BBC HomeExplore the BBC

17 April 2014
Accessibility help
Text only

BBC Homepage
BBC Scotland
Scotland Education
SYSM
»  

Contact Us

Like this page?
Send it to a friend!

 

Teaching and Learning Approaches

1. Making learning clear using AifL strategies
  • Revisit prior learning showing how it links to new learning and how it is meaningful and relevant
  • Share and revisit learning intentions/objectives with learners and discuss/generate success criteria(both orally and visually)
  • Interact regularly offering support and encouragement
  • Ask pupils to explain what they did to achieve success
  • Where pupils are having difficulty, discuss why and ask them to think of anything that might have lessened the difficulty
2. Development of ICT Skills (5 14 attainment targets Levels B and C)
  • Create and edit a piece of text/document using text-handling features (levels B/C)
  • Create a document with text and graphics (levels B/C)
  • Browse records and produce a simple report (level B)
  • Understand and interrogate a database (level C)
  • Access websites with pre-set bookmarks (level B)
  • Use a web browser independently and print selectively (level C))


2b. Developing Informed Attitudes
  • Recognise and appreciate the role of ICT in accessing information and knowledge, fostering creativity and facilitating the exchange of ideas (all levels)
3. Development of Language Skills A range of language skills can be developed through the use of the website, the related evidence section and possible follow-up activities: Listening and reading to obtain information and reflect upon ideas and opinions Talking and writing to convey information and present , clarify and reflect on ideas and opinions.
4. Active learning Approach to activities Learners should be encouraged to become independent and take responsibility for their own learning. Where possible related activities should be real and meaningful and encourage active and practical learning.
Specific links to Skara Brae Webpages

Game Related Evidence Section 5 -14 Attainment Target Curriculum for Excellence Examples of active learning
What's it for?Organise the house before the sun sets. What were the houses like?
(photo - bird's eye view of the house)
The beds
The dresser
The central heath
The door
The cells

What were the houses like? (video clips)
Inside house and reconstruction Inside house - guests
Inside house - roof and building materials
People in the Past
Describe some features of life in the past for a chosen topic/period. (level B) Make a comparison between present and past lifestyles. (level C) Give some reasons for differences and for aspects of continuity. (level C)
Purposes
Successful learner able to use literacy skills and technology for learning. Responsible citizen able to understand different beliefs and cultures and make informed choices and decisions. Effective contributor able to solve problems.
Learners use their discoveries about lifestyles to create a representation of the houses at Skara Brae. This could form the basis for an interactive display or an exciting presentation to a wider audience. Learners can use technology to photograph or film their model as part of the presentation.
Beads Make a necklace before nightfall. Beads and jewellery (photo) People in the Past
Make a comparison between present and past lifestyles. (level C)

Art & Design -
creating and designing
Show an ability to plan ahead, select, organise and control; materials in order to solve a specified problem or task. (level C)
Purposes
Successful learner able to think creatively and independently. Effective contributor able to create and develop.
Learners use their computer aided design to create an actual representation. Learners can explore materials and their colours and textures to create an attractive necklace. This could be developed into an enterprise experience,
Decorative Pots Design the pot before the other pots are made. Pots containing ochre (photo)
Inside the house - guests ( video clip)
People in the Past
Make a comparison between present and past lifestyles. (level C)

Art & Design -
creating and designing
Show an ability to plan ahead, select, organise and control; materials in order to solve a specified problem or task. (level C)
Purposes
Successful learner able to think creatively and independently. Effective contributor able to create and develop.
Learners use their computer aided design to create an actual representation using clay. Learners can explore patterns and colours to enhance their design. There is also the opportunity to explore different types of patterns including symmetrical patterns.
Gathering Game Gather enough food and fuel before the storm hits the island. Food (photo)
What they ate
(video clip)
What did they use as fuel? (video clip)
People in the Past
Describe some features of life in the past for a chosen topic/period. (level B)
Make a comparison between present and past lifestyles. (level C)
Give some reasons for differences and for aspects of continuity. (level C)

Physical Health
Show knowledge and understanding of what they need to do to keep healthy. (level C)
Purposes
Successful learner able to make reasoned evaluations. Responsible citizen able to understand different beliefs and cultures and make informed choices and decisions. Effective contributor able to apply critical thinking in new contexts.
Design and create a menu with the types of food that would have been eaten at the time, including some information about the nutritional value of the different types of food.
Standing Stones Decide how to build a stone circle before the fire goes out.. Stone Circles (photo)
Standing Stones (video clip)
Religious and Moral Education Personal Search - Ultimate Questions
Recognise that religion is essentially about ultimate questions. (level C) Recognise there are different points of view. (level C)
Be able to discuss these questions with the teacher or with others and share their feelings and ideas (level B)

Technology

Give examples of ways in which tools and equipment can be used to create solutions to practical problems.(level C)
Purposes
Successful learner able to think creatively and independently. Responsible citizen able to understand different beliefs and cultures and make informed choices and decisions. Effective contributor able to apply critical thinking in new contexts and solve problems.
Learners can experiment with levers and pulleys to design an experiment which demonstrates how the people of Skara Brae might have erected the Standing Stones.
Specific links to Skara Brae Evidence

Evidence Section 5 -14 Attainment Target Curriculum for Excellence Examples of active learning
Map location within Scotland (photo)

What/where is Skara Brae?
(video clip)

Map location Bay of Skaill now and then. (photo)
People and Place
Extend the mental map further by identifying on a map or globe other main local, Scottish or British features/locations appropriate to the particular topic/study. (level C)
Purposes
Responsible citizen able to develop knowledge and understanding of the World and Scotland’s place in it.
Learners can create comparative maps of the land around Skara Brae detailing the changes that have taken place over time. Learners can create different types of maps (2D and 3D) detailing different features of the landscape.
Image of Skara Brae as it might have looked. (photo)

Stone Passages (photo)
People in the Past
Describe some features of life in the past for a chosen topic/period. (level B)
Make a comparison between present and past lifestyles. (level C)
Give some reasons for differences and for aspects of continuity. (level C)
Purposes
Successful learner able to use literacy skills and technology for learning. Responsible citizen able to understand different beliefs and cultures.
Learners use their discoveries about lifestyles to create a representation of Skara Brae. This could form the basis for an interactive display or an exciting presentation to a wider audience. Learners can use technology to photograph or film their model as part of the presentation.
What they wore (photo of animal skin)

Tools (photo)

Where they worked
(video clip)
People in the Past
Describe some features of life in the past for a chosen topic/period. (level B) Make a comparison between present and past lifestyles. (level C) Give some reasons for differences and for aspects of continuity. (level C)
Purposes
Successful learner able to use literacy skills and technology for learning. Responsible citizen able to understand different beliefs and cultures.
Learners can create clothes in a similar style to those worn by the people of Skara Brae to be used during a dramatisation of life in Skara Brae. The beads/jewellery and pots created can also be used for this purpose. This dramatisation can be presented to a wider audience and recorded either as series of photographs or as a film.
Medicine (photo of puffballs) Health
Show knowledge and understanding of what individuals need to do to be healthy (level B)
Identify a range of ways of keeping safe. (level B)
Purposes
Confident individual able to pursue a healthy and active lifestyle.
Learners can design a game for younger children to help them understand hoe to keep healthy and stay safe.
Special Stone Objects (photo of carved stone balls)

Religious Beliefs and Tombs
( photo of Meashowe inside and outside)
(video clip – Meashowe rituals) (video clip – Sanding Stones belief)
Personal Search – Ultimate Questions
Recognise that religion is essentially about ultimate questions. (level C)
Recognise there are different points of view. (level C)
Be able to discuss these questions with the teacher or with others and share their feelings and ideas (level B)
Purposes
Successful learner able to use literacy skills and technology for learning. Responsible citizen able to understand different beliefs and cultures and make informed choices and decisions.
Learners can take responsibility for the setting up of debates to explore the evidence, taking on different roles and presenting arguments for and against the possible meanings behind the special stone objects for the people of Skara Brae. As well as considering the evidence, learners will have opportunities to work collaboratively and develop the skills of building on contributions to clarify their own thinking.
In the Beginning (photo of initial excavation, Prof. Childe)

What is an archaeologist and what they do?
(video clip)

How Skara Brae was found (video clip )

Timeline of when Skara Brae was built
(video clip )

The Coming of Metal
(video clip)

Abandoned Village
(photo)

Theory about the People (video clip)
People in the Past
Describe some features of life in the past for a chosen topic/period. (level B)
Describe ways in which people remember and preserve the past. ( level C)
Suggest some simple types of evidence that would tell them about a given person/event/ development from the past. (level B)
Put a series of events with their dates in chronological order.(level C)
Purposes
Successful learner able to use literacy skills and technology for learning and to make reasoned evaluations. Effective contributors able to apply critical thinking in new contexts.
Learners develop the concept of chronology by using the evidence and recording this as a series of news bulletins set at the time As well as developing a range of language skills from listening and talking, reading and writing, learners can also develop their skills in the use of various technologies. To enhance this form of presenting evidence, learners can apply their skills learnt in expressive arts to create for example, backdrops for the studio where the news bulletins are recorded, jingles for the beginning and end of the bulletins and dramatisations of the people’s lifestyle and experiences.



About the BBC | Help | Terms of Use | Privacy & Cookies Policy