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The purpose of this section is to set the attainment targets in the context of everyday teaching and learning situations.

It provides extended descriptions of the targets for knowledge and understanding and for skills, and should help teachers to judge the extent of teaching and learning required and the depth of understanding expected for particular levels and targets.

While learning in environmental studies has been defined as encompassing knowledge and understanding, skills and developing informed attitudes, many programmes of work and individual class lessons will be promoting pupils' competence in all three aspects together. The separate grids that appear both in the guidelines and in this guide are for ease of reference and planning, and to clarify particular points. They should not be regarded as implying that each aspect must be taught in isolation.

People in the past

The attainment targets within the two strands 'people, events and societies of significance' and 'change and continuity, cause and effect' are expressed in the guidelines largely in 'context free' terms. This allows teachers to choose particular historical topics and studies that suit their own circumstances. These strands have therefore been expanded in order to provide exemplification of contexts and to clarify the level of demand. The other two K&U strands are more explicit and do not require this type of expansion. The strand 'the nature of historical evidence' describes progression in knowledge about historical evidence and the different types that exist. Skills in evaluating and drawing conclusions about historical evidence are described within the skills grid.

People and place

As with 'people in the past', precise contexts for studying the key geographical ideas of the strands have not been detailed. Therefore all strands for 'people and place', except the first - 'using maps', have been expanded in order to exemplify teaching approaches and the level of demand. The strand 'using maps' describes progression in knowledge about maps. Skills in making or interpreting maps are described within the skills grid.

People in society

All the strands for 'people in society' have been further exemplified. It is recognized that there will be scope for some targets within this outcome, especially in the early stages, to link with PSD programmes.

Skills

The skills attainment targets have been expanded in order to provide further exemplification of typical social subjects contexts. Teaching pupils to undertake an investigation is not the only way to address skills development. It is equally important to offer opportunities for critical thinking and problem solving within everyday class, or out-of-class activities.

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