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Skills development in the study of history

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Presentation on theme: "Skills development in the study of history"— Presentation transcript:

1 Skills development in the study of history
1. Introductory advice and guidance Advice and guidance for practitioners for History National Qualifications The approaches contained within these materials are for exemplification purposes only. Practitioners should adapt them to suit the needs of their learners. Practitioners should refer to SQA documentation at all times. Practitioners are encouraged to share good practice by contacting Education Scotland through customer services.

2 Contents Presentation 1: Introductory advice and guidance Presentation 2: Active skills development – World War I exemplar Presentation 3: Active skills development – The Atlantic slave trade exemplar Presentation 4: Active skills development – Civil rights exemplar

3 Focus on skills development
This support is designed to provide advice and guidance for practitioners by demonstrating potential approaches to learning and teaching. It is intended to offer support to individuals and departments planning for the learning and teaching of any units and contexts. It is designed to support practitioners working with learners from National 3 to Higher level.

4 Focus on skills development
The examples provided are adaptable and will help to stimulate further development of approaches to learning and teaching relevant to the context of the practitioner. None of the presentations included in this support are designed to be used with learners in their current form. The presentations provide advice, guidance and exemplars for practitioners to reflect on their own planning for learning and teaching. In order to support practitioners delivering across the levels of National Qualification presentation, the exemplification provided varies in depth and challenge.

5 Focus on skills development
The development and application of skills, as outlined by both Bloom and McGinlay, are crucial for the ‘transformational changes needed to improve the life chances of young people in Scotland’. They develop towards higher-order thinking skills, such as creating, evaluating and analysing. These are essential skills for learning, skills for life and skills for work. These are illustrated at the end of this PowerPoint. More information can be found in Building the Curriculum 4: Skills for learning, life and work:

6 Focus on skills development
Practitioners should refer to SQA documentation for the specific skills to be developed and assessed for the three exemplar topics. Examples are provided from the contexts of World War I, the slave trade and civil rights. However, the approaches are transferable across the study of any topic as the focus is on the pathways to develop skills, rather than content for knowledge and understanding.

7 Focus on skills development
Practitioners should be encouraged to develop a holistic approach. Learning can focus on one aspect of one unit or can deal with a theme or issue across two or three units. The skills developed in these activities should enable learners to be at the centre of the learning experience. These materials support effective learning and teaching in National Qualifications but it is built on skills and knowledge developed from the broad general education. If practitioners choose to adapt and use any of the example material provided, they should ensure it is both contextualised for their own setting and prepared as appropriate for the level of study.

8 Focus on skills development
As the approaches are transferable across the study of any historical unit due to the focus on the pathways to develop skills, this could be an opportunity for practitioners to share their skills with other practitioners. Practitioners may wish to consider leading CPD sessions for colleagues. Practitioners could also use this opportunity to share and develop skills in interdisciplinary and intersector contexts, eg through Glow Meets etc.

9 Focus on skills development
All new and revised SQA National Qualifications are designed to reflect Curriculum for Excellence values, purposes and principles. They offer flexibility and provide more time for learning, more focus on skills and applying learning, and scope for personalisation and choice. In the history suite of courses there is an emphasis on skills development and the application of those skills. These courses provide learners with opportunities to continue to develop the attributes and capabilities of the four capacities as well as skills for learning, skills for life and skills for work.

10 Focus on skills development
Learners should build on the knowledge, understanding and skills developed through the broad general education. All courses provide opportunities for practitioners to develop breadth, challenge and application. Learners will develop a wide range of important and transferable skills. The level of skills development progresses through the levels of qualification, providing smooth transition. Practitioners should make reference to the appropriate course and unit specifications when planning learning and teaching, and be clear that exams will build on the principles and practice document, and experiences and outcomes.

11 Focus on skills development
Key aims are to enable learners to: develop their understanding of the history, heritage and culture of Scotland, and an appreciation of their local and national heritage within the world broaden their understanding of the world by learning about human activities and achievements in the past and present develop their understanding of their own values, beliefs and cultures, and those of others develop an understanding of the principles of democracy and citizenship through experience of critical and independent thinking explore and evaluate different types of sources and evidence learn how to locate, explore and link periods, people and events in time and place learn how to locate, explore and link features and places locally and further afield engage in activities which encourage enterprising attitudes develop an understanding of concepts that encourage enterprise and influence business establish firm foundations for lifelong learning and for further specialised study and careers. Drawn from Social Studies: Principles and Practice

12 Focus on skills development reflective questions
In order to plan for skills development, it may be beneficial for practitioners to consider their current practice and reflect on the following: Considering your current approaches to learning and teaching in National Qualification courses, basing your answers on the evidence you have: How effectively involved are the learners in their learning? In what ways are the skills of learners effectively developed? How could this be improved? What aspects could be improved through increased use of active learning? How will you measure the impact on learners?

13 Focus on skills development reflective questions
It is also important for practitioners to consider skills from Building the Curriculum 4: Consider your current approaches to learning and teaching in National Qualification courses. Base your answers on the evidence you have: How do you currently develop literacy skills in classrooms or other settings? What new opportunities might you provide? Young people need to be able to use a range of texts (spoken, heard, written, visual, mixed media). Where might these texts be used and how might they develop learners’ skills in literacy? How are numeracy skills used in your area of the curriculum or cross-curricular context? What new or better experiences might you provide to develop these skills in classrooms and other settings? What range of learning activities could you use more effectively to help develop young peoples’ higher-order thinking skills? What kinds of questioning by both practitioners and learners might help to develop thinking skills?

14 Focus on skills development
In order to plan for skills development, practitioners may find it helpful to refer to Bloom’s taxonomy and the related work of Morag McGinlay. McGinlay’s skills path draws on Bloom’s taxonomy and demonstrates how learners can progress through their learning and develop higher-order thinking skills. The following two slides outline the revised version of Bloom’s taxonomy and McGinlay’s skills path.

15 Focus on skills development: revised Bloom’s taxonomy
Remembering: demonstrating the ability to remember previous learning by recalling facts, terms, concepts, ideas and answers. Can I recall my knowledge/learning? Understanding: demonstrating understanding of facts and ideas by organising, comparing, classifying, translating, interpreting, describing, discussing and stating ideas. Can I explain my knowledge/learning? Applying: using and demonstrating knowledge, understanding and information in a new way. Solving problems to new situations; implementing procedures in unfamiliar situations; constructing answers. Can I use my knowledge/learning in a new way or an unfamiliar situation? Analysing: differentiating and distinguishing information into appropriate parts, working out how the parts relate to each other and to the overall setting by comparing, contrasting, matching, classifying, grouping. Can I distinguish aspects of my knowledge/learning? Evaluating: making judgements, considering opinions, defending decisions by assessing, comparing, judging, deciding and/or proposing alternative solutions. Can I justify my decision? Creating: designing, constructing, formulating and/or adapting opinions, theories and/or products. Can I construct/create a viewpoint/theory?

16 Focus on skills development: McGinlay’s skills path

17 Focus on skills development
The examples provided in this support aim to demonstrate potential approaches to developing higher-order skills through active and collaborative learning in the study of different historical periods. The activities in this exemplification can be used across all units. When using any of the other three presentations within this support, practitioners should make reference to this introductory PowerPoint.

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