National 5 Environmental Science Course and Unit Support Notes - SQA

National 5 Environmental Science Course Support Notes

This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Course Support Notes can be downloaded from SQA’s website: www.sqa.org.uk. Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).

Contents Course Support Notes Introduction

1

General guidance on the Course

2

Approaches to learning and teaching

4

Approaches to assessment

21

Equality and inclusion

31

Appendix 1: Reference documents

32

Appendix 2: Resource pack

33

Administrative information

43

Unit Support Notes — Environmental Science: Living Environment (National 5)

44

Introduction

45

General guidance on the Unit

46


47


49


50


51

Unit Support Notes — Environmental Science: Earth’s Resources (National 5)

52

Introduction

53


54


56


58


59


60

Unit Support Notes — Environmental Science: Sustainability (National 5) 61 Introduction

62


63


64


66


67


68

Introduction These support notes are not mandatory. They provide advice and guidance on approaches to delivering and assessing the National 5 Environmental Science Course. They are intended for teachers and lecturers who are delivering the Course and its Units. They should be read in conjunction with the Course Specification, the Course Assessment Specification and the Unit Specifications for the Units in the Course.

Course Support Notes for National 5 Environmental Science Course

1

General guidance on the Course Aims As stated in the Course Specification, the aims of the Course are to enable learners to:  develop and apply knowledge and understanding of environmental science  develop an understanding of environmental science’s role in scientific issues and relevant applications of environmental science, including the impact these could make in society and the environment  develop scientific inquiry and investigative skills  develop scientific analytical thinking skills in an environmental science context  develop the use of technology, equipment and materials, safely, in practical scientific activities  develop planning skills  develop problem solving skills in an environmental science context  develop practical fieldwork skills in an environmental science context  use and understand scientific literacy, in everyday contexts, to communicate ideas and issues and to make scientifically informed choices  develop the knowledge and skills for more advanced learning in environmental science  develop skills of independent working

Progression into this Course Entry to this Course is at the discretion of the centre. However, learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent qualifications and/or experience:  National 4 Environmental Science Course There may also be progression from National 4 Biology, National 4 Chemistry, National 4 Geography, National 4 Physics or National 4 Science Courses. Experiences and outcomes National Courses have been designed to draw on and build on the curriculum experiences and outcomes as appropriate. Qualifications developed for the senior phase of secondary education are benchmarked against SCQF levels. SCQF level 4 and the curriculum level 4 are broadly equivalent in terms of level of demand although qualifications at SCQF level 4 will be more specific to allow for more specialist study of subjects. Learners who have completed the relevant Curriculum for Excellence experiences and outcomes will find these an appropriate basis for doing the Course.


2

In this Course, learners would benefit from having experience of the following: Organisers Planet Earth

Materials

Lines of development Biodiversity and Interdependence Energy Sources and Sustainability Processes of the Planet Earth’s Materials Chemical Changes

People, Place and the Environment

SCN 01, 02, 03 SCN 04 SCN 05 SCN 17 SCN 18 SOC 8, 9, 10

More detail is contained in the Environmental Science Progression Framework. The Environmental Science Progression Framework shows the development of the key areas throughout the suite of Courses.

Skills, knowledge and understanding covered in the Course Note: teachers and lecturers should refer to the Course Assessment Specification for mandatory information about the skills, knowledge and understanding to be covered in this Course.

Progression from this Course This Course or its components may provide progression for the learner to:      

Higher in Environmental Science, Biology and Geography National 5 Course in another science subject or Geography Skills for Work Courses (SCQF levels 5 or 6) National Certificate Group Awards National Progression Awards (SCQF levels 5 or 6) Employment and/or training

Hierarchies Hierarchy is the term used to describe Courses and Units which form a structured sequence involving two or more SCQF levels. It is important that any content in a Course and/or Unit at one particular SCQF level is not repeated if a learner progresses to the next level of the hierarchy. The skills and knowledge should be able to be applied to new content and contexts to enrich the learning experience. This is for centres to manage.  Environmental Science Courses from National 3 to Higher are hierarchical.  Courses from National 3 to Higher have Units with the same structure and titles.


3

Approaches to learning and teaching The purpose of this section is to provide you with advice and guidance on learning and teaching. It is essential that you are familiar with the mandatory information within the National 5 Environmental Science Course Assessment Specification. Teaching should involve an appropriate range of approaches to develop knowledge and understanding and skills for learning, life and work. This can be integrated into a related sequence of activities, centred on an idea, theme or application of environmental science, based on appropriate contexts, and need not be restricted to the Unit structure. Learning should be experiential, active, challenging and enjoyable, and include appropriate practical experiments/ activities and could be learner-led. The use of a variety of active learning approaches is encouraged, including peer teaching and assessment, individual and group presentations, role-playing and game-based learning, with learnergenerated questions. When developing your Environmental Science Course there should be opportunities for learners to take responsibility for their learning. Learning and teaching should build on learners’ prior knowledge, skills and experiences. The Units and the key areas identified within them may be approached in any appropriate sequence, at the centre’s discretion. The distribution of time between the various Units is a matter for professional judgement and is entirely at the discretion the centre. Each Unit is likely to require an approximately equal time allocation, although this may depend on the learners’ prior learning in the different key areas. Learning and teaching, within a class, can be organised, in a flexible way, to allow a range of learners’ needs to be met, including learners achieving at different levels. The hierarchical nature of the new Environmental Science qualifications provides improved continuity between the levels. Centres can, therefore, organise learning and teaching strategies in ways appropriate for their learners. Within a class, there may be learners capable of achieving at a higher level in some aspects of the Course. Where possible, they should be given the opportunity to do so. There may also be learners who are struggling to achieve in all aspects of the Course, and may only achieve at the lower level in some areas. Teachers/lecturers need to consider the Course and Unit Specifications, and Course Assessment Specifications (where appropriate) to identify the differences between Course levels. It may also be useful to refer to the Environmental Science Progression Framework. When delivering this Course to a group of learners, with some working towards different levels, it may be useful for teachers to identify activities covering common concepts and skills for all learners, and additional activities required for some learners. In some aspects of the Course, the difference between levels is defined in terms of a higher level of skill.


4

An investigatory approach is encouraged in Environmental Science, with learners actively involved in developing their skills, knowledge and understanding by investigating a range of relevant environmental science applications and issues. A holistic approach should be adopted to encourage simultaneous development of learners’ conceptual understanding and skills. Where appropriate, investigative work/experiments, in Environmental Science, should allow learners the opportunity to select activities and/or carry out extended study. Investigative and experimental work is part of the scientific method of working and can fulfil a number of educational purposes. All learning and teaching should offer opportunities for learners to work collaboratively. Practical activities and investigative work can offer opportunities for group work, which should be encouraged. Group work approaches can be used within Units and across Courses, where it is helpful to simulate real-life situations, share tasks and promote team working skills. However, there must be clear evidence for each learner to show that the learner has met the required assessment standards for the Unit or Course. Laboratory work should include the use of technology and equipment that reflects current scientific use in environmental science. Fieldwork provides an opportunity for practical work, using first-hand experience of an ecosystem to develop knowledge, understanding and problem solving. Appropriate risk assessment must be undertaken. Learners would be expected to contribute their own time, in addition to programmed learning time. Effective partnership working can enhance the environmental science experience. Where possible, locally relevant contexts should be studied, with visits where this is possible. Guest speakers from eg industry, further and higher education could be used to bring the world of environmental science into the classroom. Information and Communications Technology (ICT) can make a significant contribution to practical work in Environmental Science, in addition to the use of computers as a learning tool. Computer interfacing equipment can detect and record small changes in variables allowing experimental results to be recorded over short periods of time completing experiments in class time. Results can also be displayed in real time helping to improve understanding. Data logging equipment and video cameras can be set up to record data and make observations over periods of time longer than a class lesson which can then be subsequently downloaded and viewed for analysis. Learning about Scotland and Scottish culture will enrich the learners’ learning experience and help them to develop the skills for learning, life and work they will need to prepare them for taking their place in a diverse, inclusive and participative Scotland and beyond. Where there are opportunities to contextualise approaches to learning and teaching to Scottish contexts, teachers and lecturers should consider this. Assessment should be integral to and improve learning and teaching. The approach should involve learners and provide supportive feedback. Self- and


5

peer-assessment techniques should be encouraged, wherever appropriate. Assessment information should be used to set learning targets and next steps. As part of learning, teaching and preparation for assessment, it is recommended that learners carry out several investigations that meet the requirements of the Assignment, as stipulated in the Course Assessment Specification. This should help learners develop the necessary skills and prepare them for subsequent assessment. For exemplification, a resource pack for one investigation is contained in Appendix 2. This resource pack contains background information on one topic, as well as links and suggestions of other sources of information. It exemplifies one approach to Stage 1 (research stage) of the investigation. Learners may practise producing their report/communication, using this resource pack as their source of information/data for Stage 1 (research stage) of the investigation. This will allow Stage 2 (communicating stage) to be carried out without learners having to access additional resources. The Course and Unit Support Notes for National 4 Environmental Science, National 4 Biology and National 5 Biology each contain a resource pack for a different topic. Some of these may also provide learners with suitable opportunities to practise their Assignment. Teachers and lecturers may choose to develop other resource packs, on an ongoing basis, to provide sets of resources for learners. Suggestions for possible contexts and learning activities, to support and enrich learning and teaching, are detailed in the table below.


6

The Mandatory Course key areas are from the Course Assessment Specification. Suggested learning activities are not mandatory. This offers examples of suggested activities from which you could select a range. It is not expected that all will be covered. Centres may also devise their own learning activities. Exemplification of key areas is not mandatory. It provides an outline of the level of demand and detail of the key areas. Living Environment Mandatory Course key areas 1 Investigating ecosystems and biodiversity a. Ecological terms, to include habitat, community, biotic, abiotic, biodiversity, species, population, adaptation and competition.

Suggested learning activities

Exemplification of key areas

Investigate biodiversity in terrestrial and aquatic ecosystems of national importance. Field trip/site visit. Analysis of biodiversity data. Watch AV resources on eg forest, sea and freshwater lochs, heather moorland, machair. SNH and Hutton Institute can supply resources.

b. Biodiversity in the context of one aquatic and one terrestrial ecosystem of national importance c. Quantitative techniques for sampling plants and animals to include quadrats and pitfall traps.

Carry out transect studies, including use of quadrats eg to identify changes in flora across a path or in/out of a woodland, rocky shore, sand dunes. Use pitfall traps.

d. The limitations of quantitative techniques and potential sources of error. e. Techniques to measure abiotic factors, to include light intensity, temperature, pH and soil moisture.

Measure a range of abiotic factors eg light intensity (using light meter), soil moisture (probe/oven).


7

f. The effect of abiotic factors on the distribution of organisms. g. Identification of organisms, to include construction and use of paired-statement keys. 2 Interdependence a. Food webs, to include carnivore, herbivore, omnivore, producer, primary/secondary/tertiary consumer, detritivore, decomposer and niche.

Investigate the effect of abiotic factors on the distribution of an organism eg the effect of light intensity on the distribution of daisies or tide-line on distribution of barnacles.

Use IT prediction modelling programs of relevant examples eg effect of increase/culling of red deer, re-introduction of wolves and beavers, over-fishing etc. Carry out data handling exercises.

b. Factors affecting food webs including predation, disease, competition, natural and human impacts. c. Energy flow through food webs and energy loss through movement, heat and undigested material.

Carry out problem solving activities including calculating energy losses and efficiency of energy transfer.

d. Simple word equations of photosynthesis and respiration and the interdependence between plants and animals.

Problem solving activities incorporating significance of 24 hour variation in photosynthesis and respiration.

e. Processes involved in the Nitrogen cycle to include nitrogen fixation, death/decay, decomposers to include fungi and bacteria, nitrification and denitrification by bacteria, absorption of nitrates by plants, feeding by animals.

Research and present information on the nitrogen and carbon cycles. Construct simple flow diagrams that illustrate cyclical activities. Use software/IT-based nitrogen and carbon cycle construction programs.

Interdependence in terms of the processes of photosynthesis and respiration.

f. Processes involved in the biological Carbon cycle to include photosynthesis, respiration, feeding, decomposition, formation and combustion of fossil fuels.


8

3 Human influences on biodiversity a. Human activities which have a positive or negative effect on ecosystems, with a focus on species reduction or increase, extinction and loss of biodiversity.

Investigate/research positive effects of human activities on biodiversity eg conservation, reintroductions. Investigate/research negative effects of human activities (eg pollution) on biodiversity/extinction.

b. The role of indicator species in environmental monitoring.

Field study and/or data analysis on lichens and/or freshwater invertebrates as indicator species.

c. The impact of non-native species (any species introduced intentionally or accidentally into a new community by human activity) on ecosystems. To include one named example.

Research non-native species and their impact on ecosystems.

d. Conflicts between land and/or water based activities and an environment of national importance.

Research conflicts between activities and the environment eg between sporting estates and conservation, intensive agriculture and biodiversity. Carry out field visits, visiting speakers, debate issues of national importance.

e. Relevant current national organisations, to include the role of SEPA as environmental regulator, the role of SNH as environmental educator and advisor, policies and legislation for the protection of the environment, to include the Wildlife and Countryside Act.

Research the main aims and purposes of each of these organisations, policies and legislation.

Organisations eg SEPA, SNH, FCS. Policies and legislation eg Biodiversity Action Plans, Environmentally Sensitive Areas, the National Parks Act, Marine Scotland Act, Wildlife and Countryside Act including SSSI.

The designation of Sites of Special Scientific Interest (SSSIs) under the Nature Conservation (Scotland) Act 2004 as a nature conservation tool.


9

Earth’s Resources Mandatory Course key areas


1 Overview of Earth systems and their interactions a. Earth systems — geosphere, hydrosphere, atmosphere and biosphere.

Study the Earth as a planet in space. Use AV resources eg remote sensing imagery using visible and other wavelengths.

b. The rock, carbon, nitrogen and water cycles connect the systems.

Investigate examples of cyclic interactions among the geosphere, hydrosphere, atmosphere and biosphere

c. Resources to include physical, biological, renewable and non-renewable.

Classify a selection of resources as physical, biological, renewable and nonrenewable eg building stone, road stone, limestone, granite, coal, oil, natural gas, copper, iron, wood, wool, beef, leather, wheat, barley, oats, fruits, nuts, wind power, nuclear power, hydroelectric power.

Exemplification of key areas

Useful websites include: Natural Environment Research Council Earth Science System Partnership National Aeronautics and Space Admin Digital Library for Earth System Education Open University geology.com geologyclass.org US Geological Survey


10

2 Geosphere a. The structure of the Earth: core, mantle and crust.

Make a model of the Earth structure (Avocado model).

b. The difference between minerals and rocks.

Examine and classify a selection of rocks and minerals. Visit Dynamic Earth.

c. Properties of rocks, to include porosity and permeability.

Investigate the porosities and relative permeability of rocks eg sandstone, clay and basalt. Measure porosity using eg marbles and measuring cylinder. Compare permeability of clay and permeable sandstone/sand.

d. The rock cycle (to describe the processes of weathering and erosion, melting, and effects of heat and pressure) and formation of igneous, sedimentary and metamorphic rocks (to include one example of each).

Construct a diagram/model of the rock cycle eg using rocks and surface materials such as weathered rock and river sediment.

e. Limestone: formation, discovery, extraction, processing, uses.

Examine various types of limestone (eg coral limestone, shelly limestone, oolitic limestone, chalk, Portland Stone). Investigate sources and uses of limestone. Visit a working quarry/old lime kiln. Make and use lime mortar. Examine the use of lime mortar in old walls and buildings. Investigate the uses of limestone.

f. The difference between ore minerals (a mineral from which a metal may be economically extracted) and ores (a mixture of ore minerals and waste materials) to include a named example of an ore. Course Support Notes for National 5 Environmental Science Course

Rocks are made up from minerals.

Uses include construction, agriculture, chemical industries. Many uses eg cement release carbon dioxide.

Bauxite is aluminium ore containing the ore minerals gibbsite, boehmite and diaspora.

11

g. Iron ore: formation, discovery, extraction, processing and uses of iron.

Map worldwide iron ore deposits. Investigate uses of iron. Research steel production and use (statistics).

Processing: ore smelted in a blast furnace. Iron has more uses than any other metal eg construction, reinforced concrete, steel plate and strip, shipbuilding, motor vehicles, military vehicles, rolling stock, cans, tools and machinery.

h. Crude oil: formation, discovery, extraction, processing and uses.

Research and compare the main producers of crude oil (annotate maps, reference OPEC). BP may be able to supply resources.

Uses include domestic and industrial fuels, electricity generation, petrol, diesel, fuel oil, plastics, tar, bitumen, lubricants, roofing felt.

i. The geological carbon cycle, to include limestone and fossil fuels.

Investigate the roles of limestone, coal and petroleum in the carbon cycle. Explore links with Carbon cycle in Living Environment Unit.

Limestone and fossil fuels store carbon (sinks).

Websites: British Geological Survey Geological Society earth.rice.edu BBC 3 Hydrosphere a. The main reservoirs of water to include atmosphere, oceans, ice, freshwater and groundwater.

b. The water cycle, to include evaporation, transpiration, condensation and precipitation.

Investigate where water is stored on the planet. Investigate artesian wells. Make a model of an artesian well. Make a model to show how water reaches an oasis. Desalinate sea water by distillation. Research and make/label a diagram of the water cycle.


12

c. Uses of water, to include: industrial, domestic and agricultural.

Investigate the uses of water.

d. Issues arising from availability of water resources in the UK, to include drought and flooding.

Construct a map showing areas of water surplus and deficit in the UK.

e. Energy from water, hydroelectric, tidal and wave power to include the energy changes involved (kinetic to electrical).

Study/visit a hydroelectric power station. Make a working model of a hydroelectric power station.

f. Requirements for siting hydroelectric and tidal power stations.

Research micro hydro schemes. Websites: US Geological Survey; Open University; Green Trust.

4 Biosphere a. Oceanic and freshwater resources, to include economically important species.

Investigate resources currently being exploited for human use eg fish, mammals, shellfish and seaweed.

b. Terrestrial resources, to include economically important species.

Investigate resources currently being exploited for human use eg domesticated and hunted animals, agricultural crops, forestry (native and planted). Investigate the uses of wood (hardwood and softwood). Visit forestry plantation.

c. Energy from biological resources to include definition (biofuels are combustible biomass or fuels derived from biomass). The process of fermentation in formation of biofuels to include conditions required for formation of peat, (acidic and anaerobic) and methane as the primary biogas

Investigate issues regarding the sources and use of biological resources including biofuels, eg peat, biogas, bioethanol. Carry out research and/or experiments to investigate the processes involved in fermentation to include the required conditions for biofuel formation


13

5 Atmosphere a. Uses of nitrogen and oxygen.

b. Energy from wind power to include energy changes involved (kinetic to electrical). c. Requirements for siting wind farms.

Investigate the composition of the Nitrogen’s uses include preservative atmosphere. atmosphere for food items, in Investigate the uses of oxygen and nitrogen. electrical components, in light bulbs, in the manufacture of stainless steel, in fuel systems, on top of liquid explosives, as an inert filler for tyres, to propel wine and pressurise beer containers. Oxygen’s uses include welding and cutting metals, steel making in blast furnaces, burning rocket fuel, treatment of respiratory disorders, to maintain air quality in submarines, aircraft, and spaceships. Visit a wind farm. Investigate electricity generation from wind turbines. Investigate the reasons for choosing exposed hills, coasts or offshore. Make a model wind generator. Websites: Buzzle NASA BBC National Geographic


14

Sustainability Mandatory Course key areas 1 Introduction to sustainability a. Introduction to sustainability, to include definition. Sustainable development, to include definition, to include integration of social, economic and environmental issues, as well as the implementation of Agenda 21 to facilitate sustainable development at a local authority/community level.


Research definitions for sustainability, sustainable development and global citizenship. Throughout Unit, use local knowledge for guest speakers and include visits.

Exemplification of key areas Definition of sustainable development as in Brundtland report: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

Contact agencies such as SNH and SEPA.

b. Global citizenship. 2 Food a. The impacts of increasing global population on food supplies.

Investigate trends in human population growth.

b. Strategies, in farming, for a secure food supply, to include intensive farming, GM crops and agrochemicals. c. Organic farming advantages and disadvantages.

Visit demonstration farm.

d. Strategies in freshwater and marine-based systems for a secure food supply, to include intensive fishing and alternative species.

Research impact of tuna fishing. Investigate UK use of formerly nonmarketable fish species including fish tasting. Produce poster/display to promote an alternative species.

e. Fish conservation approaches, to include marine conservation areas, zoning and sustainable fishing methods.


15

f. The environmental impact of food distribution — ‘food miles’ — to include the term carbon footprint.

Investigate where food is produced and distance travelled (food miles). Investigate local producers.

The term carbon neutral, including the impacts of carbon offsetting.

The term carbon footprint refers to the mass of CO2 emitted by individuals or organisations during any specific activity. The term carbon neutral refers no net release of carbon dioxide into the atmosphere, especially as a result of carbon offsetting.

g. National and European policies and legislation relating to food production.

No specific policies and legislation need be known. Food and environment protection act, standards for organic food production, food labelling.

3 Water a. The impacts of increasing global population on water supplies. Clean water supplies in LEDCs and MEDCs.

Household water use audit.

Research supply in two contrasting countries. Investigate ‘Jompy’ boiler. b. Issues arising from water use:  industry — thermal pollution, effluents  agriculture — water abstraction and irrigation, may lead to low water levels in rivers  domestic — washing cooking, heating, sanitary may lead to water shortages in times of drought, may lead to water use restrictions — impacts on public health,

Investigate how industries reduce water consumption locally and nationally.


Thermal pollution allows new species (invasive) to Scottish waters as they progress northwards. Warmer waters may also lead to the loss of native species (cold water corals on west coast) that need cold waters.

16

contamination of water supplies, conservation and tourism and recreation. c. Sustainable approaches to water use, to include methods of water conservation.

Investigate ways to reduce use of water eg in home, industry, school, college. Contact Scottish Water for info.

d. National policies, legislation and organisations (SEPA) relating to water use.

Contact eg SEPA for information.

No specific policies or legislation need to be known. Water Services (Scotland) Act, Water framework directive.

4 Energy a. The impacts of increasing global population on energy supplies.

b. Renewable and non-renewable energy sources and issues arising from their use.

Investigate personal/school/college energy use. Examine satellite images of the Earth at night. Analyse growth of renewables in Scotland. Integrate with Earth’s Resources Unit.

c. The enhanced greenhouse effect to include carbon dioxide and methane and their sources. d. Sustainable approaches to reduce greenhouse gas emissions.

Research schemes to reduce the number of vehicles in city centres (eg Park and Ride).

e. Social, economic and environmental impacts of climate change, including habitat loss, reduction in biodiversity, changes in species distribution, rising sea levels leading to flooding, loss of agricultural land and loss of business.

Research the environmental impacts on land, air and water of producing energy using fossil fuels and compare with energy production from renewable sources.


17

f. National organisations, policies and legislation relating to energy use.

Research Scottish Government policy on renewable energy production targets.

No specific policies and legislation need be known. Scottish climate change legislation.

5 Waste management a. Increasing waste production in response to society’s demands. b. Sustainable approaches to managing waste, to include: reduce, reuse and recycle.

Investigate/visit local waste disposal and recycling centres. Investigate benefits of turning waste into a by-product eg increases profit and reduces pollution.

c. The need for education and personal responsibility.

Eco-schools.

d. National organisations, policies and legislation relating to waste management.

Investigate legislation and regulation eg the role of SEPA and local authorities.

No specific policies and legislation need be known. Scotland’s waste plan.


18

Developing skills for learning, skills for life and skills for work Learners are expected to develop broad generic skills as an integral part of their learning experience. The Course Specification lists the skills for learning, skills for life and skills for work that learners should develop through this Course. These are based on SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and must be built into the Course where there are appropriate opportunities. The level of these skills will be appropriate to the level of the Course. For this course, it is expected that the following skills for learning, skills for life and skills for work will be significantly developed: Numeracy This is the ability to use numbers to solve problems by counting, doing calculations, measuring, and understanding graphs and charts. This is also the ability to understand the results. Learners will have opportunities to extract, process and interpret information presented in numerous formats including tabular and graphical. Practical work will provide opportunities to develop time and measurement skills. 2.1 Number processes Number processes means solving problems arising in everyday life through carrying out calculations, when dealing with data and results from experiments/investigations and everyday class work, making informed decisions based on the results of these calculations and understanding these results. 2.2 Money, time and measurement This means using and understanding time and measurement to solve problems and handle data in a variety of environmental science contexts, including practical and investigative. 2.3 Information handling Information handling means being able to interpret environmental science data in tables, charts and other graphical displays to draw sensible conclusions throughout the Course. It involves interpreting the data and considering its reliability in making reasoned deductions and informed decisions. It also involves an awareness and understanding of the chance of events happening.

Employability, enterprise and citizenship 4.6 Citizenship Citizenship includes having concern for the environment and for others, being aware of rights and responsibilities, being outward looking towards society; being able to recognise one’s personal role in this context, being aware of global issues, understanding one’s responsibilities within these and acting responsibly. Learners will develop citizenship skills, when considering the applications of environmental science on our lives, as well as ethical implications.


19

Thinking skills This is the ability to develop the cognitive skills of remembering and identifying, understanding and applying. The Course will allow learners to develop skills of applying, analysing and evaluating. Learners can analyse and evaluate practical work and data by reviewing the process, identifying issues and forming valid conclusions. They can demonstrate understanding and application of concepts and explain and interpret information and data. 5.3 Applying Applying is the ability to use existing information to solve environmental science problems in different contexts, and to plan, organise and complete a task. 5.4 Analysing and evaluating Analysis is the ability to solve problems in environmental science and make decisions that are based on available information. It may involve the review and evaluation of relevant information and/or prior knowledge to provide an explanation. It may build on selecting and/or processing information, so is a higher skill..

In addition, learners will also have opportunities to develop literacy skills, working with others and creating. Literacy Learners develop the literacy skills to effectively communicate key environmental science concepts and describe clearly environmental science issues in various media forms. Learners will have opportunities to communicate knowledge and understanding, with an emphasis on applications and environmental, ethical and/or social impacts. Learners will have opportunities to develop listening and reading skills when gathering and processing information. Working with others Learning activities provide many opportunities, in all areas of the Course, for learners to work with others. Practical activities and investigations, in particular, offer opportunities for group work, which is an important aspect of environmental science and should be encouraged. Creating Through learning in environmental science, learners can demonstrate their creativity. In particular, when planning and designing experiments/investigations, learners have the opportunity to be innovative in their approach. Learners also have the opportunities to make, write, say or do something new.


20

Approaches to assessment Assessment should cover the mandatory skills, knowledge and understanding of the Course. Assessment should be integral to and improve learning and teaching. The approach should involve learners and provide supportive feedback. Self- and peer-assessment techniques should be used, whenever appropriate. See the Unit Support Notes for guidance on approaches to assessment of the Units of the Course.

Added value Courses from National 4 to Advanced Higher include assessment of added value. At National 5, Higher and Advanced Higher, the added value will be assessed in the Course assessment. Information given in the Course Specification and the Course Assessment Specification about the assessment of added value is mandatory.

Suggested investigations Some suggested investigations are listed below which are likely to be familiar to assessors. Centres are free to select other appropriate investigations. Investigations Conservation of endangered species Electricity from wave power Use of biofuels Dumping waste in the oceans Providing clean water in ‘dry’ zones Effect of pollution in a local area

Preparation for Course assessment Each Course has additional time which may be used at the discretion of the teacher or lecturer to enable learners to prepare for Course assessment. This time may be used near the start of the Course and at various points throughout the Course for consolidation and support. It may also be used for preparation for Unit assessment, and towards the end of the Course, for further integration, revision and preparation and/or gathering evidence for Course assessment. During delivery of the Course, opportunities should be found:  for identification of particular aspects of work requiring reinforcement and support  to practise skills of scientific inquiry and investigation in preparation for the Assignment  to practise question paper techniques


21

Combining assessment across Units If an integrated approach to Course delivery is chosen then there may be opportunities for combining assessment across Units. If this approach is used, then it is necessary to be able to track evidence for individual Outcomes and Assessment Standards.

Transfer of evidence Evidence for the achievement of Outcome 1 and Assessment Standard 2.2 for one Unit can be used as evidence of the achievement of Outcome 1 and Assessment Standard 2.2 in the other Units of this Course.

Exemplification of standards Assessment Standards can be achieved via a number of pieces of evidence covering work done on different occasions. Assessors should record evidence of achievement of Outcomes and Assessment Standards. The table on the next page shows how the evidence has been recorded, with comments, where appropriate. These tables are not mandatory. Candidate 1’s report provides evidence for Assessment Standards 1.1, 1.3 to 1.5 in a single report. Candidate 2’s report provides evidence for Assessment Standard 1.1. Candidate 3’s report provides evidence for Assessment Standard 1.6 and provides evidence for part of Assessment Standard 1.1.


22

Assessment Standard

Evidence required

Evidence produced

1.1

Aim of experiment

Aim is stated in the candidate’s report.

Dependent/independent variable

These variables are stated in the candidate’s report.

Variables to be kept constant

Several appropriate variables are stated.

Measurements/observations to be made

Measurements to be made are stated.

Resources

Resources are stated and shown in the labelled diagram.

Method including safety

The method is described.

Planning an experiment/practic al investigation

1.2

Following procedures safely

Procedures have been followed safely and correctly

The assessor used a checklist to record that they had seen the candidate carry out the procedure.

1.3

Making and recording observations/meas urements accurately

Observations/measurements taken are correct

Observations/measurements are presented and these are correct. The assessor recorded that they had seen these.

1.4

Presenting results in an appropriate format

Results have been presented in an appropriate format

Results are presented in an appropriate format, ie table and line graph. Units are used appropriately.

1.5

Drawing valid conclusions

What the experiment shows, with reference to the aim

A correct conclusion is stated.

1.6

Evaluating experimental procedures

The suggestion given will improve the experiment

An appropriate improvement is suggested.


23

Candidate 1 Woodlice investigation


24

Candidate 1 (contd)


25

Candidate 1 (contd)


26

Candidate 2


27

Candidate 2 (contd)


28

Candidate 3

Woodlice investigation


29

Candidate 3 (contd)


30

Equality and inclusion The following should be taken into consideration: Situation Carrying out practical activities

Reading, writing and presenting text, symbolic representation, tables, maps, graphs and diagrams Process information using calculations Draw a valid conclusion, giving explanations and making generalisation/predictions

Reasonable Adjustment Use could be made of practical helpers for learners with:  physical disabilities, especially manual dexterity, when carrying out practical activities  visual impairment who have difficulty distinguishing colour changes or other visual information Use could be made of ICT, enlarged text, alternative paper and/or print colour and/or practical helpers for learners with visual impairment, specific learning difficulties and physical disabilities Use could be made of practical helpers for learners with specific cognitive difficulties (eg dyscalculia ) Use could be made of practical helpers for learners with specific cognitive difficulties or autism

As far as possible, reasonable adjustments should be made for the Question Paper and/or Assignment, where necessary. All adjustments currently available for the Question Paper would be available for Component 1. Learners will have a choice of Assignment topic for Component 2, for which reasonable adjustments can be made. This includes the use of ‘practical helpers’, readers, scribes, adapted equipment or assistive technologies. It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Course Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Course. It is important that centres are aware of and understand SQA’s assessment arrangements for disabled learners, and those with additional support needs, when making requests for adjustments to published assessment arrangements. Centres will find more guidance on this in the series of publications on Assessment Arrangements on SQA’s website: www.sqa.org.uk/sqa/14977.html.


31

Appendix 1: Reference documents The following reference documents will provide useful information and background.  Assessment Arrangements (for disabled learners and/or those with additional support needs) — various publications are available on SQA’s website at: www.sqa.org.uk/sqa//14977.html.  Building the Curriculum 3: A framework for Learning and Teaching  Building the Curriculum 4: Skills for learning, skills for life and skills for work  Building the Curriculum 5: A framework for assessment  Course Specifications  Design Principles for National Courses  Guide to Assessment (June 2008)  Principles and practice papers for Sciences and Social Studies curriculum areas  Science: A Portrait of current practice in Scottish schools (Nov 2008)  SCQF Handbook: User Guide (published 2009) and SCQF level descriptors (to be reviewed during 2011 to 2012): www.sqa.org.uk/sqa/4595.html  SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work


32

Appendix 2: Resource pack National 5 Environmental Science: Assignment Resource pack: Wind farms and their impact Learners will investigate a topical issue in environmental science, using knowledge and skills drawn from National 5 Living Environment, Earth’s Resources and/or Sustainability key areas. This should take the form of a report. Criteria        

The aim of the investigation The relevance of chosen topic Investigate/research the topic The application of the topic Presentation of data/results An evaluation of the impact on society/the environment A conclusion Describe the environmental science knowledge and understanding related to the topic investigated/researched  Communicate the findings of the investigation Relationship to Course Living Environment Human influences on biodiversity a. Human activities which can affect ecosystems positively or negatively. Species reduction or increase, extinction and loss of biodiversity d. Conflicts between land and/or water-based activities and an environment of national importance e. Relevant current national organisations, policies and legislation for the protection of the environment Earth’s Resources Overview of Earth systems and their interactions c. Resources to include physical, biological, renewable and non-renewable Atmosphere b. Energy from wind power c. Requirements for siting wind farms Sustainability Energy b. Renewable and non-renewable energy sources and issues arising from their use c. Enhanced greenhouse effect to include carbon dioxide and methane and their sources d. Sustainable approaches to reduce greenhouse gas emissions e. Social, economic and environmental impacts of climate change, including habitat loss, reduction in biodiversity, changes in species distribution f. National policies and legislation relating to energy use


33

The sections in the pack provide background information on: 1.

Growing population and growing energy demands

2.

Concern about environmental Issues

3.

Case studies


34

Background information 1. Growing population and growing energy demands According to the United Nations, the world’s population reached seven billion in October 2011. It is predicted that it could reach eight billion by 2025. This massive growth in human population puts huge demands on our planet’s resources. http://www.prb.org/Articles/2008/globalaging.aspx A crucial resource is energy, as this powers our industrial, domestic and agricultural lifestyles. The data below shows the total world energy consumption by the source.

Source: http://en.wikipedia.org/wiki/File:Total_World_Energy_Consumption_by_Source_2010.png

How we generate the energy we use is a key environmental issue. In 2010, over 80% of the world’s total energy consumption came from fossil fuels such as coal, oil and natural gas. These can be described as non-renewable sources. Renewable sources of energy, such as solar, tidal, wave and wind power, have the potential to secure future supplies, as well as combating human-induced climate change. Many governments, including Scotland’s, are looking to meet these needs through the growth of renewable ‘green’ energy sources, such as wind power. A very large proportion of renewable energy in Scotland now comes from wind turbines.


35

2. Concern about environmental issues

Climate change poses the single greatest long-term threat to birds and other wildlife, and the RSPB recognises the essential role of renewable energy in addressing this problem. RSPB website In the 2006, the Scottish Social Policy Monitor survey asked respondents to rate the relative importance of eight environmental issues. The table below shows the top three responses.

Reducing our contribution to climate change / global warming Addressing how to meet our energy needs Increasing the levels of recycling

Relative importance of environmental issues (% of respondents) 1 2 3 23 19 14 16 13

16 13

15 21

The development of wind farms can be seen to be contributing to two of these environmental concerns: reducing our contribution to climate change and addressing our energy needs. Therefore, investigating and understanding the impact of wind farms can be argued to be of great importance to environmental science and Scotland in general. When investigating the impacts of any project, such as wind farm developments, it can be helpful to consider these impacts in terms of:  society: impacts on people and their way of life  economy: impacts on finances (personal, private or national)  environment: impact on the flora, fauna and landscapes of the area. The rapid growth in wind turbines in Scotland is causing a fierce public debate. While many are in support of the plans, there are many who are against wind turbines. Some of the arguments are illustrated in the case studies which follow.


36

3

Case studies

Case study 1 A current wind farm: The Whitelee Wind Farm, East Ayrshire The Whitelee Wind Farm is an onshore wind farm at Eaglesham Moor, south of Glasgow (see map).

Home to 215 turbines, it is the largest wind farm in the UK. It was one of the first to be developed close to a large centre of population with a high energy demand. The area is open to the public, with over 70 km of walking and cycling trails. Whitelee is also home to a visitor and education centre providing learning for the public and schools. Whitelee Wind Farm faced some objections during the planning and construction phase. While the local authorities were favourable, the Metrological Office and Glasgow Airport both objected, due to the impact on their local radar facilities. These objections were overcome by Scottish Power providing alternative radar facilities on Eaglesham Moor. Scottish Natural Heritage (SNH) raised concerns, including:  Merlin populations: nesting sites of this protected bird were identified in the area.  Peat management: this included the risk of peat slides and the loss of habitats for plant species, such as liverwort and veilwort. Members of the public raised additional concerns, including:  Noise and visual impact: this is one of the most common concerns with regard to wind farm developments. This is largely personal opinion and a difficult impact for decision-makers to take into account objectively.


37

 Ecology: this was a collective term used by the planning board to summarise the concerns raised by the public in relation to plant and animal species in the moorland habitat. These concerns are therefore similar to those raised by SNH.  The impact on private water supplies: local residents and land owners who are not connected to the national water supply, but rely instead on personal wells/boreholes, voiced concerns that the construction of the turbines would disrupt the hydrological cycle on the moorland environment. This in turn could threaten their water supplies.  Television interference: similar to the concerns relating to radar interference raised by the Met Office and Glasgow Airport, the turbine towers can interfere with television reception. (These concerns pre-date the UK’s switch-over to digital television and are therefore historic.) However, although over 500 000 people live within a 30 km radius of the wind farm, the Scottish Government only received 67 letters of objection from members of the public. It would appear that the largest on-shore wind farm in Europe has managed to develop, grow and succeed without attracting a public backlash. This would suggest that Whitelee is an example of the correct scale of development in the correct place. Case study 2 A proposed wind farm: The Viking Energy Wind Farm, Shetland The Viking Energy Wind Farm is a proposed onshore wind farm on the mainland of Shetland (see map).

This proposed wind farm was for 150 turbines, each up to 145 metres high. It has divided the local community. If built, the wind farm has the potential to be one of the most productive wind farms in the world. The project is totally reliant on the construction of a sub-sea interconnector cable to join Shetland to the mainland national grid. Without this connector, the project will not go ahead.


38

For There are many who are for the development. These include a local group called Windfarm Supporters Group (WSG) www.windfarmsupporters.org. WSG comments that Shetland can play its part in trying to contain climate change by making use of its resources, including wind. Other reasons WSG believe the development is positive include:  Limited impact on peat: the development covers less than 1% of the island, on mostly eroding peat that is currently releasing carbon.  Carbon payback: the carbon cost of the project will be recovered within one year of producing wind energy rather than carbon-based methods.  Habitat management scheme: threats to bird species will be limited by a detailed habitat management scheme.  Financial benefits to community: Shetland’s economy will receive around £23 million per year from the development.  Encourages further renewable developments: spare capacity on the cable connecting Shetland to mainland Scotland means the wind farm will support small renewable developments, possibly wave or tidal projects. Against Many individuals and organisations objected to the proposed wind farm, for a range of reasons, including:  Visual impact: many people think they are visually unattractive and ‘blots’ on the landscape.  Health and safety: some residents are concerned about noise and flickering (shadows cast through windows as turbine blades rotate).  Damage to peat: much of Shetland is peat moorland and the turbines (and their access roads) will require the removal of a large amount of this natural carbon-sink.  Impact on bird life: Shetland is nationally and internationally important for a range of bird species. There are concerns that this development could impact of these species. The Royal Society for the Protection of Birds (RSPB) is one organisation that has objected to the previous proposals for the wind farm. Their objections focused on the construction of turbines and support buildings close to key breeding sites of certain species. They said:  no construction should take place within 500 metres of red-throated diver breeding lochs or merlin nesting sites  that construction work is planned for the months of March to September This is the breeding season for a range of important bird species in Shetland, including red-throated diver, merlin, whooper swan and whimbrel, which are all protected under the Wildlife and Countryside Act, 1981. Outcome In 2012, despite these objections (and a range of others), the Scottish Government granted planning permission, on condition that the number of turbines was reduced from 150 to 103. Much of this reduction has taken place around a local airport, after concerns, similar to those raised at Whitelees, about the impact on radar facilities.


39

Reaction A local pressure group, Sustainable Shetland, is continuing to fight against the proposals. The RSPB commented: ‘We are disappointed at the Scottish Government's decision to consent this application and think more should have been done to reduce impacts on rare birds like whimbrel. However, we acknowledge that the consented application will be much less damaging to important bird populations and habitats than the original proposals. We will work to ensure that habitat management work to compensate for residual, adverse impacts is effective.’


40

Case study 3: lessons from Europe A Danish off-shore wind farm The final case study is an off-shore wind farm in Denmark. Scottish decisionmakers often look to continental Europe for examples of good practice with wind energy. This wind farm is off-shore but still attracts both supporters and objectors. The Nysted Wind Farm is located off-shore to the south east of Denmark (see reference map).

It is also known as the Rodsand Wind Farm and was built in two phases. Rodsand I was built in 2003 and provides enough energy for 140,000 Danish homes. It forms part of a network of 15 offshore farms located around the Baltic Sea. The Nysted Wind Farm includes 72 turbines, each reaching 60 metres above the Baltic Sea. It is one of the biggest wind farms in the world. Before, during and after the construction of Nysted, a series of environmental studies were carried out to observe the impact of the wind farm on a wide range of environmental factors, including:  sea bottom-dwelling plants and animals: including the creation of new habitats through the building of foundations and rock protection  fish: including the impact of electromagnetic fields on fish  marine mammals: including the behaviour of porpoises and seals around the wind farm  human attitudes to the wind turbines  birds The negative impact of wind turbines on bird populations is often given as an argument against many proposed wind farms across Europe. The concerns fall into three categories:  collision with turbines result in the death of birds  habitat loss due to construction of the turbines  movement of birds as they change their behaviour due to the turbines — this can include longer flights as birds avoid turbines Studies have been carried out to investigate the validity of these concerns on bird behaviour (see Masden et al). The findings suggest that for one particular bird species (eider ducks) the concerns have not materialised.


41

Additional useful websites Scottish Government, 2008, Key Scottish Environment Statistics 2008 Scottish Government, Wind Farms & Carbon: http://www.scotland.gov.uk/Topics/Business-Industry/Energy/Energysources/19185/17852-1/CSavings RSPB Policy on Wind Farms: http://www.rspb.org.uk/ourwork/policy/windfarms/index.aspx Whitelees Wind Farm, Mainland Scotland: http://www.whiteleewindfarm.com/ Scottish Government, planning decision on Whitelee Wind Farm: http://www.scotland.gov.uk/Topics/BusinessIndustry/Energy/Infrastructure/Energy-Consents/ApplicationsDatabase/application/WhiteleeDecision Wind Farm Supporters Group, Shetland: http://www.windfarmsupporters.org/ Sustainable Shetland (Anti-wind farm organisation): http://www.sustainableshetland.org/ Objections to the Viking Wind Farm, Shetland: http://www.sustainableshetland.org/docs/rspb/RSPB-Final-Annex-2Addendum.pdf RSPB response to Viking Wind Farm, Shetland: http://www.rspb.org.uk/ourwork/casework/details.aspx?id=tcm:9-264506 Nysted Offshore Wind Farm, Denmark: http://www.dongenergy.com/Nysted/EN/Environment/Environment/Pages/Environ ment.aspx. Masden et al, Birds and wind farms: Assessing cumulative impacts http://www.sbes.stir.ac.uk/conservation_conference/documents/Masden_poster.p df For a different look at the impacts and responses to proposed wind farms consider viewing Cape Spin, a documentary following both sides in the Cape Wind development, USA. http://www.capespin.com/


42

Administrative information Published:

May 2015 (version 2.0)

History of changes to Course Support Notes Course details

Version

Description of change

1.1

Learner exemplar materials and resource pack added

1.2

Approaches to learning and teaching section: updates to mandatory Course key areas, suggested learning activities and exemplification of key areas.

2.0

Assessment Standards 2.2 and 2.3 removed. Assessment Standard 2.4 renumbered as 2.2. Exemplification of Assessment Standards 2.2 and 2.3 removed.

Authorised by Qualifications Development Manager Qualifications Manager

Qualifications Manager

Date June 2013 May 2014

May 2015

© Scottish Qualifications Authority 2015 This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA’s website at www.sqa.org.uk. Note: You are advised to check SQA’s website (www.sqa.org.uk) to ensure you are using the most up-to-date version.


43

Unit Support Notes — Environmental Science: Living Environment (National 5)

This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Unit Support Notes can be downloaded from SQA’s website: www.sqa.org.uk. Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).

Introduction These support notes are not mandatory. They provide advice and guidance on approaches to delivering and assessing the Environmental Science: Living Environment (National 5) Unit. They are intended for teachers and lecturers who are delivering this Unit. They should be read in conjunction with:     

the Unit Specification the Course Specification the Course Assessment Specification the Course Support Notes appropriate assessment support materials

Unit Support Notes for Environmental Science: Living Environment (National 5) Unit

45

General guidance on the Unit Aims The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding of the living environment. Learners will apply these skills when considering the applications of the living environment on our lives, as well as the implications on society/the environment. This can be done by using a variety of approaches, including investigation and problem solving. The Unit covers the key areas of:  Investigating ecosystems and biodiversity  Interdependence  Human influences on biodiversity Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.

Progression into this Unit Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by the following or equivalent qualifications and/or experience:  National 4 Environmental Science Course There may also be progression from National 4 Biology, National 4 Chemistry, National 4 Geography, National 4 Physics or National 4 Science Courses.

Skills, knowledge and understanding covered in this Unit Information about skills, knowledge and understanding is given in the National 5 Environmental Science Course Support Notes. If this Unit is being delivered on a free-standing basis, teachers and lecturers should cover the mandatory skills and key areas in ways which are most appropriate for delivery in their centres.

Progression from this Unit This Unit may provide progression to:  Other qualifications in Environmental Science or related areas  Further study, employment and/or training


46

Approaches to learning and teaching Approaches to learning and teaching and suggested learning activities are covered in the Course Support Notes.

Developing skills for learning, skills for life and skills for work Information about developing skills for learning, skills for life and skills for work in this Unit, is given in the relevant Course Support Notes.

Approaches to assessment and gathering evidence The purpose of this section is to give advice on approaches to assessment for the Unit. There will be other documents produced for centres to provide exemplification of assessments and guidance on how to write them. Approaches to the assessment of a Unit when it forms part of a Course may differ from approaches to assessing the same Unit when it is not being delivered as part of a Course. If an integrated approach to Course delivery is chosen, then there may be opportunities for combining assessment across Units. Assessments must be valid, reliable and fit for purpose for the subject and level, and should fit in with learning and teaching approaches. Unit assessment should support learning and teaching and, where possible, enable personalisation and choice for learners in assessment methods and processes. Teachers and lecturers should select the assessment methods they believe are most appropriate, taking into account the needs of their learners and the requirements of the Unit. There is no mandatory order for delivery of the Outcomes. These should be overtaken throughout the Unit and are an integral part of learning and teaching. The table below gives guidance and advice on possible approaches to assessment and gathering evidence: Strategies for gathering evidence There may be opportunities in the day-to-day delivery of the Units in a Course to observe learners providing evidence, which satisfies completely, or partially, a Unit or Units. This is naturally occurring evidence and can be recorded as evidence for an Outcome or parts of an Outcome. In some cases, additional evidence may also be required to supplement and confirm the naturally occurring evidence. Approaches to assessment might cover the whole Unit or be combined across Outcomes. A holistic approach can enrich the assessment process for the learner by bringing together different Outcomes and/or Assessment Standards. If a holistic approach is used, then it is necessary to be able to track individual


47

Assessment Standard evidence. Strategies for gathering evidence and ensuring that the learners’ work is their own could include:  personal interviews during which the teacher or lecturer can ask additional questions about completed work  an oral presentation on their work  writing reports in supervised conditions  checklists to record the authenticity  supplementary sources of evidence, such as witness testimony, film or audio clips Evidence can be gathered from classwork, experiments, investigations and/or research carried out in this Unit. It can be obtained using one or more of the strategies outlined above or by alternative methods, which could include a test of knowledge, understanding and skills.


48

Equality and inclusion The Course Support Notes provide full information on equality and inclusion for this Unit. It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Unit Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Unit. Alternative approaches to Unit assessment to take account of the specific needs of learners can be used. However, the centre must be satisfied that the integrity of the assessment is maintained and that the alternative approaches to assessment will, in fact, generate the necessary evidence of achievement.


49

Appendix 1: Reference documents The following reference documents will provide useful information and background.  Assessment Arrangements (for disabled learners and/or those with additional support needs) — various publications on SQA’s website: http://www.sqa.org.uk/sqa/14976.html  Building the Curriculum 4: Skills for learning, skills for life and skills for work  Building the Curriculum 5: A framework for assessment  Course Specifications  Design Principles for National Courses  Guide to Assessment (June 2008)  Principles and practice papers for curriculum areas  Research Report 4 — Less is More: Good Practice in Reducing Assessment Time  Coursework Authenticity — a Guide for Teachers and Lecturers  SCQF Handbook: User Guide (published 2009) and SCQF level descriptors (to be reviewed during 2011 to 2012): www.sqa.org.uk/sqa/4595.html  SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work  SQA Guidelines on e-assessment for Schools  SQA Guidelines on Online Assessment for Further Education  SQA e-assessment web page: www.sqa.org.uk/sqa/5606.html


50



History of changes to Unit Support Notes Unit details

Version


1.1


Authorised by Qualifications Development Manager

Date June 2013

This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA’s website at www.sqa.org.uk. Note: You are advised to check SQA’s website (www.sqa.org.uk) to ensure you are using the most up-to-date version. © Scottish Qualifications Authority 2014


51

Unit Support Notes — Environmental Science: Earth’s Resources (National 5)


Introduction These support notes are not mandatory. They provide advice and guidance on approaches to delivering and assessing the Environmental Science: Earth’s Resources (National 5) Unit. They are intended for teachers and lecturers who are delivering this Unit. They should be read in conjunction with:     


Unit Support Notes for Environmental Science: Earth’s Resources (National 5) Unit

53

General guidance on the Unit Aims The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding of the Earth’s resources. Learners will apply these skills when considering the applications of the Earth’s resources on our lives, as well as the implications on society/the environment. This can be done by using a variety of approaches, including investigation and problem solving. The Unit covers the key areas of:     

Overview of Earth’s systems and their interactions The geosphere The hydrosphere The biosphere The atmosphere

Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy.




54



55


Developing skills for learning, skills for life and skills for work Information about developing skills for learning, skills for life and skills for work in this Unit, is given in the relevant Course Support Notes. Approaches to assessment and gathering evidence The purpose of this section is to give advice on approaches to assessment for the Unit. There will be other documents produced for centres to provide exemplification of assessments and guidance on how to write them. Approaches to the assessment of a Unit when it forms part of a Course may differ from approaches to assessing the same Unit when it is not being delivered as part of a Course. If an integrated approach to Course delivery is chosen, then there may be opportunities for combining assessment across Units. Assessments must be valid, reliable and fit for purpose for the subject and level, and should fit in with learning and teaching approaches. Unit assessment should support learning and teaching and, where possible, enable personalisation and choice for learners in assessment methods and processes. Teachers and lecturers should select the assessment methods they believe are most appropriate, taking into account the needs of their learners and the requirements of the Unit. There is no mandatory order for delivery of the Outcomes. These should be overtaken throughout the Unit and are an integral part of learning and teaching. The table below gives guidance and advice on possible approaches to assessment and gathering evidence: Strategies for gathering evidence There may be opportunities in the day-to-day delivery of the Units in a Course to observe learners providing evidence, which satisfies completely, or partially, a Unit or Units. This is naturally occurring evidence and can be recorded as evidence for an Outcome or parts of an Outcome. In some cases, additional evidence may also be required to supplement and confirm the naturally occurring evidence. Approaches to assessment might cover the whole Unit or be combined across Outcomes. A holistic approach can enrich the assessment process for the learner by bringing together different Outcomes and/or Assessment Standards. If a holistic approach is used, then it is necessary to be able to track individual Assessment Standard evidence.


56

Strategies for gathering evidence and ensuring that the learners’ work is their own could include:  personal interviews during which the teacher or lecturer can ask additional questions about completed work  an oral presentation on their work  writing reports in supervised conditions  checklists to record the authenticity  supplementary sources of evidence, such as witness testimony, film or audio clips Evidence can be gathered from classwork, experiments, investigations and/or research carried out in this Unit. It can be obtained using one or more of the strategies outlined above or by alternative methods, which could include a test of knowledge, understanding and skills.


57

Equality and inclusion The Course Support Notes provide full information on equality and inclusion for this Unit. It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Unit Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Unit. Alternative approaches to Unit assessment to take account of the specific needs of learners can be used. However, the centre must be satisfied that the integrity of the assessment is maintained and that the alternative approaches to assessment will, in fact, generate the necessary evidence of achievement.


58



59




Version


1.1



Date June 2013



60

Unit Support Notes — Environmental Science: Sustainability (National 5)


Introduction These support notes are not mandatory. They provide advice and guidance on approaches to delivering and assessing the Environmental Science: Sustainability (National 5) Unit. They are intended for teachers and lecturers who are delivering this Unit. They should be read in conjunction with:     


Unit Support Notes for Environmental Science: Sustainability (National 5) Unit

62

General guidance on the Unit Aims The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical thinking, along with knowledge and understanding sustainability. Learners will apply these skills when considering the applications of sustainability on our lives, as well as the implications on society/the environment. This can be done by using a variety of approaches, including investigation and problem solving. The Unit covers the key areas of:     

An introduction to sustainability Food Water Energy Waste management

Learners will research issues, apply scientific skills and communicate information related to their findings, which will develop skills of scientific literacy





63


Developing skills for learning, skills for life and skills for work Information about developing skills for learning, skills for life and skills for work in this Unit, is given in the relevant Course Support Notes.

Approaches to assessment and gathering evidence The purpose of this section is to give advice on approaches to assessment for the Unit. There will be other documents produced for centres to provide exemplification of assessments and guidance on how to write them. Approaches to the assessment of a Unit when it forms part of a Course may differ from approaches to assessing the same Unit when it is not being delivered as part of a Course. If an integrated approach to Course delivery is chosen, then there may be opportunities for combining assessment across Units. Assessments must be valid, reliable and fit for purpose for the subject and level, and should fit in with learning and teaching approaches. Unit assessment should support learning and teaching and, where possible, enable personalisation and choice for learners in assessment methods and processes. Teachers and lecturers should select the assessment methods they believe are most appropriate, taking into account the needs of their learners and the requirements of the Unit. There is no mandatory order for delivery of the Outcomes. These should be overtaken throughout the Unit and are an integral part of learning and teaching. The table below gives guidance and advice on possible approaches to assessment and gathering evidence: Strategies for gathering evidence There may be opportunities in the day-to-day delivery of the Units in a Course to observe learners providing evidence, which satisfies completely, or partially, a Unit or Units. This is naturally occurring evidence and can be recorded as evidence for an Outcome or parts of an Outcome. In some cases, additional evidence may also be required to supplement and confirm the naturally occurring evidence. Approaches to assessment might cover the whole Unit or be combined across Outcomes. A holistic approach can enrich the assessment process for the learner by bringing together different Outcomes and/or Assessment Standards.


64

If a holistic approach is used, then it is necessary to be able to track individual Assessment Standard evidence. Strategies for gathering evidence and ensuring that the learners’ work is their own could include:  personal interviews during which the teacher or lecturer can ask additional questions about completed work  an oral presentation on their work  writing reports in supervised conditions  checklists to record the authenticity  supplementary sources of evidence, such as witness testimony, film or audio clips Evidence can be gathered from classwork, experiments, investigations and/or research carried out in this Unit. It can be obtained using one or more of the strategies outlined above or by alternative methods, which could include a test of knowledge, understanding and skills.


65

Equality and inclusion The Course Support Notes provide full information on equality and Inclusion for this Unit. It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Unit Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Unit. Alternative approaches to Unit assessment to take account of the specific needs of learners can be used. However, the centre must be satisfied that the integrity of the assessment is maintained and that the alternative approaches to assessment will, in fact, generate the necessary evidence of achievement.


66



67




Version


1.1



Date June 2013



68