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Section 4

Teaching, Learning and Assessing Environmental Studies

4.1 Teaching and learning

These guidelines do not imply a particular approach or methodology in the teaching of environmental studies. Effective learning and teaching approaches will take account of pupils' interests, previous experiences and attainments. Pupils will learn in a variety of ways: through explanation, enquiry, activity and discussion. They will also learn in a variety of settings within and beyond the classroom and in a variety of contexts, for example a local study, a series of practical investigations, a comparative study of other times or places, a special event or an enterprise activity. By organising learning activities that involve active engagement with the environment, for example through fieldwork and local visits, teachers will encourage their pupils to see the relevance of their studies, to themselves, to their community and to the global environment as a whole.

In all contexts, within and beyond the classroom, teaching and learning will thrive where it is rooted in:

  • well-planned programmes and activities
  • learning experiences that engage and challenge pupils
  • a supportive classroom ethos.

    The four key organising principles that can be considered as the basis of good practice are:
  • making the nature and aims of the learning clear for the learner
  • using a variety of approaches to match different learning contexts or purposes
  • giving and receiving clear and regular feedback
  • monitoring progress and attainment in learning.

    Teaching and learning within environmental studies should ensure pupils' entitlement to a coherent, progressive learning experience. The focus should be on developing the key ideas (strands) of knowledge and understanding and skills, rather than on a mechanistic coverage of every bullet point within each attainment target. The purpose of each of the targets is to provide an indication of how pupils can demonstrate what they know or are able to do at particular levels. However, teachers will not need detailed evidence of pupil attainment of every individual bullet point within attainment targets. The individual bullets provide pathways for developing understanding of the key ideas of the strands. They inform the teacher's choice of learning and assessment tasks.


    In environmental studies, as in all other areas of the curriculum, the quality of interactions between pupils and teachers is a critically important feature of effective teaching and learning. Equally, a blend of effective methodologies will help pupils to become independent learners, active agents in their own learning.

    Teaching and learning using ICT

    An important means of enhancing learning and teaching across all three components is the effective use of information and communications technology. ICT will continue to have an increasingly significant impact on all aspects of education, and of life at home and in work. The 5-14 ICT strands that are particularly significant for learning in environmental studies are as follows.

  • Creating and presenting
        Using ICT so that pupils can create and present their own ideas and other material.

  • Collecting and analysing
        Using ICT tools to collect and analyse information, such as databases and spreadsheets, and to solve problems.

  • Searching and researching
        Using resources such as CD-ROMs and the internet to allow pupils to search for information and to research topics.

  • Controlling and modelling
        Using computers to instruct and control devices as well as to take measurements of, and model, the environment.

    Advice on the use and applications of ICT across the curriculum is contained in Information and Communications Technology: 5-14 National Guidelines.

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    © The 5-14 Curriculum (Scotland) Guidelines were produced by the Scottish Executive and Learning and Teaching Scotland and are reproduced with permission from the Queen's Printer for Scotland.