Learners research the pros and cons of the Clyde Waterfront
being be used for public transport and, in two groups, write an
argument which will be presented in a public debate. These lessons
will develop a k/u of transport on the Clyde waterfront allowing
learners to argue their case for or against public transport on the
Clyde. After researching water transport and the Clyde, learners
will write their argument, organised logically, using their
research as supporting evidence, discussing the features of a
debate. Debate will then be held with parents as the audience, who
will be able to ask questions at the end.
Broad Outcomes of learning
• Subject knowledge gained and advanced e.g.
knowledge of the structure of an argument as well as increased
knowledge of the waterfront and transport
• Enterprising skills improved by developing
confidence, taking responsibility and making decisions;
consideration of others through group work and discussion
• Developed employability skills: communication,
planning, researching, co-operating, contributing, reporting,
presenting, negotiating and debating
• Confidence of working independently from
teacher-led lessons demonstrated by taking control of their
research and using this to find their own answer to the debate
question then working in teams to devise a winning argument
• Pupils take responsibility for their learning
through making decisions about where they stand in the debate, the
level of research they need to do, choosing the best order for
their arguments, inviting parents and taking part in or leading the
debate
• Pupils have developed 4 capacities of CfE
Relevance to curriculum
• Supports CfE Languages
Learners research the pros and cons of the Clyde Waterfront
being be used for public transport and, in two groups, write an
argument which will be presented in a public debate. These lessons
will develop a k/u of transport on the Clyde waterfront allowing
learners to argue their case for or against public transport on the
Clyde. After researching water transport and the Clyde, learners
will write their argument, organised logically, using their
research as supporting evidence, discussing the features of a
debate. Debate will then be held with parents as the audience, who
will be able to ask questions at the end.
Broad Outcomes of learning
- Subject knowledge gained and advanced e.g. knowledge of the
structure of an argument as well as increased knowledge of the
waterfront and transport
- Enterprising skills improved by developing confidence, taking
responsibility and making decisions; consideration of others
through group work and discussion
- Developed employability skills: communication, planning,
researching, co-operating, contributing, reporting, presenting,
negotiating and debating
- Confidence of working independently from teacher-led lessons
demonstrated by taking control of their research and using this to
find their own answer to the debate question then working in teams
to devise a winning argument
- Pupils take responsibility for their learning through making
decisions about where they stand in the debate, the level of
research they need to do, choosing the best order for their
arguments, inviting parents and taking part in or leading the
debate
- Pupils have developed 4 capacities of CfE
Relevance to curriculum