Professional Focus Paper
Course: Science in the Environment
1.
Level: National 2
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
Science in the Environment National 2.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of learners?
2.
What’s new and what are the implications for learning and teaching?
Science in the Environment National 2 consists of four Units, providing learners with the opportunity to develop an
awareness and understanding of science through a range of everyday contexts.
Mandatory Units
 Resources, Forces and Energy
 Living Things
SCIENCE IN THE ENVIORNMENT
Optional Units
 Sustainable Lifestyles
 Managing an Environmental Area
To achieve Science in the Environment National 2, learners must pass the two mandatory Units and one optional
Unit.
What are the key aspects of Science in the Environment National 2?
The Science in the Environment course reflects Curriculum for Excellence values, purposes and principles and
gives learners good opportunities to build further on the attributes and capabilities of the four capacities. It builds on
the principles and practice paper and the relevant experiences and outcomes across science, social studies and
health and wellbeing. There is an emphasis on skills development and the application of those skills in real-life
contexts. These skills can also support progression in other curriculum areas as well as in the Personal
Achievement Award at National 2 and the Personal Development award at National 2.
Increased emphasis on skills development
This qualification builds on the skills developed in the BGE and at National 1. 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 2; 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. For example, if
involved in litter picking around the centre learners will not only learn that litter is untidy but also how it impacts
negatively on people and wildlife. This course also develops the skills, knowledge and capacities that are
complementary for learners in other curriculum areas as well as skills for learning, life and work. For some learners,
specific targets may be set within their individualised educational programmes to ensure skills are developed
across Literacy, Numeracy and Health and Wellbeing. In planning experiences and skill development in Science in
the Environment, staff should also take account of the targets set in other curricular areas, including Literacy,
Numeracy and Personal Development
Wider range of evidence
The available methods of gathering evidence are now far broader, thereby facilitating greater personalisation and
choice in learners’ experiences. Evidence should be more naturally occurring and should exemplify the learning
which has taken place. The method of assessment used should suit the needs of the individual and the task and as
a result such evidence may vary from individual to individual, depending on their preferred approach. Portfolios,
verbal or written feedback, quizzes and interactive games, presentations, observational checklists, photographic or
video evidence are all valid examples of ways in which evidence could be generated to meet the necessary
outcomes and standards. Opportunities for interdisciplinary and cross-curriculum working can also provide a
framework for integrated assessment.
Hierarchy of Units
The hierarchical nature of the Units allows for flexible learning and teaching, in classes and groups as appropriate
to circumstances, 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
Science in the Environment. The degree of choice within the Units further allows for new areas of study for learners
who are able to progress from one level to another, while ensuring that learners are not required to repeat content
from one level to the next. This approach has the potential to encourage all learners to aim high.
SCIENCE IN THE ENVIRONMENT
What are the key features of learning in Science in the Environment National 2?
Active Learning
Learning will be best when it applies a variety of creative and innovative approaches to the development of interest
and enthusiasm for science in the environment. Science in the Environment provides opportunities for active and
collaborative learning in creative, relevant, inspiring and engaging contexts. Well-designed experiences in science
will develop: curiosity and problem solving and analytical thinking skills; skills for collaborative learning and
independent thinking; and interest and enthusiasm for learning. When learners are increasingly active in their
learning they make links across their learning that help them to make sense of the world and give their learning
relevance and authenticity. For example when exploring issues around sustainability teachers may wish to pose a
range of ‘what if’ questions such as ‘what will happen if we put all of these old Christmas display materials into the
bin?’
How will you promote enthusiasm for science in the environment through relevant, inspiring and engaging
contexts?
Learning independently
To develop independent thinking and problem solving skills, staff will want to reduce the focus on teacher-led
activities and place greater emphasis on learners’ experiences whereby choices are made, by the learner, based
on their own expertise and skill level. Learners working at National 2 may require varying degrees of staff support
for all or part of the tasks. Well defined assessment will determine the level of support an individual learner may
require at any given point within the learning and teaching environment. Learners should be given the opportunity
to use their normal mode of communication and have access to the appropriate resources identified to support their
learning. Learners will already be developing independent learning skills such as making decisions and solving
problems through BGE and these should be further developed in ways that lead to a sense of enjoyment and
achievement. For example, learners could now take a greater role in planning a Trade Fair or Science Week,
where one of the key aims is reducing, reusing or recycling the resources needed. They could also explore the
most energy efficient ways to set up props and furniture for the event and create a simple work schedule to achieve
this.
Responsibility for learning
Responsibility is a central theme across all four units. Teachers may wish to focus on this aspect to emphasise the
need for learners to be responsible, not only for their own learning, but also the choices and decisions they make in
the light of their increased understanding. For example in the unit ‘Resources, Forces and Energy’ learners are
required to identify how a range of objects work and the form of energy they use. In the ‘Sustainable Lifestyle’ unit
learners describe why a resource needs to be used responsibly. This and many other possible examples across
the units will help learners make the link between increased understanding and responsible choices. In this way
science becomes an important part of our everyday lives at home, in learning and in leisure. Through scientific
investigation learners begin to recognise the impact science makes on themselves, on others and on everyday life.
Learners progress at different rates and will require different levels of support depending on the task/activity to be
undertaken. Staff should be aware of the types and range of supports required, to enable the learner to experience
success and achievement, with the least possible intervention.
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working, including learning from
each other. When planning collaborative learning and teaching approaches, staff will want to consider how
individual learners can be encouraged and supported to take on roles that provide appropriate challenge and also
meaningful opportunities to contribute to the group and to experience success. Many practical scientific contexts
SCIENCE IN THE ENVIORNMENT
rely on learners working with partners and in a group. Working collaboratively provides the relevant and real-life
contexts and situations that promote knowledge and understanding of life beyond home and the centre. Visits to
science centres, power stations, wind farms or country parks will add breadth and depth to learning in this area.
Working in partnership with organisations such as the John Muir Trust, Scottish Natural Heritage or a local
countryside ranger service will help young people experience conservation in a real-life situation. These type of
partnerships also provide very good opportunities for work placements and volunteering, all of which help enhance
learners’ confidence, interpersonal and creative skills, allowing them to engage in a variety of roles and make
effective contributions as part of a team.
How will you ensure a balanced overall blend of approaches in the classroom and beyond?
Applying learning
Science in the Environment National 2 places considerable emphasis on enabling learners to apply their learning
across a wide range of scientific and environmental contexts. Learners will develop confidence in applying their
emerging skills in as many real-life situations as possible. Working in partnership with others staff can ensure that
learners are able to use and practise their skills in as natural a context as possible. Learners should develop
scientific enquiry and investigation skills, and be given opportunities to discover answers or solutions to problems,
building on skills developed within the BGE. A topic such as the ‘Science of Keeping Healthy’ would allow learners
to transfer the learning in the classroom about body parts and their functions to, for example, the gym, and fitness
suite or sports day. Measuring, recording, analysing and then presenting data about breathing and heart rates
during a range of physical activities require learners to use their literacy and numeracy skills as well as their skills in
scientific enquiry. Many centres now have garden areas as do many homes. Learners undertaking the optional unit
on ‘Managing an Environmental Area’ may wish to extend an existing area or plan a new one, not only for growing
vegetables but also to increase wildlife habitats. As many of these activities will involve working in collaboration
with others, learners’ understanding and confidence in cooperating and communicating with a range of different
people will be developed and can be transferred to other real-life situations.
How will you ensure that learners have opportunities to encounter a broad and challenging range of data and
sources of evidence?
Links with a range of curriculum areas such as, mathematics, health and wellbeing and social studies, are essential
to help learners apply and make connections in their learning. This will help to ensure their skills are reinforced and
transferrable.
How can you ensure that learners can access opportunities to apply their learning in different curriculum areas?
SCIENCE IN THE ENVIRONMENT
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
Chemistry Progression Framework
Full information on arrangements for this qualification is available at the SQA website:
Science in the Environment National 2
4.
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What other materials are available on the Education Scotland website which staff
could use?
Sciences Principles and Practices
Concept Development in the Sciences
The Sciences 3–18 Curriculum Area Impact Report
CfE Briefing 15: Sciences for All
Social Studies Principles and Practices
Social Studies 3–18 Curriculum Area Impact Report
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
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