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Forward Plan

Environmental Studies: Social Subjects Burgh Life

Main teaching focus: People in the Past: Levels C/D

Attainment Targets Page Pupil Experience: what pupils should learn Assessment Evaluation
People, events and societies of significance in the past. Level C:
Describe the diversity of lifestyles of people in the past.
The Shore Children will learn about the lifestyles of Merchant Class people during the 16th Century e.g. the role of apprentices, and of female merchants. Children will recall information about how Merchant class people lived during the 16th Century.  
Blacksmith's Page Children will learn about the lifestyle of Craftsmen during the 16th Century. They will consider housing, crafts and apprentices. Children will discuss the lifestyles of craftsmen during the period.  
The Castle Banquet Children will learn about the lifestyles of the rich during the 16th Century e.g. hierarchy. Children will complete multiple- choice questions.  
Level D:
Describe some features of societies, people and events from the past and suggest why they might be considered significant.
The Shore & Blacksmith's Page Children will consider the importance of Merchant people and Craftsmen during the 16th Century and consider the importance of trade with other countries around the world. Children will recall which Scottish goods are traded in return for goods from European countries.  
The Mercat Cross Children will learn about distinctive features of Burgh Life in the 16th Century e.g. the tollbooth, tron, mercat cross, market stalls, middens, peasants, punishments and proclamations. They will consider the importance of these features. Children will complete multiple- choice questions about features of Burgh Life in the 16th Century.  
Holy Rude Kirk Children will learn about Scotland during the Reformation e.g. Catholic and Protestant Churches, John Knox, bibles, literacy and printing. They will consider how religious differences between people were significant in shaping events during the life of Mary Queen of Scots. Children will answer true or false questions about religious people and events during the Reformation. Verbally they will make informed deductions about how religious differences caused different events to happen.  
The nature of historical evidence. Level C:
Describe ways in which people remember and preserve the past and suggest reasons why they should do this.
Blacksmith's Page Children will consider why streets are named to enable us to remember and preserve the past. Children will match craftsmen in the 16th Century to the correct street name during this period.  
Level D:
Suggest a variety of sources of information about the past and what use they might be to someone studying a particular topic.
Blacksmith's Page Children will study street names and will consider what they can tell us about people living during the 16th Century e.g. where different craftsmen might have lived. Children will look at a street map of a Burgh and consider what the street names can tell us about the occupants during the 16th Century.  

Developing ICT Capability: Levels C/D

The use of the Burgh Life site not only facilitates learning through ICT, but learning in ICT. It offers opportunities to extend and enhance effective learning in ICT by extending and enhancing the following strands:

Strand - Developing informed attitudes in ICT. Learners should increasingly -
  • recognise and appreciate the role of ICT in accessing information and knowledge, fostering creativity and facilitating the exchange of ideas
  • appreciate the personal and societal benefits of ICT
  • become aware of the implications of the uses of ICT in different situations, e.g. the school
  • appreciate the need for responsible use of ICT
  • appreciate when it is and is not appropriate to use ICT

Strand Level C Level D Area of Site
Using the technology securely and responsibly Use the computer

Understand wide area networks, e.g. internet
Use 'help' facilities

Connect to the internet and be aware of issues like speed of transfer
All 4 areas of the burgh + the castle
Searching and researching print selectively search across a range of media
use bookmarks to store site addresses
As above
Controlling and modelling control an external device by giving instructions - using mouse and arrow keys be aware that computers can be used to simulate / model real situations

and why they are used for this purpose (recreate an historical context)
All areas if the site facilitate control opportunities, e.g. 'back', 'help', 'personal selection of area to work in and order of tasks.'

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