The purpose of the Environmental Science course is to develop learners’ interest and enthusiasm for the subject by tackling issues such as global climate change, pollution, use of land and water resources and changes in wildlife habitats. It involves using investigative and experimental skills to develop an understanding of scientific principles, economic influences and political action. Environmental Science takes a problem-solving approach to attempt to develop solutions that prevent or reverse environmental deterioration and aim for sustainable practices.

Earth resources

In this unit we cover a range of non-renewable and renewable energy sources and issues arising from their use, as well as impacts of increasing global population on energy supplies.

CASE STUDIES: oil spill in Alaska, Chernobyl, Fukushima, Three Gorges dam China.

Living Environments

In this unit pupils start to learn about connectivity of our natural world. We start by exploring how energy flows through food webs (and so does the pollution) and how disruption to these can have a devastating impact (The Krill Paradox case study). Pupils then move on to learn how different biotic and abiotic factors can affect distribution of living organisms.

CASE STUDIES: wolves in Yellowstone, red vs grey squirrels in Scotland, toxic algal blooms, The Krill Paradox and Doomsday glacier in Antarctica, deforestation in Borneo.

Sustainability

This unit covers impacts of increasing global population on water, waste and food supplies as well as sustainable approaches to managing these resources. We cover Climate crisis in detail, from the causes to solutions. This culminates in pupils putting on their own climate conference and take on the role of different countries around the world.

CASE STUDIES: the disappearing Aral Sea, bottling water, modern food production USA.

Human impact on biodiversity

This unit builds on previous knowledge gained in S3 with a focus on human activities which have a positive and/or negative effect on ecosystems, with a focus on species reduction or increase, extinction and loss of biodiversity.

CASE STUDIES: Missing posters for extinct species, lichens as indicator species.

Geosphere

This unit focuses on relation between rocks, minerals and ores, the role of limestone as a carbon sink as well as examining mining practices.

CASE STUDIES: mines, what’s in your phone.

• Focused on the learner
• Enjoyable, relevant and inclusive – enhancing the
  experience, achievement and attainment of all
  young people
• Active, allowing young people to become
  problem solvers in a supportive and stimulating
• Flexible and creative, allowing for personalisation of
  learning
• Allow for choice and challenge
• Collaborative and co-operative, promoting quality
  social interaction between young people.
• Using ICT to support digital literacy whilst enhancing the curriculum

Evidence of progress and achievement will come from a variety of sources including:

• Observing day-to-day learning within the classroom and outside (fieldwork)
• Coursework, including progress tests
• Learning conversations
• Homestudy
• Outcome assessments and prelim

All pupil assessments are routinely graded and recorded by the teacher and the results are stored centrally, these results are used by staff to track the progress of the learners and ensure that their need are being met. Pupils also review their own attainment and are encouraged to identify ways to improve their learning. Staff report formally to parents and carers as per the school calendar.