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Section 5: Attainment Outcomes, Strands and Targets in Environmental Studies

5.5 Knowledge and understanding: people and place

Over the years P1-P7, and again during S1/S2, pupils should experience a broad range of geographical study. The planning criteria outlined below should be used in conjunction with the strands and attainment targets on pages 32 and 33.

An understanding of people and place should be developed through studies that:

  • include the strands of:
              - using maps: location and features of maps
              - the physical environment: weather and climate, landscapes and physical processes
              - the human environment: settlement (including transport), ways of life
              - human/physical interactions: land use, resources and change, environmental issues and             sustainability
  • are drawn from a range of contexts - presenting opportunities for pupils to learn about a variety of          environments within the local area, Scotland, Britain, Europe and the world - and which include study          of a developing area outside Europe and a developed area outside Europe
  • maintain a focus on the geography of Scotland by including, where appropriate, comparative          reference to the Scottish context in relation to geographical aspects elsewhere, and by including at          least one topic with a specific Scottish focus
  • allow pupils to make use of globes, atlases and a variety of maps, and, where appropriate,          photographs and satellite images, in support of their geographical studies so that they develop a          clear locational framework and progressively build up a sense of place
  • ensure effective progression by building on prior learning.

    In the early years, priority will normally be given to contexts that are immediately within the experience of the pupil. This will usually be the child's local environment, although, on occasion, environments they experience through visits or the media may also contribute to studies. Emphasis should be on pupils identifying main features and important relationships, exemplifying and applying them in contexts within their own experience. In the later stages of primary, pupils will increasingly relate their own experiences within familiar environments to those of less familiar ones. An increasing range of area contexts and greater complexity of geographical themes will be appropriate.

    By S1/S2 pupils will increasingly study less familiar environments but will continue to relate them to their own experiences as they further develop a systematic knowledge and understanding of patterns and processes across the Earth's surface. A wide range of area contexts and geographical themes will be appropriate.

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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.