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

5.6 Knowledge and understanding: people in society

Over the years P1-P7, and again during S1/S2, pupils should experience a broad range of study about society. The planning criteria outlined below should be used in conjunction with the strands and attainment targets on pages 36 and 37.

An understanding of people in society should be developed through studies that:

  • include the strands of:
    • people and needs in society
    • rules, rights and responsibilities in society
    • conflict and decision making in society
  • present opportunities for pupils to learn about contemporary, social, political and economic issues
  • are drawn from a range of contexts - family, local community, national, European and international - and which include studies that allow pupils to make comparisons between societies and empathise with social groups and cultures different from their own
  • maintain a focus on the Scottish context by including at least one topic with a specific Scottish focus
  • include reference, as appropriate, to the purpose and function of the Scottish Parliament and the role of Scotland as a distinct, legislative entity within the United Kingdom and Europe
  • ensure that pupils progressively develop an understanding of the rights and responsibilities of participation in a just democratic society
  • ensure effective progression by building on prior learning.
In the early stages, studies will focus on the pupils' immediate social environment: the family, the school and the local community. As they progress through the later stages of primary, pupils' immediate social environment will continue to be important, but studies will now include reference to Scotland, Europe and beyond. By the S1/S2 stage, studies should be extended to allow political, social and economic comparisons between societies in different places and times.

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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.