Marine Conservation Society: Teach on the Beach Curriculum Links - Scotland: Curriculum for Excellence

Completion of the ‘on beach’ and follow-up classroom activities contributes towards achievement in the following areas:

Science

Organiser

Experience Outcome Early First Second

Planet Earth (Biodiversity and interdependence)

Learners explore the rich and changing diversity of living things and develop their understanding of how organisms are interrelated at local and global levels. By exploring interactions and energy flow between plants and animals (including humans) learners develop their understanding of how species depend on one another and on the environment for survival. Learners investigate the factors affecting plant growth and develop their understanding of the positive and negative impact of the human population on

I have observed living things in the environment over time and am becoming aware of how they depend on each other. SCN 0-01a

I can distinguish between living and non living things. I can sort living things into groups and explain my decisions. SCN 1-01a

I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-01a

I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food. SCN 1-02a

I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2-02a

Biological systems (Inheritance)

Starting with observations of similarities and differences between individuals, learners develop their understanding of how organisms develop and pass on genetic information to the next generation. They begin to develop their knowledge of genetics and of the role of DNA and examine moral and ethical questions which arise from technological developments.

By investigating the lifecycles of plants and animals, I can recognise the different stages of their development. SCN 2-14a

Literacy and English

Organiser

Experiences Outcome Early First Second

Listening and Talking Tools for Listening and Talking

– to help me when interacting or presenting within and beyond my place of learning

As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen. LIT 0-02a / ENG 0-03a

When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Listening and Talking Creating texts

– applying the elements others use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary

Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-09a

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a

When listening and talking with others for different purposes, I can: share information, experiences and opinions explain processes and ideas identify issues raised and summarise main points or findings clarify points by asking questions or by asking others to say more. LIT 2-09a

Reading Finding and Using Information

– when reading and using fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary

I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. LIT 0-14a

Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Writing Creating Texts

– applying the elements which writers use to create different types of short and extended texts with increasingly complex ideas, structures and vocabulary

I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a / LIT 1-29a

I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a

I can describe and share my experiences and how they made me feel. ENG 1-30a

As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30a

Social Studies

Organiser

Outcome Early First Second

People, Place and Environment

I explore and discover the interesting features of my local environment to develop an awareness of the world around me. SOC 0-07a

I can describe and recreate the characteristics of my local environment by exploring the features of the landscape. SOC 1-07a

I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. SOC 0-08a

I can consider ways of looking after my school or community and can encourage others to care for their environment. SOC 1-08a

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2-08a

I have experimented with imaginative ways such as modelling and drawing, to represent the world around me, the journeys I make and the different ways I can travel. SOC 0-09a

Through activities in my local area, I have developed my mental map and sense of place. I can create and use maps of the area. SOC 1-14a

To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. SOC 2-14a

Technologies

Organiser

Outcome Early First Second

Technological Developments in Society

Within and beyond my place of learning, I can reduce, re-use and recycle resources I use, to help care for the environment. TCH 0-02a

Throughout all my learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment. TCH 1-02a

Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way. TCH 2-02a

ICT to Enhance Learning I explore software and use what I learn to solve problems and present my ideas, thoughts, or information. TCH 0-03a

As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations. TCH 1-03a / TCH 2-03a

I can access, retrieve and use information from electronic sources to support, enrich or extend learning in different contexts. TCH 1-03b

Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace. TCH 2-03b