EXPRESSIVE ARTS
The world around us has always been a source of inspiration for artists - from prehistoric cave paintings of hunting scenes, through musical interpretation of landscape, to socially-inspired dance routines. The environment provides a familiar context for young people to develop their inventive abilities within all areas of the creative arts.

	Having chosen personal themes and developed my own ideas from a range of stimuli, I can present evidence of a broad visual vocabulary through 2D and 3D work.
	By working through a process, I can communicate how I have used exploration and imagination to solve design problems related to real-life situations.
	I have explored possibilities for dance composition presented through a range of stimuli and selected ideas from these to choreograph dance motifs which use dance performance skills in imaginative and creative ways.
	Having developed ideas, from a range of stimuli within, for example inter-disciplinary work, I can devise, rehearse and present dramas and scripts, demonstrating skills such as decision making, script writing and negotiating.

SOCIAL STUDIES
There is a fine line to be drawn between the Sciences and Social Studies when investigating environmental issues such as climate, biodiversity and environmental degradation. Social Studies, however, are at their most powerful when investigating human interactions such as globalisation and interdependence, sustainable communities, and environmental injustice, both in the past and at the present day.

	I can consider ways of looking after my school or community and can encourage others to care for their environment.
	Having studied how a natural resource has been formed and is used, I can discuss the issues around the sustainability of the resource and the possible consequences for myself and others.
	Having explored the globalisation of trade, I can explain the interdependence of different parts of the world and assess the impacts for providers, consumers and the environment.
	I can identify threats facing the main climate zones, including climate change and consider how these threats impact on the way of life.
	Having identified a group who experience inequality, I can describe the effects on their lives and suggest ways in which their needs could be better met.
	I can explain the factors contributing to the development of the population of a multicultural society and can discuss the issues around this.
	I can describe how the interdependence of countries affects levels of development, considering the effects on peoples’ lives.

TECHNOLOGIES
Sustainability of resources and impact on society are powerful influences on the draft experiences and outcomes for pupils studying the Technologies. As such they support the UK priorities for ‘Sustainable production and consumption’ and ‘Sustainable communities.’

	I can debate the possible future impact of new and emerging technologies on individuals, societies and the environment.
	Within and beyond my place of learning, I can reduce, re-use and recycle resources I use to help care for the environment.
	Throughout my learning, I can carefully consider the selection and use of resources to demonstrate my knowledge and understanding of the importance of sustainable development.
	I can debate the possible future impact of new and emerging technologies on individuals, societies and the environment.

HEALTH AND WELLBEING
Health and wellbeing is already an existing theme within the ten topics Eco-Schools may cover on their way to Green Flag status. All studies relating to this topic can be used as evidence for Green Flag assessment.

	to be active on a daily basis and try to achieve a balance of sleep, rest and physical activity.
	I can use my experience of daily physical activity to explain that the energy for activity comes from the food I eat and that healthy choices and positive experiences can protect my health and wellbeing.
	By investigating the range of foods available in my place of learning, I can discuss which can contribute to a healthy diet.
	I can apply food safety principles when buying, storing, preparing, cooking and consuming food.

RELIGIOUS AND MORAL EUCATION
RME (and RMPS) can contribute to the UK priority of developing ‘sustainable communities’ by allowing pupils to investigate the background to divisive issues such as racism and sectarianism which, through ignorance, can poison societies.

	Through investigating Christian responses to issues of morality, I can discuss ways in which to create a more just, equal compassionate and tolerant society.
	I am developing my understanding of Scotland’s religious diversity within Christianity as well as the place of religion in society.
	Having considered the key beliefs of other world religions, I can express reasoned views on these beliefs and discuss how putting these into practice might lead to a better society, and can confidently support my own responses to these issues of belief.