NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Managing Environmental
Resources
Teacher’s Notes
[INTERMEDIATE 1]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for MER.
This publication was produced in partnership with SQA (Scottish Qualifications Authority).
Learning Teaching Scotland acknowledge the contribution made by SQA to the production
costs and for permission to use images and diagrams from past papers.
Every effort has been made to trace all the copyright holders but if any have been inadvertently
overlooked, the publishers will be pleased to make the necessary arrangements at the first
opportunity.
© Learning and Teaching Scotland 2010
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
Contents
Introduction
4
Section A: Clarification of support notes
6
Section B: Clarification of support notes
24
Legislation update
46
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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INTRODUCTION
Introduction
The course supports the principles of Curriculum for Excellen ce
(www.ltscotland.org.uk/curriculumforexcellence/index ) and provides
opportunities for students to meet the four capacities:




successful learners
confident individuals
responsible citizens
effective contributors.
More specifically, it meets many of the criteria specified under
‘experiences and outcomes’ for sciences and social studies, from which
a selection are given below.
Experiences and outcomes
Sciences
 Develop an understanding of the Earth’s resources and the need for
responsible use of them.
 Express opinions and make decisions on social, moral, ethical,
economic and environmental issues based on sound understanding.
 Develop as a scientifically literate citizen with a lifelong interest in
the sciences.
Social studies
 Develop my understanding of my own values, beliefs and cultures
and those of others.
 Develop my understanding of the principles of democracy and
citizenship through experience of critical and independent thinking.
 Learn how to locate, explore and link features and places locally and
further afield.
The course provides a real opportunity for cross-curricular
collaboration in supporting students’ learning. It also provides many
opportunities for investigative field work and outdoor learning.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
INTRODUCTION
Managing Environmental Resources (MER) is a National Qualifications
course currently offered at Intermediate 1, Intermediate 2 and Higher
levels.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
5
SECTION A: CLARIFICATION OF SUPPORT NOTES
Section A: Clarification of support notes
These notes give further clarification to those detailed in the
Intermediate 1 National Course Specification.
They are aimed at professionals already teaching MER Intermediate 1
in schools and colleges, or managers and teachers considering
implementing MER in the future.
They should be used in conjunction with those resources published on
National Qualifications Online, which is part of Learning and Teaching
Scotland’s online service (www.ltscotland.org.uk/nq).
The clarification has taken into account the requirements demonstrated
by the external assessment.
These notes give an indication of the level of knowledge required in
each unit of the course and may be adapted by teachers to provide
learning intentions/learning outcomes/learning objectives for use in the
day-to-day delivery of this subject. In addition they may provide the
basis of support notes for assessments.
Environmental issues, unit 1, is developing constantly as the effects of
human activities are being seen and new initiatives, organisations and
legislation are put in place to deal with these effects. These
developments should be reflected in the teaching approach to the
subject.
Ecosystems, unit 2, is predominantly investigative. Units 1 and 3 also
provide opportunities for investigation. Investigations must meet the
requirements as specified for Learning Outcome 3.
Land use, unit 3, is completely dependent on the local area of the
teaching centre. These notes underline the principles involved in local
land- or water-based industries.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
SECTION A: CLARIFICATION OF SUPPORT NOTES
Unit 1: Environmental issues
Content
Notes
Suggested clarification of notes
Types of
environment
Types of environment:
 natural
 semi-natural
 built.
The environment includes landscapes,
habitats, plants, animals and people,
together with the non-living elements
such as water and air.
These all interact within the
environment.
 The local area/Scotland has many different types of
environment.
 Some of the different environments found in the local
area/Scotland could include woodland, farmland, the sea,
the sea shore, urban, forest, moorland, river, loch, park.
 The three different types of environment with examples
are:
 natural – sea, river, natural loch
 semi-natural – parkland, farmland, forest plantation
 built – town, industrial site, road/motorway, car
park.
 Living and non-living features that make up an
environment:
 living – plants, animals, people
 non-living – air, water, rocks, landscape.
 Each part of the environment interacts with the other
parts.
 Examples of the knock-on effect that damage to one part
of the environment can have on another could include:
 death of plants leads to death of animals using these
plants for food
 building on land reduces the habitats for wildlife.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
Effects of
human
activity on
the local
environment
8
The effect of pollution from:
 transport
 industry
 agriculture
 home
on air, land, water, buildings and
living things.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
 The main sources of pollution are transport and industry
including power stations, agriculture and the home.
 Pollution has a harmful effect on air, land, water, buildings
and living things.
 Effects of pollution from transport, industry, agriculture
and the home could include:
 fumes/emissions cause acid rain
 acid rain erodes the stonework of buildings
 fumes/emissions coat plant leaves and reduce
photosynthesis
 pesticides build up in food chains/cause death of
wildlife
 fertiliser run-off causes pollution of rivers.
 sewage harms river/sea wildlife
 plastic bags cause harm to wildlife.
 Ways in which pollution problems may be reduced
include:
 catalytic converters on vehicles/ reduced car use
 legislation to control industrial waste/use of scrubbers
 reduced fertiliser/pesticide use
 sewage works upgrade
 reduce, reuse, recycle schemes/composting.
SECTION A: CLARIFICATION OF SUPPORT NOTES
Effects of
human
activity on the
local
environment
The use of renewable resources in:
 energy production
 forestry
 fishing
and the benefits/problems
encountered.
 A renewable resource is one that will not run out.
 Fossil fuels are non-renewable and will run out.
 The advantages of using renewable resources (compared to
non-renewables) could include less damage to wildlife, less
pollution, non-renewable resources conserved.
 The main renewable sources used in energy production:
wind, solar, hydro power, wave, tidal and biomass.
 The disadvantages of using each renewable energy resource
could include infrequent sun for solar power, infrequent
wind for wind power, alteration/destruction of habitats by
wind, wave, tidal power, visual pollution of windfarms,
tidal/wave turbines, noise pollution.
 Trees are renewable resources as new trees can be grown to
replace those felled.
 One problem of using trees as a renewable resource: they
take a long time to grow to maturity.
 Fish eaten by humans are a renewable resource as they can
be replaced.
 One problem resulting from humans using fish for food:
overfishing causes the collapse of fish stocks/may lead to
extinction of certain fish species.
The effect of human activity on
biodiversity through studying
 Biodiversity means the wide range of organisms found in
the environment.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
Effects of
human
activity on the
global
environment
10
changes in Scotland in:
 wetland
 native woodland
 moorland.
 There are three main types of environment where
biodiversity is under threat: wetland, native woodland (eg
pine/oak), moorland.
 Reasons for the decline in certain species in Scotland
include loss of habitat due to draining wetland, cutting
down of native woodland/replacing woodland with non native species, changing agricultural practices reducing
habitat, introduction of disease from non-native species.
Emphasis on the loss of biodiversity
by studying individual species that
are under threat of local or national
extinction:
 water vole and lapwing in wetland
 red squirrel and capercaillie in
native woodland
 corncrake and Primula scotica
The contribution of human activity
to:
 global warming
 acid rain
 ozone depletion
and the main effects on the global
environment.
 Global warming – changing
climate and rising sea levels.
 Species under threat include:
 wetland – water vole and lapwing
 native woodland – red squirrel and capercaillie
 corncrake and Primula scotica
Conservation measures help to protect species from
extinction.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
 Human activities have serious effects on the global
environment.
 Some human activities contribute to global warming, acid
rain and ozone depletion.
 Greenhouse gases include carbon dioxide, methane, oxides
of nitrogen.
 Sulphur dioxide is a gas that contributes to acid rain.
 Examples of the human activities that contribute to global
warming and acid rain include pollution/emissions from
SECTION A: CLARIFICATION OF SUPPORT NOTES
 Acid rain – habitat destruction and
death of wildlife.
 Ozone depletion – increase in UV
radiation and thus skin cancer.
industries, power stations, transport.
 Examples of the human activities that contribute to ozone
depletion include use of chlorofluorocarbons (CFCs).
 Some impacts of human activities on the global
environment include:
 global warming – ice caps melting, rising sea levels,
climate change, freak weather conditions, excess
flooding
 acid rain – death of wildlife/trees, habitat destruction,
acidification of lochs, reduction in biodiversity
 ozone depletion – increase in UV radiation, increasing
risk of skin cancer.
The contribution of human activity to
loss of biodiversity through:
 habitat damage/loss on a global
scale:
 rainforest
 seas.
 potential species extinction
globally:
 giant panda
 blue whale
 Ecosystems under threat globally as a result of human
activities are rainforests and the sea.
 Some human activities can result in the loss of biodiversity,
particularly in the rainforests and seas, eg deforestation,
overfishing, pollution.
 The rainforests are affected by deforestation/habitat
destruction for farming, housing, mineral extraction.
 The seas are affected by pollution, impact of global
warming, overfishing.
 Species under threat of extinction include giant panda, blue
whale, Bengal tiger, etc.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
Initiatives for
the protection
of the
environment
Organisations
for the
protection of
the
environment
12
Initiatives relating to the concept of
sustainable development at each of
the following levels and including:
 local –waste-reduction schemes to
include bottle banks, can banks
and composting schemes
 national – initiatives related to
biodiversity to include the
Millennium Forest for Scotland
and environmentally sensitive
areas (ESAs)
 international – the Earth Summit
(UNCED), Rio,1992.
An understanding of the role of one
organisation for the protection of the
environment at each of the following
levels:
 local – an appropriate local
organisation (voluntary or paid
staff) whose work focuses on the
local environment, eg ranger
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
 Understand what is meant by conservation of resources and
sustainable development – meeting the needs of today
without affecting the ability of future generations to meet
their needs.
 Initiatives for the protection of the environment exist at
three levels: local, national and international.
 Initiatives at each of the following levels include:
 local – bottle bank, can bank, composting scheme,
plastic bag reuse/recycling, Local Biodiversity Action
Plan (LBAP)
 national – Millennium Forest for Scotland ESAs
 international – Earth Summit (UNCED)/Agenda 21,
Kyoto Protocol.
Note: Link to factors affecting land- and water-based
industries – MER Int 1 unit 3.
 Many organisations exist to help in the conservation of the
environment for future generations.
 Organisations for the protection of the environment exist at
three levels – local, national and international.
 Examples of organisations at each of the following levels
include:
 local – park ranger service, community woodland trust
or other organisation specific to local area
SECTION A: CLARIFICATION OF SUPPORT NOTES
Legislation
for the
protection of
the
environment
services, community woodland
trusts, Red Alert groups, etc.
 national – Scottish Environmental
Protection Agency (SEPA).
 International World Wide Fund for
Nature (WWF).
An example of one piece of
legislation for the protection of the
environment at each of the following
levels:
 local – an appropriate example of
local byelaws to fulfil a local
environmental protection need, eg
relating to fishing, litter, nature
reserves, etc.
 national – Wildlife and
Countryside Act, 1981
 international – fishing quotas.
 national – SEPA, Scottish Natural Heritage (SNH)
 international – WWF, Friends of the Earth.
 Legislation exists for the protection of the environment at
three levels: local, national and international.
 Examples of legislation at each of the following levels
include:
 local – tree preservation orders, litter byelaws, fishing
rights byelaws, fly-tipping byelaws
 national – Wildlife and Countryside Act, 1981,
Conservation (Scotland) Act 2004
 international – fishing quotas, Habitats Directive.
Notes
 The clarification of the notes is only one interpretation of the specification – additional information may be added
as deemed necessary.
 Abbreviations used are accepted as standard and are accepted in National Qualifications assessments.
 Examples included are for guidance and include the minimum required in the specification. Other examples may be
acceptable, particularly those at local level.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
Unit 2: Ecosystems
Content
Notes
Suggested clarification of notes
Interrelationships
of an
ecosystem
An ecosystem is the interaction between
the habitat and the community.
 Ecosystem = habitat + community
 A community is made up of the plants and animals
which live in a habitat.
 A habitat is where a plant or animal lives.
The place of producers, consumers,
herbivores, omnivores and decomposers
in the food chain and simple food webs.






Energy flow and loss in food chains; the
Sun as the source of energy.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
A producer uses the Sun’s energy to make its own food.
A consumer eats a plant or animal to get its energy.
A herbivore eats plants.
A carnivore eats other animals.
An omnivore eats plants and other animals.
A decomposer gets its energy from breaking down dead
plants and animals.
 Examples of decomposers could include bacteria, fungi,
earthworms, maggots.
 A food chain always starts with a plant: the producer.
 A food chain shows how energy passes from plants to
animals to other animals.
 A food web is made up from several food chains.
 The arrows in a food chain show the direction of energy
flow.
SECTION A: CLARIFICATION OF SUPPORT NOTES
The physical
components of
an ecosystem
The effects of abiotic factors on the
distribution of organisms, to include
temperature, light intensity and pH and
water content of soil.
Methods of measuring and recording
these abiotic factors.
 The Sun is the source of energy for all food chains.
 Energy can be lost from a food chain through heat,
movement or undigested food.
 An organism is a living thing: a plant or an animal.
 Abiotic means physical or non-biological.
 Abiotic factors include temperature, light intensity, pH
and the water content of soil.
 Temperature is measured using, for example, a
thermometer.
 Light intensity is measured using, for example, a light
meter.
 pH is measured using, for example, pH indicator
solution.
 Water content is measured using, for example, a
moisture probe.
 Measurements should be repeated and an average
calculated.
 Repetition improves reliability.
 Controlling variables improves validity.
 The distribution of an organism is where it is found.
 The abundance is how many are living in that particular
area.
 An abiotic factor can affect the abundance and
distribution of an organism.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
Biological
components of
an ecosystem
Living organisms in an ecosystem
should be observed, counted and
identified.
Methods of collection should include
pitfall traps, nets and tree beating.
Methods of counting to include
quadrats.
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 The living parts of an ecosystem are the plants and
animals.
 A pitfall trap is used to catch small animals,
invertebrates, which live on the surface of soil, such as
beetles.
 A net is used to collect invertebrates living in water,
such as stone flies, water louse.
 Tree beating is used to collect invertebrates living in
trees, such as caterpillars.
 All animals must be returned to their habitat after
counting to conserve the species and not upset the
balance within the ecosystem.
 A quadrat is used to measure the abundance of plants or
slow-moving animals, such as limpets, on a rocky
shore.
Construct and use simple keys to
identify organisms.
 A key can be used to identify organisms.
 There are two kinds of key: branched or paired
statement.
Importance of biodiversity in
ecosystems.
 Species is one type of organism.
 Biodiversity is the range of species within an
ecosystem.
 Biodiversity is important because it provides a variety
of food and shelter for other organisms.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
SECTION A: CLARIFICATION OF SUPPORT NOTES
Notes
 The clarification of the notes is only one interpretation of the specification – additional information may be added
as deemed necessary.
 Examples included are for guidance and include the minimum required in the specification. Other examples may be
acceptable, particularly those at local level.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
Unit 3: Land use
Content
Notes
Suggested clarification of notes
Principal
features of
land and
water use
The range of local land and water
uses, to include farming, fishfarming, forestry, parks and gardens,
electricity generation, housing,
transport, conservation and tourism.
 No areas of land or water are ‘useless’.
 Examples of land- and water-based industries include:
 farming and forestry – land-based
 fish-farm and an off-shore windfarm – water-based.
 Examples of local land and water use include housing,
shopping centres, factories and offices, hotels, museums,
theme parks, roads, railways, parks, playing fields, nature
reserves, wind farms, farmland, woodland, rivers, lochs,
etc.
Note: Link to types of environment in Unit 1: Environmental
issues.
 Examples of local land or water use as appropriate to the
local area.
Methods of production, range of
products, distribution and marketing,
employment, effects on the
environment as appropriate.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
 Methods of production: the procedures involved in making
the product, eg in forestry, tree planting and felling.
 Range of products, eg in forestry, timber and sawdust.
 Distribution: how the products get to the selling point, eg
in forestry, timber transported by road on special trucks to
the sawmill.
SECTION A: CLARIFICATION OF SUPPORT NOTES
Requirements
of a local
land- or
water-based
industry
Physical requirements to include
buildings, machinery, energy,
equipment, raw materials.
 Marketing: methods used to sell the products, eg
advertisement.
 Employment: the jobs involved, eg in forestry, power saw
operators, fertiliser sprayers, truck drivers.
 Effects on the environment, eg forestry, felling in larger
areas may lead to soil erosion, fumes from power tools and
trucks.
 Examples as appropriate to the local area.
 The physical requirements of an industry include
buildings, machinery, equipment, raw materials and
energy.
 Summary diagrams show the inputs and outputs of a
specific industry.
Inputs
 Site (land or water), eg arable farming on level, fertile
land, sheep farming on hilly ground, watersports
(recreation) on a freshwater loch, salmon farm on a
sheltered sea-loch.
 Buildings to include offices, factories, worksheds and
equipment stores.
 Machinery and equipment, eg tractors, trailers (farming),
trawlers, nets (fishing), oil platform, rig and supply
vessels (North Sea oil extraction), excavators and
earthmovers (open-cast mining).
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
 Raw materials, eg oil for the plastics industry; plentiful
fast-flowing water supply for hydro-electric power (HEP)
generation; seeds, plant plugs, fertilisers for garden centre.
 Energy, eg coal, oil, electricity, biofuel such as
woodchips or peat cast coal mine), diesel to fuel
transporters.
Outputs
 Main product(s), eg farmed shellfish; venison from a deer
farm; kippers and smokies from a smoke-house; whisky
from a distillery; cheeses and ice-cream from a dairy
business; timber from a forest sawmill; stone from a
quarry.
 By-products, eg compost from a recycling plant;
woodchips from a timber yard; heated water from a power
station; manure from a dairy farm; spent compost from a
mushroom farm.
 Waste, eg packaging and pallets at retail outlets; used oil
at haulage depots; heat lost through gases at refineries.
Labour requirements to include
permanent, temporary and seasonal
staff.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
 Seasonal, eg seasonal farm workers may be employed for
the tending and harvesting of soft fruits.
 Temporary, eg temporary gas delivery drivers may be
employed if a spell of cold weather raises demand for the
product.
 Permanent, eg permanent staff will be employed all year
SECTION A: CLARIFICATION OF SUPPORT NOTES
round at an important conservation site such as Loch
Leven National Nature Reserve.
Factors
influencing
land- or
water-based
industries
Site location; climatic constraints;
planning controls and environmental
protection measures; conservation
designations to include sites of
special scientific interest (SSSI) and
special protection areas (SPAs);
incentive schemes to include ESAs
and the Countryside Premium Scheme
(CPS).
Note: These examples are given as an indication only and
may not be applicable to the local industry chosen for study.
 Site location: specific local land or water use may be
suited/constrained to a particular site location, eg a nature
reserve in an area of native woodland; a road-stone quarry
on an outcrop of suitable rock; a visitor centre beside a
historic castle or tourist attraction; a recreation centr e and
skate park in a residential area.

Climatic constraints: these may apply to particular land or
water uses, eg cereal farming in south-east Scotland in
areas of light rainfall; crofting in colder, wetter areas of
north-west Scotland; windfarms in exposed areas.

Local planning controls (see local council websites), eg:
 Borders Council local plans indicate conservation
areas unsuitable for development
 Highland Council Planning Department has policies
and framework for aquaculture
 other local examples may include tree preservation
orders, proposed development of listed buildings, the
location of radio masts, caravan sites and mineral
extraction.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
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SECTION A: CLARIFICATION OF SUPPORT NOTES
Note: Link to Legislation in Section 2: Environmental issues.

Examples of environmental protection measures include
SSSI and SPA, which have a special conservation
designation. ESA is an example of a special incentive to
support conservation.
 Know what the above abbreviations stand for.
The role of
land- or
water-based
industries in
the local
economy
Impact on employment, transport
infrastructure, housing and service
industries.
Examples should be considered from
a positive and a negative point of
view.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
Note: The Countryside Premium Scheme was replaced in
2000 by the Rural Stewardship Scheme (RSS). This has been
replaced by the Scotland Rural Development Programme
(SRDP) 2007–2013.
 Many land- or water-based industries help support the
local economy.
 Any industry can have advantages and disadvantages to
the local community.
 Advantages could include more jobs, availability of local
produce, easy access to products, improved facilities.
 Disadvantages could include increase in
transport/pollution/noise, unsightly appearance.
 Employment. Examples could include farming (increasing
mechanisation, smaller workforce), skiing and winter
sports (seasonal, weather dependant).
 Transport infrastructure. Examples could include:
 the construction of a new tram line taking visitors from
an airport to city centre (positive impact – used by
SECTION A: CLARIFICATION OF SUPPORT NOTES
local commuters, decreases number of private cars in
the city centre)
 increased road haulage of coal from an open-cast coal
mine (negative impact – noise, dust, increased traffic).
 Housing. Examples could include tourism and holiday
homes (negative impact – rural house prices may be
inflated for local people; positive impact – rebuilding of
derelict cottages and crofts).
 Service industries. Examples could include pressure on
local schools and sewage works (negative) due to housing
developments in the local area, but an increase in
population could bring a health centre with a bigger range
of services (positive).
Note: These examples are given as an indication only and
may not be applicable to the local industry chosen for study.
Notes
 The clarification of the notes is only one interpretation of the specification – additional information may be added
as deemed necessary.
 Abbreviations used are accepted as standard and are accepted in National Qualifications assessments.
 Examples included are for guidance and include the minimum requir ed in the specification. Other examples may be
acceptable, particularly those at local level.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
23
SECTION B: CLARIFICATION OF SUPPORT NOTES
Section B: Clarification of suggested activities
These notes give further clarification of the suggested activities detailed in the
Intermediate 1 National Course Specification.
These suggested activities are aimed at professionals already teaching MER
Intermediate 1 in schools and colleges, or managers and teachers considering
implementing MER in the future.
These notes should be used in conjunction with the resources published on
National Qualifications Online, which is part of Learning and Teaching
Scotland’s online service (www.ltscotland.org.uk/nq).
The suggested activities where possible have been supplement ed by support
sheets for student and or teacher use.
The support sheets reflect the clarification of the mandatory notes and have
been developed to encourage active learning.
Exemplification of Learning Outcome 3 has been included to allow students to
critically analyse the work of their peers. It should also allow centres to see the
required standard of investigation write up.
Where appropriate, links have been identified with the four capacities on
Curriculum for Excellence (CfE) and Assessment is for Learning (AifL). The
activities provide opportunities for active learning, creativity and enterprise in
learning and the development of the student’s own attitudes and values. Indeed,
citizenship is at the heart of the coursework.
24
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
SECTION B: CLARIFICATION OF SUPPORT NOTES
Unit 1: Environmental issues
Content
Notes
Suggested activities
Types of
environment
Types of environment:
 natural
 semi-natural
 built.
The environment includes
landscapes, habitats,
plants, animals and
people, together with the
non-living elements such
as water and air. These
all interact within the
environment.
The effect of pollution
from:
 transport
 industry
 agriculture
 home
on air, land, water,
buildings and living
things.
 Tour of the ‘local’
environment on foot or by
minibus, PowerPoint of local
photographs with discussion.
 Summary of living and nonliving aspects of the
environment.
 Paired activity/group exercise
on identifying the three types
of environment: natural, seminatural, built.
Effects of
human
activity on
the local
environment
– effects of
pollution
 Practical investigation
approach (meeting
requirements of Learning
Outcome 3).
1. Compare the ‘dust’ coating
of plant leaves at two sites
at different distances from
road.
2. Compare traffic noise from
different types of transport.
Activity
sheet
Photoshots
Link to
AifL
Link to
CfE
Provide
challenge
and
enjoyment
Support
sheet 1
Self-/peerassessment.
Support
sheets 2A
and 2B
Self-/peerassessment
Successful
learners
Highquality
interaction
Deciding
next steps
Share
criteria
Reflect on
evidence
Outdoor
learning
Provide
challenge
and
enjoyment
Develop
numeracy
and literacy
skills
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
25
SECTION B: CLARIFICATION OF SUPPORT NOTES
3.
4.
Compare pollution levels by
measuring the abundance of
one or two freshwater
indicator species at two or
more sites.
Distribution of chewing
gum on school walkways.
 Critical analysis of two
practical investigation reports
– discussion exercise on the
requirements of a good
practical investigation.
Support
sheets 3A,
3B and 3C
 Investigate one or more local
or national pollution issues as
an enterprise group activity
and produce a newspaper
report/internet article/ecoschool blog.
 Revision exercise: mix-andmatch pollution problems and
solutions.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
Support
sheets 4
and 5
Self-/peerassessment
Reflect on
evidence
Highquality
interaction
Successful
learners
Effective
contributors
Reflect on
evidence
Highquality
interaction
Successful
learners
Effective
contributors
Self-/peerassessment
Effective
contributors
SECTION B: CLARIFICATION OF SUPPORT NOTES
Effects of
human
activity on
the local
environment
– renewable
resources
The use of renewable
resources in:
 energy production
 forestry
 fishing
and the benefits/problems
encountered.
 PowerPoint to initiate debate
on renewable and nonrenewable resources in which
all individuals express their
views.
 Group or paired activity
producing a report comparing
the advantages and
disadvantages of a windfarm
versus oil from the North Sea
or nuclear power stations
versus solar power.
Effective
contributors
Photoshots –
energy
Set
learning
goals
Reflect on
evidence
Highquality
interaction
 Visit a local windfarm/fish
farm/forestry plantation.
Effects of
human
activity on
the local
environment
– biodiversity
The effect of human
activity on biodiversity
through studying changes
in Scotland, namely:
 wetland
 native woodland
 moorland.
 Individual/paired
activity/group investigation of
endangered species and
potential species extinction
on:
 a local scale
 a national scale.
Information should be shared by
Working
with others
Highquality
interaction
Successful
learners
Responsible
citizens
Provide
challenge
and
enjoyment
Successful
learners
Responsible
citizens
Effective
contributors
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
27
SECTION B: CLARIFICATION OF SUPPORT NOTES
Effects of
human
activity on
the global
environment
Emphasis on the loss of
biodiversity by studying
individual species that
are under threat of local
or national extinction:
 water vole and
lapwing in wetland
 red squirrel and
capercaillie in native
woodland
 corncrake and Primula
scotica.
The contribution of
human activity to:
 global warming
 acid rain
 ozone depletion
and the main effects on
the global environment.
 Global warming –
changing climate and
rising sea levels.
 Acid rain – habitat
destruction and death
of wildlife.
28
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
reporting back to class/poster
display/exchange reports and
comment.
 Guest speaker from a
local/national conservation
organization linked to work of
the organisation. Debate
issues arising.
 Introduction to the big issues
using fact cards in which
opinions are shared in paired,
group or class activity.
Responsible
citizens
Develop
own values
Working
with others
Highquality
interaction
Successful
learners
Responsible
citizens
Effective
contributors
HighMini
PowerPoint quality
interaction
Self-/peerassessment
Responsible
citizens
Support
sheet 6
 Media presentation using
video/DVD/internet on any of
the key issues.
 Greenhouse effect and acid
rain starter.
Discuss actions which can be
taken to reduce greenhouse
gas emissions/acid rain.
SECTION B: CLARIFICATION OF SUPPORT NOTES
 Ozone depletion –
increase in UV
radiation and thus skin
cancer.
Present information as a
poster.
 Problems for the future
summary sheet.
Support
sheet 7
Self-/peerassessment
Responsible
citizens
Set
learning
goals
Working
with others
Highquality
interaction
Successful
learners
Responsible
citizens
Effective
contributors
 Prepare PowerPoint
presentation/use film or CD
clips to present the dramatic
global changes to rainforests
and the sea.
The contribution of
human activity to loss of
biodiversity through:
 habitat damage/loss on
a global scale:
 rainforest
 seas.
 Potential species
extinction globally:
 giant panda
 blue whale.
 Individual/paired
activity/group investigation of
habitat damage, endangered
species and potential species
extinction on a global scale
using examples such as the
giant panda, blue whale, polar
bear, mountain gorilla, etc.
Information should be shared
by reporting back to
class/poster display/exchange
reports and comment.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
29
SECTION B: CLARIFICATION OF SUPPORT NOTES
 Visit Dynamic Earth.
Initiatives for
the
protection of
the
environment
30
Initiatives relating to the
concept of sustainable
development at each of
the following levels and
including:
 local –waste-reduction
schemes to include
bottle banks, can
banks and composting
schemes
 national – initiatives
related to biodiversity
to include the
Millennium Forest for
Scotland and ESAs.
 international – the
Earth Summit
(UNCED), Rio,1992.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
 Use local authority website to
discover what local initiatives
are operational, eg kerbside
collections, local biodiversity
action plan. Report back on
findings.
Set
learning
goals
Reflect on
evidence
 Design/create a compost bin.
Link to role of decomposers in
Ecosystems unit.
 Start an eco-friendly campaign
on recycling/reducing litter
within the school.
Peerassessment
of results
 PowerPoint presentation on
the Earth Summit and Agenda
21.
Agenda 21
PowerPoint
Provide
challenge
and
enjoyment
Responsible
citizens
Develop
own values
Responsible
citizens
Encourage
creativity
Responsible
citizens
SECTION B: CLARIFICATION OF SUPPORT NOTES
Organisations
for the
protection of
the
environment
An understanding of the
role of one organisation
for the protection of the
environment at each of
the following levels:
 local – an appropriate
local organisation
(voluntary or paid
staff) whose work
focuses on the local
environment, eg ranger
services, community
woodland trusts, Red
Alert groups etc.
 National – Scottish
Environmental
Protection Agency
(SEPA).
 International World
Wide Fund for Nature
(WWF).
 Visit to or visit from a local
park ranger service with
questionnaire designed to
investigate the role of a
ranger.
Link to byelaws – see below.
High
quality
interaction
 Visit to RSPB site linked to
biodiversity – the
capercaillie/lapwing/corncrake
and/or practical activities
offered at the site. Visiting
speaker.
Successful
learners
Responsible
citizens
Responsible
citizens
 Use SEPA website to identify
its environmental protection
role. Link to pollution and its
control.
Peerassessment
of results
Responsible
citizens
 Investigate the activities of
WWF using their website.
Design an advertising
campaign/poster to support the
work being carried out by
WWF.
Working
with others
Responsible
citizens
Encourage
enterprise
and
creativity
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
31
SECTION B: CLARIFICATION OF SUPPORT NOTES
Legislation
for the
protection of
the
environment
An example of one piece
of legislation for the
protection of the
environment at each of
the following levels:
 local – an appropriate
example of local
byelaws to fulfil a
local environmental
protection need, eg
relating to fishing,
litter, nature reserves
etc.
 national – Wildlife and
Countryside Act, 1981
 international – fishing
quotas.
 Through discussion compile
questions to ask local police
officer/environmental liaison
officer who could introduce
the law and wildlife in a local
context.
 Visit a local site where
legislation is used for
environmental protection –
nature reserve/SSSI.
 Use ranger service to
introduce local byelaws linked
to organisation above.
Working
with others
Highquality
interaction
 Investigate as a project the
historical background to
Scottish fishing activities up
to present-day use of EU
quotas and the impacts on the
Scottish fisheries industry.
Working
with others
Highquality
interaction
Note: Link to Land and water
use, MER Intermediate 1 Unit 3.
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TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
Responsible
citizens
Outdoor
learning
Responsible
citizens
Successful
learners
Responsible
citizens
SECTION B: CLARIFICATION OF SUPPORT NOTES
 Summary sheet/assessment
tool on organisations,
initiatives and legislation.
Support
sheets 8A,
8B and 8C
Peer/classassessment
Notes
 The content in this unit does not need to be delivered in the order prov ided in the specification notes. It might be
more appropriate to deliver both the units and the content in a different order, taking into account links between the
units.
 Although the notes have been exemplified by suggested activities and support notes pr ovided where possible, the
type and range of activity is not exhaustive and more appropriate approaches should be taken in relation to the local
situation.
 The use of speakers, visits and fieldwork will depend on the teaching centre, but should be encourag ed as a learning
and teaching approach.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
33
SECTION B: CLARIFICATION OF SUPPORT NOTES
Unit 2: Ecosystems – suggested learning activities
Activity
sheet(s)
Link to
AifL
Link to
CFE
Provide
challenge
and
enjoyment
Summary of ecosystem,
habitat and community sheet
– terminology checklist.
Support
sheet 1
Self-/peer
assessment
Successful
learners
Construct a worm
composting bin, perhaps in
conjunction with an ecoschool project to reduce
waste.
Support
sheet 2
Working
with others
Active
learning
Outdoor
learning
Develop
own values
Support
sheet 3
Active
learning
Responsible
citizens
Content
Notes
Suggested activities
Interrelationships
of an
ecosystem
An ecosystem is the
interaction between the
habitat and the community.
Tour of local
area/PowerPoint
presentation of local
ecosystems, habitats and
communities.
Note: Link to Unit 1
Environmental issues –
initiatives.
Set up an aquarium to show
interaction of plants, animals
34
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
SECTION B: CLARIFICATION OF SUPPORT NOTES
The place of producers,
consumers, herbivores,
carnivores, omnivores and
decomposers in the food
chains and simple food
webs.
and non-living parts of the
ecosystem.
Construct food chains and
food webs from studies of an
ecosystem/food chain/web
card exercise.
Investigate a range of
ecosystems, eg tree, pond,
leaf litter, to identify the
producers and consumers.
Alternatively, this could be a
paper exercise using any of
the following reference
books: Standard Grade
Biology, Standard Grade
Science – A study of
environments, Intermediate
2 Biology or past paper MER
questions.
Energy flow and loss in
food chains.
The Sun as the energy
source.
Support
sheet 4 –
suggested
approaches
Peerassessment
Provide
challenge
and
enjoyment
High
quality
interaction
Outdoor
learning
Working
with others
Peerassessment
Successful
learners
Discussion on the origin of
human foods.
Shared
criteria
Effective
contributors
Web/library exercise to find
Working
Encourage
Support
sheet 5
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
35
SECTION B: CLARIFICATION OF SUPPORT NOTES
examples of herbivores,
carnivores, omnivores and
decomposers and design
posters or cards (sheet 4) for
food webs.
The physical
components
of an
ecosystem
Methods of measuring and
recording these abiotic
factors: temperature, light
intensity and pH and water
content of soil.
Terminology checklist.
Summary of producers,
herbivores, carnivores,
omnivores and decomposers.
Support
sheet 6
Set
learning
goals
Develop
literacy
skills
Play flash card game for
definitions.
Support
sheets 7a
and 7b
Support
sheets 8, 9,
10 and 11
Active
learning
Planned,
purposeful
play
Develop
numeracy
skills
Support
sheet 12
Working
Successful
with others learners
Reflect on
evidence
Measure temperature, light
intensity, soil pH and water
content of soil in a selected
local ecosystem, including
the use of repeat
measurements to get
averages.
Terminology checklist.
36
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
with others creativity
High
quality
interaction
Active
learning
Reflect on
evidence
SECTION B: CLARIFICATION OF SUPPORT NOTES
The effects of abiotic
factors on the distribution
of organisms, to include
temperature, light intensity
and pH and water content of
soil.
Practical investigation
approach to meet the
requirements of Learning
Outcome 3.
Support
sheet 13
Working
with others
Reflect on
evidence
Investigation into the pH of
rainwater – problemsolving.
Support
sheet 14
Deciding
next steps
Provide
challenge
Develop
numeracy
and literacy
skills
Examples of investigations
could include:
 the effect of soil moisture
on the
distribution/abundance of
a chosen species in a field
 the effect of light
intensity on the
distribution/abundance of
a chosen species.
Critical analysis of two
sample investigation reports.
Self-/peerSupport
assessment
sheets 14a,
14b and 14c Reflect on
evidence
Highquality
Successful
learners
Effective
contributors
.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
37
SECTION B: CLARIFICATION OF SUPPORT NOTES
interaction
Biological
components
of an
ecosystem
Methods of collection
should include pitfall traps,
nets and tree beating.
Living organisms in an
ecosystem should be
observed, counted and
identified.
Problem-solving exercise
into the distribution of
organisms for Learning
Outcome 2.
Collect organisms using
pitfall traps, nets and tree
beating.
Terminology checklist.
38
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
Reflect on
evidence.
Successful
learners.
Support
sheet 16
Self-/peerassessment
Outdoor
learning
Responsible
citizens
Carry out investigations to
meet Learning Outcome 3.
 Investigate the effect of
trampling on the
distribution of
daisies/dandelions across
a path in the school
grounds.
Methods of counting to
include quadrats.
Support
sheet 15
 Investigate the effect of
light intensity or soil
moisture on the
distribution of
daisies/dandelions.
Outdoor
learning
SECTION B: CLARIFICATION OF SUPPORT NOTES
Problem-solving exercise
drawing conclusions from
results.
Construct and use simple
keys to identify organisms.
Construct keys based on a
series of exhibits, eg specific
shells from a set of named
shells; utilising organisms
caught by the methods
outlined above.
Use a variety of keys as
problem-solving exercises.
Past paper questions and
biology text books are good
sources for a variety of keys.
Importance of biodiversity
in ecosystems.
Thought-shower exercise
compiling species lists for
school grounds/local area.
Results displayed as posters.
Share information with ecoclub.
Support
sheet 17
Reflect on
evidence
Develop
numeracy
and literacy
skills
Successful
learners
Working
Provide
with others challenge
Reflect on and
evidence
enjoyment
Deciding
next steps
Support
sheet 18
Self-/peerassessment
Highquality
interaction
Successful
learners
Effective
contributors
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
39
SECTION B: CLARIFICATION OF SUPPORT NOTES
Discuss any local
biodiversity problem, eg
grey squirrel culling.
Note: Link to MER
Intermediate 1 Unit 1.
Problem-solving exercise.
Support
sheet 19
Highquality
interaction
Share
criteria
Responsible
citizens
Develop
own values
Set
learning
goals
Successful
learners
Notes
 The content in this unit does not need to be delivered in the order provided in the specification notes. It m ight be
more appropriate to deliver both the units and content in a different order , taking into account links between the
units. For example, it may be appropriate to cover methods of collection/counting of organisms before doing a
practical investigation on the distribution of an organism in relation to an abiotic factor.
 Although the notes have been exemplified by suggested activities and support notes provided where possible, the
type and range of activity is not exhaustive and more appropriate approach es should be taken in relation to the local
situation.
 The use of speakers, visits and fieldwork will depend on the teaching centre, but should be encouraged as a
learning and teaching approach.
40
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
SECTION B: CLARIFICATION OF SUPPORT NOTES
Unit 3: Land use – suggested learning activities
Content
Notes
Suggested activities
Principal
features of
land and water
use
The range of local
land and water uses,
to include farming,
fish-farming,
forestry, parks and
gardens, electricity
generation, housing,
transport,
conservation and
tourism.
 Photo activity/PowerPoint:
identify the main land or
water uses.
Activity
sheet(s)
Support
sheet 1
Link to AifL
Link to
CofE
Provide
challenge
and
enjoyment
 Tour of the local area by
minibus with
map/notebook.
 Name examples of land
and water use in the local
area. (Use OS map of the
local area and local
knowledge).
Methods of
production, range of
products, distribution
and marketing,
 Complete classification of
employment, effects
land and water use.
on the environment as
appropriate.
 Terminology: checklist.
 Complete inputs/outputs
diagram.
Support
sheet 2
High-quality
Effective
interaction/active contributors
learning
Support
sheet 3
Share criteria
Successful
learners
Support
sheet 4
Self-/peerassessment
Self-/peerassessment
Develop
literacy
skills
Support
sheet 4
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
41
SECTION B: CLARIFICATION OF SUPPORT NOTES
Requirements
of a local landor water-based
industry
Physical requirements  Factors of location:
to include buildings,
heads/tails activity.
machinery, energy,
equipment, raw
 Examples of land/water
materials.
uses to include fish
farming, forestry, housing,
Labour requirements
transport, conservation,
to include permanent,
tourism.
temporary and
seasonal staff.
 Local area – agree area to
be studied (eg school
catchment, local town or
village, natural physical
area such as valley, etc).
 OS map extract for local
area. List land or water
uses shown and draw
appropriate symbol. Grid
exercise to calculate
percentage of each land
use. Pie or bar chart
results.
42
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
Support
sheet 5
High-quality
interaction
Support
sheets 6
and 7
Support
sheet 8
Share criteria
High-quality
interaction
Successful
learners
Effective
contributors
Support
sheet 9
Share criteria
Set learning
goals
Feedback on
quality
Develop
numeracy
skills
SECTION B: CLARIFICATION OF SUPPORT NOTES
 Local land or water use.
Investigation (Learning
Outcome 3).
Support
sheet 10
Discussion: requirements of
a practical investigation.
Support
sheet 11
 Visit a local land or water
use such as a farm, forest,
country park.
Factors
influencing
land- or waterbased
industries
 Study of local transport.
Investigation. (Learning
Outcome 3).
Site location; climatic  Case studies using a
constraints; planning
variety of learning and
controls and
teaching activities, eg role
environmental
play, debate, stations,
protection measures;
library and internet
conservation
research, writing a press
designations to
release etc.
include SSSI and
special protection
 Discussion: requirements
areas; incentive
of a library-based
schemes to include
investigation.
ESAs and the
Support
sheets
12–15
Student
involvement in
deciding next
steps
Motivation
through
choice of
topic and
learning
activity
Set learning
goals
Reflect on
evidence
Outdoor
learning
High-quality
interaction
Provide
challenge
and
enjoyment
Share criteria
Reflect on
evidence
Working
with others
Planned,
purposeful
play
Skills for
learning
Skills for
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
43
SECTION B: CLARIFICATION OF SUPPORT NOTES
Countryside Premium  Library-based
Scheme.
investigation
(Learning Outcome 3).
Self-/peerassessment
work
Develop
numeracy
and literacy
skills
Successful
learners,
effective
contributors
The role of
land- or waterbased
industries in
the local
economy
Impact on
employment,
transport
infrastructure,
housing, service
industries.
Examples should be
considered from a
positive and a
negative point of
view.
44
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
 Local land and water uses.
Investigation. (Learning
Outcome 3).
Set learning
goals
Reflect on
evidence
Self-/peerassessment
Responsible
citizens
Successful
learners,
effective
contributors
Responsible
citizens
SECTION B: CLARIFICATION OF SUPPORT NOTES
Notes
 The content in this unit does not need to be delivered in the order provided in the specification notes. It might be
more appropriate to deliver both the units and content in a different order , taking into account links between the
units.
 Although the notes have been exemplified by suggested activities and support notes provided where possible, the
type and range of activity is not exhaustive and more appropriate approaches should be taken in relation to the local
situation.
 The use of speakers, visits and fieldwork will depend on the teaching centre, but should be encouraged as a learning
and teaching approach.
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
45
LEGISLATION UPDATE
Legislation update – all courses
The following updates information developed by Higher Still as
Support Material for Managing Environmental Resources, Guide to
Legislation available on Learning and Teaching Scotland website
(www.ltscotland.org.uk).
Legislation relevant to MER courses 1998–2008
Pesticides Act (1998)
Environmental Impact Assessment (Scotland) Regulations (1999)
Water Industry Act (1999)
Air Quality (Scotland) Regulations (2000)
Pollution Prevention and Control (Scotland) Regulations (2000)
National Parks (Scotland) Act (2000)
Designation of Nitrate Vulnerable Zones (Scotland) Regulations (2000,
2002, 2003)
Salmon Conservation (Scotland) Act (2001)
Transport (Scotland) Act 2001
Protection of Wild Mammals (Scotland) Act (2002)
Land Reform (Scotland) Act (2003)
Landfill (Scotland) Regulations (2003)
Water Environment and Water Services (Scotland) Act (2003)
Salmon and Freshwater Fisheries (Consolidation) (Scotland) Act (2003)
Environmental Assessment (Scotland) Act (2005)
Crofting Reform etc Act (2007)
Aquaculture and Fisheries (Scotland) Act (2007)
Climate Change Bill (2008)
Active Programme for Nitrate Vulnerable Zones (Scotland) Regulations
(2008)
46
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
LEGISLATION UPDATE
Update on nature conservation
The following updates information developed by Higher Still as
Support Material for Managing Environmental Resources, Guide to
Legislation available on Learning and Teaching Scotland website
(www.ltscotland.org.uk).
Brief history of nature conservation
Year
Specific development
Information
2000
National Parks(Scotland)
Act
Established national parks in
Scotland, National Park
Authorities and their powers
2002
Loch Lomond and
Trossachs National Park
established
Protection of Wild
Mammals (Scotland) Act
UN Earth Summit (or
Earth Summit + 10) in
Johannesburg
2002
2002
2003
2003
Cairngorms National
Park established
Land Reform (Scotland)
Act
2003
Scottish Outdoor Access
Code
2003
Forestry Commission
Scotland
Nature Conservation
(Scotland) Act
2004
Made it illegal to hunt wild
mammals with a dog
Low-key due to absence of US
President and little action
resulted other than agreement
on fisheries
Land use for recreational,
educational and other purposes
– the ‘right to roam’ – if used
responsibly
As a result of Land Reform Act,
Scottish Natural Heritage
produce guidance for land
managers, countryside users
and recreational managers on
rights of access
Created as a result of
devolution.
Conserving biodiversity and
protecting/enhancing Scotland’s
natural features
Rules protecting certain species
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010
47
LEGISLATION UPDATE
Useful websites to support legislation
Website address
www.netregs.gov.uk
Information
Up-to-date information,
easily accessed, information
specific to Scotland
Provides links to other useful
sites
www.opsi.gov.uk/legislation/scotland/s- Provides lists of legislation
acts
by year, the Acts and
explanatory notes
www.snh.org.uk
Information on Scottish
Outdoor Access Code
48
TEACHER’S NOTES (INT 1, MER)
© Learning and Teaching Scotland 2010