting detailed information

New for level 6: candidates are expected to work independently throughout

Outcomes and Assessment Standards

Outcome 2  Learners will:  

Reflect on what they have learned about their Scottish focus during the activity by

2.1 analysing in depth what they have learned about their Scottish focus

2.2 communicating what they have learned effectively and in detail

2.3 evaluating the process they have followed and the effectiveness of their chosen method of communication

Progression from Level 5

The depth of content you would expect from a candidate at Higher level

Depth of analysis you would expect from a candidate who is sitting Higher.

New elements:Evaluate the process they undertook for researching and communicating.

Evaluate how effective their chosen method of communication has been.

Depth of Analysis: a short extract

During the process of writing a play about the Scottish Witch hunts of 1590, I feel I have gained valuable insight into an important period of Scottish history not often discussed. It is a period of history we have perhaps suppressed from memory due to the horrific acts of violence involved - acts carried out due to ignorance, fear, and religious prejudice. From my research, I learned that the witch hunts came about due to a number of religious and political tensions at the time. After the reformation in 1560, the Church of Scotland was keen to establish its authority and purity as a Protestant institution and worked to inspire an almost puritanical devotion to the Church amongst the populace. This led to an atmosphere of suspicion and mistrust within Scotland, as people were convinced dark forces were working against them to undermine their faith.Amidst all this, King James VI, ruler of Scotland at the time, had his own fixation concerning supernatural forces. After his ship was almost destroyed on a voyage back from Denmark, he began to suspect witchcraft had been used against him. This paranoia eventually led him to sanction a massive witch hunt across East Lothian, encompassing many towns and villages such as Tranent and Prestonpans…

Evaluation

Evaluation can be done orally (as part of a learning conversation) or in writing

Candidates could evaluate:• How effectively their sources helped

them how they have deepened and broadened their knowledge of Scotland• the importance of this new knowledge

– its impact on Scotland, its relevance past, present or future, the impact it has had on the candidate• how effective their method of

research had been • complete their aims• their chosen method of

communication/ the activity chosen• how well they completed their activity• the process/standard of their

communication• how independently they worked

Progression across levelsLevel 3 Level 4 Level 5 Level 6

Aim One – Agreed with teacher

One – Chosen from selection

Two – Identified independently

Two – Identified independently

Sources Two – Agreed with teacher

Two – Chosen from selection

Three - Identified independently

Three – Identified independently

Support Structured support

Supported with advice

Minimal support Independent throughout

Communicating Findings

Identify what you have learned

Identify in some detail what you have learned

Analyse what you have learned

Analyse in depth

Evaluation

Evaluate the process and effectiveness of your communication

Communication Level

Basic level of communication

Clear communication

Effective communication

Effective communicationDetailed communication

Scottish Studies AwardWebpage link:

http://www.sqa.org.uk/sqa/64329.html