Curriculum links
Animal disease outbreak
This document provides examples of how studying animal disease outbreak in the context of Emergency Planning and Resilience Education can contribute to a range of
educational outcomes across the curriculum.
Outcome code
Outcome content (paraphrased)
Ideas
HWB
I am learning to assess and manage risk, to protect myself and
others, and to reduce the potential for harm when possible.
Learners consider the impact of animal diseases on their life, the lives of others
and discuss possible action
I know and can demonstrate how to keep myself and others safe and
how to respond in a range of emergency situations.
Learners investigate initial reactions to an outbreak of foot and mouth disease
and the part they play in responding to the situation.
LIT 1-05a
As I listen or watch, I am learning to make notes under given
headings and use these to understand what I have listened to or
watched and create new texts.
Learners study the impact of animal disease on Scotland and across the globe
by researching the subject and repurposing the information.
LIT 2-05a
As I listen or watch, I can make notes, organise these under suitable
headings and use these to understand ideas and information and
create new texts, using my own words as appropriate.
Learners study the impact of animal disease on Scotland and across the globe
by researching the subject and repurposing the information.
LIT 3-05a - 4-05a
As I listen or watch, I can make notes and organise these to develop
thinking, help retain and recall information, explore issues and create
new texts, using my own words as appropriate.
Learners study the impact of animal disease on Scotland and across the globe
by researching the subject and repurposing the information.
LIT 1-24a
I can present my writing in a way that will make it legible and
attractive for my reader, combining words, images and other
features.
Learners use the context of animal disease to develop skills in factual writing.
LIT 2-24a
I consider the impact that layout and presentation will have and can
combine lettering, graphics and other features to engage my reader.
Learners use the context of animal disease to design a pamphlet on the steps to
take to prevent its spread
1-16a - 4-16a
HWB
1-17a - 4-17a
http://www.educationscotland.gov.uk/readyforemergencies
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Curriculum links
Animal disease outbreak
Outcome code
Outcome content (paraphrased)
Ideas
LIT 3-24a
I can consider the impact that layout and presentation will have on
my reader, selecting and using a variety of features appropriate to
purpose and audience.
Learners use the context of animal disease outbreak to design the layout of a
web based information resource.
SCN 1-13a
I know the symptoms of some common diseases caused by germs. I
can explain how they are spread and discuss how some methods of
preventing and treating disease benefit society.
Learners create a campaign for informing the public of precautions needed to be
taken in an animal disease outbreak.
SOC 3-19b
Having considered responses to a recent international crisis, I can
contribute to a discussion of the effectiveness of the responses.
Learners study the 1990’s Mad Cow Disease outbreak, its impact on the global
economy and international response to the crisis.
TCH 1-03b
I can access, retrieve and use information from electronic sources to
support, enrich or extend learning in different contexts.
Learners investigate government and public body advice for dealing with an
animal disease outbreak.
TCH 4-03b
I can use ICT effectively in different learning contexts across the
curriculum to access, select and present relevant information in a
range of tasks.
Learners investigate government and public body advice for dealing with an
animal disease outbreak.
http://www.educationscotland.gov.uk/readyforemergencies
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