Curriculum links: Scotland

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• English
• Framework for Environmental Studies
• Technology: Knowledge and Understanding
• Developing ICT capability: Creating and Presenting
• Personal and Social Development
• Religious and moral education
• Expressive Arts

English

Schools should provide structured and stimulating opportunities to use language with increasing precision in contexts appropriate to the needs of individuals and the world in which they live. Providing such opportunities will involve the following:

Communicating: for example, receiving and expressing ideas and information; playing; reformulating ideas and information; arguing; persuading; debating; performing in speech and writing; reporting.

Thinking: for example, speculating; hypothesizing; discovering; reflecting; generalizing; synthesizing; classifying; evaluating.

Feeling: for example, describing, reflecting on and considering their own feelings and those of others; dealing with emotional complexities; coping with conflicts between values and feelings; achieving resolutions.

Making: for example, stories, poems, letters, reports and scripts, graphics, sound and video recordings.

Extracts from the Attainment Targets for English

Listening

Level C: Listen to others in group or one-to-one activities, and respond by making relevant comments and offering an opinion.

Level D: Listen to others in group or one-to-one activities and respond relevantly by questioning, supporting an opinion or offering an alternative point of view.

Talking

Level C: Talk to convey several items of straightforward information, instructions or directions.

Level D: Talk to convey items of information, instructions or directions.

Reading

Level C: Find and use information specific to their needs from a range of informational and reference sources.
Read a variety of straightforward texts, and in discussion and writing show that they understand the main and supporting ideas, and can draw conclusions from the text where appropriate.

Level D: Find, select and collate information from more than one source.
Read a variety of texts, and in discussion and writing show that they understand the gist of the text, its main ideas and /or feelings, and can obtain particular information; and comment on the simpler aspects of the writer's craft.

Writing

Level C: Write in an appropriate form and with adequate vocabulary to communicate key events, facts or ideas.

Level D: Write in a variety of forms to communicate key events, facts or ideas, using appropriate organisation and vocabulary.

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Framework for Environmental Studies

(Developing informed attitudes)

Through their learning in social subjects, science and technology, pupils will begin to appreciate differences in ways of thinking, working and viewing the world. They will gradually develop attitudes informed by understanding of social and environmental issues.

Ideas central to developing informed attitudes include:

• responsible citizenship
• sustainable development and interdependence
• social equity and diversity
• conflicts of interest in the social, physical and natural environment
• moral and ethical considerations arising from scientific, social and technological change.

Attainment Outcomes, Strands and Targets in Environmental Studies

Knowledge and understanding of people and places

Level D:
for a selected land use change or industrial process, describe possible effects, good and bad, on the landscape/environment,
describe some methods used and reasons for conserving major resources.

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Technology: Knowledge and Understanding

Needs and how they are met

Developing understanding about needs of people and the environment, ways in which technology can satisfy these and consequences of actions proposed and taken.

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Developing ICT capability: Creating and Presenting

Level C:
create and edit a document, e.g. report, newspaper article, letter, using increasingly extended text-handling features
create a simple multimedia presentation, e.g. slide show/web page using appropriate software.

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Personal and Social Development

Learning Contexts – interpersonal relationships

Skills development within themes, such as:

The Developing World

lend themselves to furthering inter-personal relationships

using moral dilemmas can be effective vehicles for highlighting, discussing, reflecting on and practising skills such as:

communicating needs of others; listening and responding to the needs of others; respecting views of others; communicating own views; maintaining personal stances; challenging and confronting.

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Religious and moral education

Personal Search: the natural world

Level C: Show awareness of particular environmental issues and human responsibility for them.

Level D: Reflect, with support, on human dependence on the natural world and human responsibility for planet earth.

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Expressive Arts

Art and Design 5-14 (Introduction)

In handling media and materials, pupils will generate new responses and expressions in drawing, painting, constructing, modelling and discovering solutions. Sharing these creative experiences will extend pupils' ability to appreciate the work of others and develop an awareness of the possibilities offered by Art and Design as a powerful and effective means of communicating and sharing ideas and feelings.

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