MATHEMATICS AND NUMERACY
Learners could interpret existing maps and then
create their own of their local area, highlighting key
areas of interest.
Interdisciplinary planning approach
Scotland’s Environment
Second level
Learners could research Scottish bridges, mountains,
canals and lochs and complete problem solving
activities using these as a context.
SCIENCE
Explore Scotland’s resources e.g. land, oil, gas, zinc,
coal and compare their characteristics and uses.
Learners could participate in a mini-beast hunt
whereby they explore local grounds and woodlands.
They could classify their findings to help them
appreciate their diversity.
Learners could investigate non-renewable energy
within Scotland and the effect this may have on
Scotland’s future.
Related experiences and outcomes: SCN 2-17a,
SCN 2-01a and SCN 2-04b
Talking and Listening
Learners could create an advert/ presentation
about Scotland for the Tourist Board promoting
key areas of interest.
Reading
Learners could read newspaper reports about
key events in Scottish History and question
and evaluate their reliability.
Learners could participate in an orienteering exercise
in their local surroundings.
Related experiences and outcomes: MTH 2-17d,
MTH 2-17c and MNU 2-11b
ENGLISH and LITERACY
Writing
Learners could write a recipe of Scotland and
identify ingredients which make it different from
any other country.
This interdisciplinary approach shows some possible learning
opportunities which link to the experience and outcome codes
shown. These are ideas for starting points, though, and could
be amended with other links depending on your context. In this
example we have highlighted a lead curriculum area, however, to
suit needs and interests a different curriculum area could easily be
used.
LEAD CURRICULUM AREA - SOCIAL STUDIES
Learners could research a range of geographical features in
Scotland’s landscape, e.g. mountains, coasts, rivers and
investigate how these were formed.
Related experiences and outcomes: LIT 2-06a,
LIT 2-18a and ENG 2-27a
TECHNOLOGIES
Learners could research and then evaluate the
impact of lifestyle on the environment.
Learners could research the development of
renewable and sustainable energy in Scotland.
Learners could compare their local area with a contrasting area
out with Britain. They could compare weather and climate and the
effect this has on living things.
Learners could construct a model of an
aesthetically pleasing wind turbine.
Related experiences and outcomes: TCH 202a, TCH 2-02b and TCH 2-14a
Related experiences and outcomes: SOC 2-07a and SOC 2-12a