Professional Focus Paper
Course: Environmental Science
1.
Level: National 3
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Environmental Science National 3. Its purpose is to stimulate professional reflection and dialogue and highlight
important features of learning which are enhanced or different from previous arrangements at this SCQF level.
2.
What’s new and what are the implications for learning and teaching?
Environmental Science National 3 consists of three units: Living Environment, Earth’s Resources and
Sustainability. National 3, 4, 5 and Curriculum for Excellence (CfE) Higher Environmental Science have the same
unit titles. To achieve Environmental Science National 3, learners must pass all three required units. The course is
awarded on a pass/fail basis within centres. Unlike National 4 and 5, there is no course assessment and no Added
Value Unit at National 3.
Environmental Science is a new course. Some of the course content will be familiar to centres currently delivering
Access 3 Managing Environmental Resources (MER), Biology, Geography, Geology Courses as well as Standard
Grade Foundation Geography. Whilst Environmental Science National 3 retains many of the features of MER such
as ‘sustainability’ and ‘the interdependence of living organisms’, it introduces a more scientific focus to studies of
rocks and soils in the Earth’s Resources Unit.
The key areas of this course are:
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sampling and identifying living things, from different habitats, to compare their diversity
factors influencing the distribution of living things
the process of photosynthesis and why plants are vital to sustaining life on earth
the use of different types of chemicals in agriculture and their alternatives
the potential impact of chemicals and their alternatives on the world’s food production
renewable energy sources including benefits and potential problems
formation, characteristics and uses of minerals
formation, characteristics and uses of common rocks
formation, characteristics and uses of soils
useful substances which can be extracted from natural resources
processes which may contribute to climate change
the possible impact of atmospheric change on the survival of living things
the causes and possible consequences.
Refer to the N3-N5 Environmental Science Course Comparisons document published by SQA for further
information.
ENVIRONMENTAL SCIENCE
What are the key aspects of Environmental Science National 3?
Progression from the broad general education
This qualification has been designed to articulate with the broad general education (BGE). Learners who have
completed CfE Experiences and Outcomes will find these a suitable basis for doing this course. Entry to this course
is at the discretion of centres but learners will normally be expected to have completed National 2 Science in the
Environment. Staff will find it useful, alongside this paper, to refer to the Environmental Science Progression
Framework, as they plan learning that builds from the BGE into National 3.
Hierarchy of units
National 3 is presented at SCQF level 3. From National 3 onwards, the hierarchical nature of the units allows for
flexible learning and teaching, and enables learners to be given recognition for their best achievement. Learners
may gain unit awards at more than one level, based on their level of skills and knowledge and understanding of the
key areas of environmental science. The degree of choice within the units ensures that learners are not required to
repeat content from one level to the next. This approach allows for depth, challenge and progression and
encourages all learners to aim high.
Fewer, broader outcomes
Staff will now be able to build learning programmes that suit local circumstances because units are less
prescriptive and more flexible with fewer, broader outcomes designed to encourage a more holistic and rounded
approach to learning. There is no mandatory content at National 3; rather, there are key areas of knowledge and
understanding that learners should experience. These can be developed in contexts chosen locally in consideration
of the needs and interests of learners.
What are the key features of learning in Environmental Science National 3?
Environmental Science develops learners’ understanding of key environmental issues and encourages them to
identify ways to prevent or reverse environmental deterioration and aim for sustainable practices.
Studying Environmental Science at National 3 provides a foundation for the development of the variety of skills and
knowledge required to progress on to further qualifications and jobs. It is important that staff have the highest
expectations of learners from all backgrounds to raise ambition and promote positive sustained destinations
beyond school. Effective partnerships with employers and businesses, developed locally or through organisations
such as STEMNET, can enhance learning and teaching. These might include partnerships with a local forestry
company, a recycling operator or a nature reserve ranger.
Environmental science provides opportunities for active and collaborative learning in creative, relevant, inspiring
and engaging contexts. Outdoor learning should be considered a key pedagogical approach and staff should
explore opportunities for using appropriate sites such as a local woodland, wetland area or disused industrial site
for innovative fieldwork. Well-designed experiences in environmental science will develop curiosity and problem
solving; analytical thinking skills; skills for collaborative learning and independent thinking; and an interest and
enthusiasm for learning. The key areas of renewable energy within the Earth’s Resources Unit and the impact of
climate change within the Sustainability Unit offer rich opportunities for inquiry based approaches to learning about
sustainability, and the risks and benefits associated with different energy sources.
A blend of classroom approaches will involve hands-on practical tasks, such as experiments and investigations,
together with whole-class plenary discussions and direct interactive teaching. The key area of ‘interdependence’
within the Living Environment Unit, for instance, provides opportunities for learners to design and carry out openended investigative work to develop their understanding of ecosystems, including sampling and identifying
ENVIRONMENTAL SCIENCE
organisms in a local environment. Approaches which allow for personalisation and choice should be built in at all
stages, taking account of individual learner progress, preferred learning styles and contexts that each finds
particularly interesting. When presenting findings, learners could be given the opportunity to select the appropriate
way to share their thinking with others.
Learning experiences require independent learning and ensure learners develop the skills required to take
responsibility for their own learning and to draw on the support of their peers. Exploring the ‘use of chemicals in
agriculture’ within the Living Environment Unit is one example. It provides opportunities for learners to develop
critical thinking to make decisions, manage and take responsibility for their learning to explore the science which
will allow them to express informed views. Higher order thinking skills can be reinforced with reflective questions
such as ‘How do you anticipate your life will be different by 2020 or 2050 as a result of changes in the use of
chemicals in agriculture?’
Learning and teaching should embed literacy at an appropriate level. These experiences could include working
independently or collaboratively to evaluate sources of data, for example: considering the credibility and value of
the sources, the reliability of information, and techniques used to influence opinion, including persuasion and bias.
They will also enable learners to engage in informed debate on environmental science-related and ethical issues
and develop as scientifically-literate global citizens.
Well-planned approaches to learning in environmental science enable learners to develop numeracy skills,
including applying and developing skills in: understanding the practical importance of accuracy and reliability;
making choices about how to record and display data in a clear way from a range of tables, charts, diagrams and
graphs; making effective use of technologies such as data loggers; interpreting and evaluating data contained in a
range of formats, from their own work or other sources.
Links with a range of curriculum areas such as other sciences, mathematics and social studies subjects, are
essential to help learners apply and make connections in their learning. For example, the survey techniques
learned from a transect in Geography could be used in researching the environment in a local area. Using their
learning in maths would allow them to present the data collected in a meaningful format. This will help to ensure
their skills are reinforced and transferrable.
ENVIRONMENTAL SCIENCE
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Environmental Science Progression Framework
Further information about this qualification is available from the SQA website:
http://www.sqa.org.uk/sqa/48589.html
4.
What other materials are available on the Education Scotland website?
 NQ Glow Portal – Environmental Science
http://www.educationscotland.gov.uk/nqcoursematerials/subjects/environmentalscience/index.asp1
 CfE Briefing 15: Sciences for all
 Sciences Principles and Practices
 Sciences 3-18 Curriculum Impact Report
 Social Studies Principles and Practices
 Social Studies 3–18 Curriculum Area Impact Report
 Concept development in the Sciences
 Science – Food Security
 Physics – Energy Security
The Scottish Environment website will also provide an extremely useful source of information.
5.
Reflective questions
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of learners?
How will you promote enthusiasm for chemistry through relevant, inspiring and engaging contexts?
How can you ensure that learners can access opportunities to apply their learning in different curriculum areas?
How will you ensure that learners develop and apply skills in literacy, numeracy and health and wellbeing?
How will you ensure that learners have opportunities to encounter a broad and challenging range of data and
sources of evidence?
How will you ensure a balanced overall blend of approaches in the classroom?
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