[RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT]

Section 1

Rationale

1.1 The nature and purpose of environmental studies

The curriculum area environmental studies brings together the main ways in which pupils learn about the world. It involves learning about the social and physical conditions that influence, or have influenced, the lives of individuals and communities and which shape, or have been shaped by, the actions, artefacts and institutions of successive generations. Acquiring, interpreting and using evidence and information about the world they live in is part of a sequence of discovery and rediscovery for every generation. Understanding the environment is important to every individual and to the community at large, and it is the task of the school to structure this learning so that pupils develop:

  • knowledge and understanding of the important principles and ideas of social subjects, science and          technology
  • a range of skills that will enhance their capacity for critical thinking and problem solving within social,          scientific and technological contexts
  • informed values and attitudes towards the environment through relating their learning to the real world          and to themselves.

    Pupils will therefore be able to take better-informed decisions and to act in ways that are sensitive to environmental issues and consistent with the idea of sustainable development. Similarly, environmental studies provides important opportunities for pupils to develop an understanding at local and global levels of their rights and responsibilities, the importance of active citizenship and the central concept of equity in a democratic, fair and caring multicultural society.

    In the course of their exploration of environmental studies, pupils will encounter aspects of a range of subjects: history, geography, modern studies, science, home economics and technical education. Pupils' understanding and skills will develop progressively in relation to these subjects. In the early stages they will be introduced to the important social, scientific and technological ideas of each of the components of environmental studies. As they progress through primary school they will begin to recognise that within these three components there are different ways of looking at the world and of organising human knowledge.

    Therefore these guidelines organise the different kinds of knowledge and skills under the component headings of social subjects, science and technology. The components are then described in terms of attainment outcomes that relate to subjects within these disciplines. This allows a clear link to the more subject-based 14-18 curriculum.

    Learning in environmental studies 5-14 is a worthwhile and valuable experience for its own sake as well as providing a sound basis for future study, whether in S3 or in later life. Its potential for promoting understanding and awareness of social, global and environmental issues cannot be overestimated.

    [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT]

    © 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.