Senior
Phase

(1)The sources from which a knowledge of the South African society is constructed are identified.

Source

• Oral tradition, especially to redress its past neglect in schools (e.g. accounts passed from generation to generation; praise songs, poetry, songs; accounts of myths, legends and natural events; interviews recorded; dance forms)
• Contemporary oral sources (e.g. interviews of old people; interviews of people who lived during important events; oral testimony in courts and the Truth and Reconciliation Commission)
• Archaeological sources (e.g. fossils; skeletal remains; rock paintings and engravings)
• Sources of material culture (e.g. pottery remains; beadwork; iron tools)
• Documentary sources (e.g. letters and diaries; government records; newspapers)
• Cartographic sources (e.g. maps; aerial photographs; land use surveys; meteorological charts)
• Statistical sources (e.g. population census; financial records; opinion surveys).

 One focus at this level should be on evaluating a wide range of sources and evidence; integrating them to arrive at reasoned judgements; and using them to construct knowledge. Oral sources should be given as much weight as any other sources. The socially constructed nature of knowledge should be discussed.

Key features, to include:

• socio-economic relations
• forms of state and power relations
• forms of social organisation (e.g. hunter-gatherer, herder, farming, colonial (including slavery), industrial)
• ideologies and belief systems
• levels of inequality (e.g. social / class,individual circumstances)
• Period:
• Pre-colonial (from earliest hominids), colonial, post colonial, Apartheid, post-Apartheid.

Processes of change, to include:

• dispossession
• repression
• resistance and struggle
• liberation.

The four processes above should provide a framework for dealing with all other processes, including

• migration
• settlement
• co-operation and trade
• colonialism
• conflict over resources
• exploitation of resources (including human resources), especially in relation to minerals and farming
• imperialism
• nationalism (including African and Afrikaner)
• different relations of production (e.g. unfree labour, wage labour, etc.)
• formation of states and change in forms of states.

Key activities in this phase should focus on integrating knowledge and understanding so the learner develops a comprehensive view of major processes such as: colonialism, imperialism, decolonisation and liberation.

Periods:

• to include pre-colonial, colonial, post-colonial, Apartheid, post-Apartheid.

Aspects, to include:

• trade and markets
• technology (e.g. spread of new technologies such as iron-making)
• slavery, colonialism, imperialism, decolonisation, neo-colonialism
• ideologies, philosophies and religions
• diplomatic and international agreements and organisations (e.g. UNO, SADC, OAU)
• relations between less developed and more developed nations
• globalisation (e.g. North-South relations, information revolution, entertainment).

 Key activities in this phase should focus on integrating knowledge and understanding so the learner develops a comprehensive view of major interrelationships between South Africa, Africa and the rest of the world.

Periods:

• to include pre-colonial, colonial, post-colonial, Apartheid, post-Apartheid.

Aspects, to include:

• trade and markets
• technology (e.g. spread of new technologies such as iron-making)
• slavery, colonialism, imperialism, decolonisation, neo-colonialism
• ideologies, philosophies and religions
• diplomatic and international agreements and organisations (e.g. UNO, SADC, OAU)
• relations between less developed and more developed nations
• globalisation (e.g. North-South relations, information revolution, entertainment).

 By the end of this phase the learner should be familiar with major kind of relationships between South Africa, Africa and the rest of the world. They must also be aware of the work of major international organisations, such as the UNO.

Periods:

• to include pre-colonial, colonial, post-colonial, Apartheid, post-Apartheid.

Aspects, to include:

• trade and markets
• technology (e.g. spread of new technologies such as iron-making)
• slavery, colonialism, imperialism, decolonisation.

 By the end of this phase the learner should be able to identify major kind of relationships between South Africa, Africa and the rest of the world. They must also be able to identify major international organisations, such as the UNO.

• acquiring knowledge of the essential features of Apartheid
• considering its impact on crucial aspects of South African society.

• local, national, regional(Southern Africa), international
• the past, present and future.
• Impact on areas of social life, including at least four of the following:
• political system
• sport and recreation
• education
• health
• the economy
• issues around land ownership and control
• homeland system
• housing
• the environment
• spiritual and cultural life
• family life and children
• women
• workers
• resistance by individuals, communities and organisations (locally, nationally and internationally).

By the end of this phase the learner should be able to show how the impact of Apartheid on development reveals the nature of the system as a whole.

• education
• housing
• health
• infrastructure, including electricity, water and transport
• employment and careers
• the legal system
• strategies for redress and development (e.g. RDP)
• trade, aid and investment in

Southern Africa

Problems and possibilities in relation to development, in two of the above areas at local, regional and national level

Learners should make informed and reasoned judgements about the factors promoting and obstructing redress and development.

Main focuses, to include

• Issues of unity, diversity and nation building
• Policies, practices and attitudes which build identity, community and society, e.g. tolerance, equity, legislation, reconstruction, rehabilitation, positive perceptions of identity, valuing diversity, anti-bias action and conflict resolution
• Policies, practices and attitudes which create division and conflict within and between communities, e.g. legislation (historically), discrimination and prejudice, exploitation, conflicts over resources, negative perceptions of identity
• Commonalities (e.g. same economic system, common past) and diversities (e.g. of culture); groupings and alliances around interests and needs;
• Finding diverse solutions to common problems (e.g. shelter, clothing, food, security).

Kinds of relations, to include

• power relations
• socio-economic and class
• religious, ideological
• political
• cultural (e.g. customs, food, dress)
• language
• "race" relations
• gender relations
• sexuality
• age and disability
• close ties with neighbouring countries (e.g. family and educational).

Types of communities (We all belong to many different communities. Definitions of each of these communities listed here should be problematised and seen as value-laden.) To include those based on:

• origin / ethnicity
• common experience
• location
• belief system
• work
• interests
• gender
• families and clans
• age and disability.

A major focus should be on the significance of communities in constructing both personal and national identities. Learners should have an appreciation of the complex nature of communities.

• acquiring knowledge
• identifying and analysing relationships.

• local/community to South Africa to Southern Africa and Africa.
• Periods should include from pre-colonial times to present, and on to predict the future.

• the natural environment (e.g. topography, climate, river and other eco-systems)
• the built environment (e.g. infrastructure including transport systems, water and electricity services, rural and urban settlements).

Context, to include

• exploitation of resources
• settlement (e.g. urbanisation)
• migration
• co-operation and trade
• transport
• regional inequalities in Southern Africa
• organisation of production
• political (e.g. pass-laws, resettlement, ‘Bantustan" system).

 An important focus in this phase is developing the ability to evaluate evidence and construct reasoned arguments about major issues: e.g., the location of a new factory or road.

Senior
Phase

(1) Key features of a social system are identified by:

• acquiring information
• defining characteristics
• explaining significance.

Note: For this Specific Outcome contemporary as well as past societies should be studied. Too often learners have been taught as if societies in the past do not exist in the present: e.g., as if the San still depend on hunting and gathering.

Key features, to include:

• Socio-economic relationships (e.g. feudalism, wage labour)
• Forms of state and power relations (e.g. slavery, wage labour, self-employment)
• Ideologies and belief systems (e.g. colonial state, feudal state, democratic state)
• Forms of social organisation (e.g. families, clans)
• Levels of inequality (e.g. social classes, individual circumstances)
• Division of labour
• Production of a surplus.

Learners should be able to identify the defining characteristics of particular societies. In doing so, they should be able to construct reasoned arguments about significance, using a range of evidence.

Types of society, to include:

• developed / less developed
• feudal
• colonial
• capitalist
• socialist.

The learner should understand that societies are dynamic; and that each one is unique although they can fall into broad categories.

• recognition of patterns of similarity and difference
• analysis of patterns
• recognition of the social construction of patterns.

examination of concepts of development, progress, well being and change (Definitions of value-laden terms such as progress should be problematised).

Scope

• between two or more societies
  between societies at different times (e.g. before and after colonialism).

Skills, to include::

reading and construction of maps, graphs and other techniques for recognising and describing patterns.

Learners explore and investigate similarities and differences in order to arrive at an understanding of continuity and change in particular societies.

• identification of strategies and processes
• consideration of theories of development where appropriate
• analysis of strategies and processes.

e.g. Green revolution, urban planning, empowering women.

Types of impact, at different scales:

personal, community and global.

At this phase the main focus should be on learners being able to explain the reasons for the success or failure of strategies, and identify the criteria used in the evaluation.

Senior
Phase

(1) Key features of democratic processes are identified.

Features, to include:

• representivety (indirect and direct; self and others)
• decision-making (mandates, accountability, consultation, communication, procedures and rules).

 South Africa and at least one other society with respect to the above to be compared. Explanations given as to similarities and differences found.

• participating in processes
• investigating processes
• reflecting on and evaluating processes.

• decision making
• reconciliation
• conflict resolution
• voting.

Contexts

• in present and past
• active participation or observed
• local, national, international.

Activities

authentic: classroom, school or community based.

Participation in democratic processes in the school or community should be analysed. Reasoned explanations should be given of factors such as poor (or good) support for the democratic process.

• an awareness that constitutions are created by people to meet their common needs, in, e.g., schools, clubs, local organizations and other constitutions.

Nature, Origin & Development of the SA constitution:

• historical background, such as CODESA, Interim Constitution, previous constitutions
• component parts and institutional structures (e.g. Constitutional Court).

Reviews of other constitutions:

• two from Africa demonstrating different approaches
• two from the rest of the world (at least one from Latin America or Asia). 

• From 1983 to 1996
• Component parts and institutional structures:
  Bill of Rights; levels of government; structure of government at all levels.

 The main focus must be on the difference the above processes made in the lives of people.

• Bill of Rights (e.g. children’s rights)
• Levels of government
• Structure of government (e.g. premiers & MECs).

Learners discuss the above by drawing parallels with the ‘constitutions’ of the school, local clubs, etc.

• identifying the issues
• analysing the issues
• relating the issues to the constitution
• arriving at a judgement

Past, present, and future perspective.

Judgements, might include:

• the significance of the issues in relation to the constitution
• relationship to other issues
• links with legislation and relevant organisations (e.g. labour law and trade unions).

Issues, might relate to:

• human rights
• disability
• gender
• cultural issues
• fairness and justice
• racism, prejudice and forms of bias
• distribution & ownership of resources
• environmental management.

At least one issue should be local, one provincial and one national. Discussions should centre on what the issues had in common in relation to the constitution: that is, what general principles could be seen operating.

Contexts might include:
school; community; nation; world (e.g. SRC, PTSA, RDP, etc.)

Aspects to include:

• design
• strategy
• effectiveness
• impact.

A major focus should be on defining areas which require democratic practices to be developed:

E.g., improving the participation by all learners in democratic processes, which might in turn require an anti-bias campaign to empower certain groups of learners.

• writing letter
• petitioning
• lobbying.

Structures, to include:

• Legal institutions ( e.g. courts, Human Rights Commission, public protectors)
• Local, provincial and national government structures.

The need to access structures about an issue is identified and debated. The issue might be local or wider in scope. The means of making voices heard , and for obtaining information, should be discussed and strategies agreed on.

Senior
Phase

(1) Resources are defined and identified.

Exploration of the concept of resources, to include:

• consideration of how ’gifts of nature’ become resources
• the notion that what is considered a resource depends on social and historical contexts (examples to include historical and cultural contexts around the world).

Categories of resources, to include:

• human / natural
• renewable / non-renewable
• viable / non-viable, etc.

In this phase learners should identify resources which are both local and distant, and be able to distinguish how the importance of these resources will have changed over time.

• showing how resources are accessed by integrating, knowledge, skill and technology.

At different times and in different places
Factors influencing the relationship between resources and human development, to include:

• access to education and training
• location and distribution
• ownership and control
• available technology
• exploitation.

Processes for accessing resources, to include:

• extraction
• utilisation
• development
• management.

Effects of resource development on individuals, communities and societies, to include:

• benefits / advantages
• disadvantages.

In this phase the focus should be on appreciating how resources are exploited, distributed and utilised, and understanding the importance of resource management in these processes.

• local, national, international
• past and present.

Impact, to include:

• evaluating how resources are used
• consequences of good and poor resource management
• consequences of the unequal distribution of resources.

Power relations (and the conflicts they engender), to include

• ownership of resources
• management policies (e.g. between individuals and groups)
• gender, class, race (etc.)

Social issues, to include:

• migration
• colonisation
• capitalism
• urbanisation
• globalisation.

Environmental issues, to include:

• deforestation
• over-utilisation
• soil erosion
• pollution
• conflict over land-use
• conservation (etc.)

In this phase the emphasis should fall equally on the social and environmental issues. Learners should reflect on power relations in terms of social, economic and political factors.

• gathering information
• analysing contexts
• identifying strategies
• taking action where appropriate
• documenting what they have done.

Evaluating strategies, to include:

• recognition of different perspectives on an issue
• evaluating the merits of different perspectives.

In this phase the emphasis will be on understanding the reasons for the need to manage resources well, with a view to practical action related either to future employment or developing useful research skills.

Senior
Phase

 (1) Factors contributing to development and change in technology over time are analysed.

Areas of technology, to include:

• agriculture
• industry
• transport
• information / communication
• organisation.

Factors influencing the development of technology, to include:

• discoveries and inventions
• response to need
• response to a market.

Factors influencing changes in technology, to include:

• economic necessity
• markets
• consumerism, discoveries and inventions
• political changes.

Evaluation of the effects of change in technology, to include:

• identification of effects
• assessing advantages and disadvantages.

• organisation of production (land, labour, capital)
• resistance to technology
• social barriers to the use of technology.

Development and use, to include:

• impact of technology in certain social contexts (e.g. home; community; workplace)
• appropriate management of resources for future generations.

Differences and similarities, to include:

• identification of differences and similarities
• identification of contexts
• assessment of the reasons for them

• analysis of interrelationships between technology & social change
• exploration of social barriers to use of technology and action to overcome them
• assessment of impact of technology on access to information and resources
• critical evaluation of application of technology in different contexts.

• organisation of production (land, labour, capital)
• resistance to technology
• social barriers to the use of technology.

Impact of technology on human activity, to include:

• agriculture
• industry
• transport
• information / communication
• organisation

Application of technology in different contexts:

• e.g. agriculture, energy, manufacturing

Evaluation of the interrelationships, to include:

• assessing advantages / benefits
• assessing disadvantages
• for different interest groups

• identification of technologies that can be used in various contexts
• evaluation of technologies for various purposes
• demonstration of appropriate use.

Senior
Phase

 (2) Understanding of the earth as a life-sustaining system in the universe is demonstrated.

Conceptualization of links between people and the universe, to include:

• appreciation of the contribution of astronomers and philosophers, from diverse cultures at different times and places (from at least South America, Africa and Asia)
• myths, legends, theories and perceptions from a variety of perspectives (time and place)
• the spiritual bond between people and the Earth at different times and in different places.

Factors which contribute to the earth being a life-sustaining system, to include:

• the earth's position and orientation in space, its size and composition
• the distinctive ability of earth to sustain people
• the earth as providing resources (e.g. water, air and soil) to meet people's basic needs for survival.

 Learners must be able to explain how various factors contribute to the sustaining of life on Earth.

Learners must be able to graphically represent the factors which contribute to the earth being a complex life-sustaining system.

Learners are able to show, through activities that they appreciate how we depend on the Earth for our survival. E.g., by collecting examples of different kind of resources and explaining their importance.

• common to all
• diverse (selected examples at different scales).

Significance of characteristics for people, to include

• concept of biodiversity
• provision of resources
• environmental stability in complexity and balances.

Links between ecosystems, to include

• role of the atmosphere, ocean and coastal systems in linking energy flows
• implications of these links for ecosystems and people.

Learners should be able to conduct investigations and construct models which demonstrate the diversity and interdependence of ecosystems.

One ecosystem should be investigated in detail.

• ascertaining impact
• accessing information
• identifying key causal factors and relationships
• critiquing decision making processes and motives.

• different types (e.g. commercial / subsistence farming)
• different times
• different places (local, South African, African, global).

Human activities, to include

• Land issues (e.g. land ownership, and control)
• economic activities ( e.g. farming, mining, forestry, services)
• construction (e.g. of settlements, transport routes, dams)
• leisure (e.g. tourism and travel)
• population movements (e.g. migration, resettlement, urbanization)
• wars
• trade.

Natural systems, to include

• forests
• river basins
• the atmosphere and oceans, etc.

Impacts, to include

• pollution
• deforestation
• species extinction, etc.

Accessing information, from

• field observations
• measurements
• written and oral accounts
• statistics
• photographs, etc.

Ascertaining impact, to include

• positive/negative
• on the natural environment and thus on people linked to it
• scale and scope.

Key causal factors and relationships contributing to impact :

• social, economic, political and physical (e.g. soil erosion due to the homelands policy, not population pressure per se).

Critique of decision making and motives, from perspectives of

• equity
• power relations
• tenets of the SA constitution.

An investigation is conducted which allows the learner to analyse the connections between ecosystems and cultural, socio-economic or political factors.

• accessing information ascertaining impact
• identifying key causal factors and relationships.

• local, South African, global
• in the present and past.

Identification of events and phenomena

• (e.g. floods, desertification, cyclones, volcanic eruptions, earthquakes, droughts).

Accessing information, from

• field observations
• measurements
• written and oral accounts
• statistics
• photographs etc.

Ascertaining impact, to include:

• on the natural and built environment
• on people (positive/negative; scale and scope; differences in impact across groups, places, structures).

Key causal factors and relationships contributing to nature of impact

• social, political and economic factors (e.g. when a settlement is flooded settlement because it is too near to a river, the underlying cause is lack of access to land).

Analysis showing the relationship between a natural force and the social, economic and political circumstances of the people involved. The analysis should reveal the complex nature of the consequences of the interaction: e.g., both negative and positive.

• identifying the attitude and perceptions
• considering factors that influence attitudes and perceptions
• reflecting on its origins and development.

• conservation of natural, cultural and historical heritages (e.g. game parks, museums, archeological sites)
• appreciation of natural environments (e.g. silence / aesthetics / back-to-nature possibilities)
• personal evaluations of places and environments (e.g. as unsafe / inferior)

Factors impacting, to include

• context
• historical and individual experience
• collective memory
• education
• interest groups.

Significance of attitudes and values

• in conflict situations regarding the environment
• in personal decision making.

The learner is able to come to a reasoned judgement about the influence of various factors on attitudes and values regarding the environment.

Senior
Phase

 (1) Social and environmental issues related to development and social justice are identified.

Social issues, to include:

• good global citizenship
• inequalities in distribution of and access to resources (within and between societies)
• prejudice and discrimination (based on race, class, gender, age, ability)
• poverty (e.g. lack of piped water)
• exploitation (e.g. unfair labour practices; unbalanced trade agreements; some aspects of aid and development policies)
• crime
• population / resource imbalances
• conflict (e.g. resistance; war; genocide; military aggression; persecution)
• disease (e.g. AIDS, TB and malaria
• unemployment.

Environmental issues might include:

• environmental degradation (at various scales, of various kinds)
• resource depletion;
• global warming;
• ozone hole;
• population pressure.

The learner should provide a reasoned argument, based on evidence from more than one source, justifying the identification of an issue in terms of causation. E.g., environmental degradation resulting from forced resettlement because of Apartheid laws.

• Account taken of the impact on development of society and the environment.

Contributing factors, to include:

• environmental
• economic and social (e.g. actions of groups; attitudes; power relations)
• interconnections between these factors
• actions of different groups
• the RDP and the Constitution.

Different perspectives on issues, to include

• political ideology
• religious beliefs
• culture
• different contexts
• different times.

Learners must be able to produce holistic accounts of the issues, involving multiple factors and sources of evidence.

• changing attitudes
• using available resources
• analysing causes and situations
• power relations
• impact of the issue
• relevant theory
• consultation
• the RDP
• the Constitution.

Evaluation in terms of :

• feasibility
• likely benefits and negative responses
• costs
• conformity to principles of the constitution and human rights.

In developing strategies learners must be able to predict their outcome based on analyses of current situations. At least one issue should be considered which enables the learner to relate local, provincial and national aspects.

Strategies
individual or collective action.

Activities, to include

• actions to address local issues (e.g. gangs)
• actions to address global issues (e.g. conserving energy).

Learners must be able to implement relatively complex strategies which require more than one phase and the involvement of a number of people.

Senior
Phase

 (1) The different forms and purposes of organisations are identified by:

• acquiring information
• identifying forms and purposes
• explaining their significance

 Discussions to include finding similarities and differences between large and small, formal and informal, organisations.

Forms, to include:

• schools, groups, gangs, associations, clubs, congregations, companies, unions, parties, non-governmental organisations.

Purposes, to include:

• protection and security, provision, production, trade and commerce, recreation, information, mutual benefit, service to others, class/group rights, political interest.

Scale:

• local, provincial, South African, and Southern African
• in the present and the past
• large and small organisations
• formal and informal organisations. 

One organisation can be studied in depth and from this study inferences drawn about the forms and purpose of organisations.

• accessing information
• determining characteristics
• explaining significance of characteristics.

Characteristics:

• formal and informal rules
• hierarchy and management
• division of functions
• structure (e.g., departments)
• membership (open or closed)
• leadership / management
• decision-making : democratic and non-democratic forms
• interest groups within organisations.

Scope:

• large and small
• local, provincial and national (clubs, corporations, unions)
• democratic and non-democratic.

In this phase the main focus must be on organisations related to career, employment or educational opportunities. One organisation can be studied in depth and from this study inferences drawn about the characteristics of organisations.

Aspects of origins to explore:

• why people came together
• why decisions were taken (who chose the leaders)
• what programme was adopted.

Aspects of development to investigate:

• changes in the organisations goals
• changes in leadership
• changes in programmes
• funding for the organisation
• changes in structure
• role of the organisation in the community,
• community response to the organisation.

In this phase the main focus must be on organisations related to career, employment or educational opportunities. One organisation can be studied in depth and from this study inferences drawn about the origin and development of organisations.

• knowledge of relevant organisations
• accessing information required
• processing information
• getting advice and assistance.

• health
• education
• careers and employment
• sport
• community development
• school development.

In this phase the main focus must be on organisations related to career, employment or educational opportunities.

 (1) A critical understanding of the nature and use of sources and evidence is demonstrated by:

• demonstrating an understanding of the difference between sources and evidence
• gathering and recording information from sources
• deducing and synthesising information from sources and evidence
• showing respect and sensitivity in deriving and using information from human and other sources
• recognising the integrity of sources
• recognising the problematic nature of sources and evidence
• evaluating the reliability of sources and evidence in specific contexts
• detecting bias in sources and evidence
• recognising that bias is inherent in knowledge and its use
• using sources and evidence to formulate arguments and to state a position.

• A source provides information; analysing a number of sources might provide evidence for a conclusion to be made.
• Interviewing someone and writing down what he or she says, in order to find out about what happened long ago.
• combining different accounts of an event to make a new version.
• respecting confidentiality
• appreciating the particular circumstances under which a source was made
• sources might have been altered; evidence based on source of one kind only might not be valid
• by comparing different accounts of the same event
• recognising when someone has promoted his or her own interest, or perspective
• all knowledge can be biased in some form
• collecting evidence to use to promote the protection of the environment; writing an account on the basis of the sources found and evidence deduced.

• clarification of attitudes and values (e.g. recognition of different perspectives on an issue)
• distinguishing between conflicting values
• empathising, i.e. understanding people’s behaviour in the context of their circumstances, both past and present (e.g. suspending premature and uninformed judgements of other people’s behaviour; appreciating the opportunities and constraints facing people in different situations)
• evaluating the merits of different perspectives.

• accessing and interpreting graphically represented data
• representing data graphically
• translating data from one form of graphical representation to another
• analysing graphically represented data
• considering the problems of relevance and bias in graphically represented data
• using graphically represented data.

• graphs ( e.g. pie, line, bar); flow diagrams, illustrations (annotated and other); cartoons and other drawings; photographs (vertical, oblique and orthophoto); time lines; maps (e.g. of different scales, areas subject matter, times/dates, areas, showing contours, sketch and accurate)etc.

Interpretation, to include:

• decoding of symbols and signs
• recognising shapes and features from different perspectives
• using a key
• reading maps(e.g. using scale to measure distance; finding direction and fixing position; using contours to identify landforms and features).

Analysis, to include

• relationships and patterns (over time and space) rates of change.

Uses:
Making

• inferences
• decisions
• recommendations
• evaluations.

Explanation, to include

• proposed routes and other developments
• impacts of events in the past
• changes over time
• differences/similarities from place to place.

• those associated with roles (e.g. facilitator, note-taker)
• those associated with sharing ideas ( e.g. listening, responding supportively, participating actively, evaluating ideas, accepting critical comment)
• those associated with synthesising and integrating ideas
• those associated with managing the process (e.g. keeping time, allocating and taking responsibility for tasks).

Skills of working independently, to include

• personal skills (e.g. initiative, self discipline)
• selecting and integrating these two sets of skills as appropriate for the task
• reflecting on and evaluating processes of individual and group work.

• identifying the problems
• gathering information by appropriate means
• analysing the context, components and causes of the problem
• formulating research questions and hypotheses
• using various methodologies to gain different perspectives on the problem
• developing and negotiating strategies to solve the problem
• using participatory and democratic approaches
• critiquing proposals
• taking appropriate action
• reflecting upon and evaluating the processes and results
• recording the problem-solving process and its outcomes, reporting and disseminating the results.

• measuring, interviewing, analysing documents, using questionnaires and surveys
• the question the research is expected to answer; the anticipated answer (if... then... )
• choosing a suitable method of research, or more than one
• communicating proposals to all stakeholders; taking account of feedback
• in terms of values associated with the constitution and other aspects of human rights; of their impact, for their feasibility
• considering how successful / unsuccessful they have been and why.

• Using communication to participate in local, regional and global activities
• Critically understanding the role of communication in shaping society

Applying outcomes from Language learning in the context of the Human and Social Sciences where applicable

• accessing media to publicise issues, lobbying, protesting, petitioning, debating

• the manipulative power of communication and the devices which make this possible; the role of mass media in society.