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[RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT] Introduction
This document sets out guidelines for learning and teaching in environmental studies for pupils aged 5-14 in Scottish schools. The advice is based on existing good practice in the design, planning and implementation of policies and programmes for the learning and teaching of environmental studies in primary schools and of social subjects, science and technology in the first two years of secondary. The document is intended to help schools and teachers review existing provision and to help them develop and adjust programmes of study where necessary, in the light of the particular needs and circumstances of their pupils. It provides a basis for shared discussion between and among schools as they plan coordinated programmes of study. Those schools that have already implemented the National Guidelines 5-14: Environmental Studies (1993) should find that only modest adjustments are necessary. This process of review should aim to ensure that all pupils, regardless of age, aptitude, gender, physical or social circumstances, enjoy an educational experience in environmental studies that is coherent, continuous and challenging.
The starting point for any review of environmental studies will be the school's or department's own programmes, which will have been developed over a number of years, taking account of the 1993 guidelines, the views of associated schools, local circumstances, priorities and resources, and education authority guidelines and advice. These should be considered in the light of the revised national guidelines.
Section 1 sets out a rationale, which provides an explanation of the nature, purpose and aims of environmental studies.
Section 2 provides a framework for environmental studies. It describes each of the components of environmental studies: social subjects, science and technology. The scope of each component is set out as a number of attainment outcomes, the main areas of learning that are described in terms of knowledge and understanding, skills and developing informed attitudes.
Section 3 offers guidance on issues related to the planning of effective programmes of study.
In Section 4 some advice on aspects of teaching, learning and assessing within environmental studies is provided.
Section 5 sets out grids of strands and attainment targets at six levels A-F for each of the outcomes within social subjects, science and technology.
The guides for teachers and managers that accompany the guidelines provide further practical advice specific to each component and expand on many of the issues and ideas set out in the guidelines. [RETURN TO 5-14 ONLINE] [BACK] [INDEX]
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