Curriculum Organisers

Experiences and Outcomes for planning learning, teaching and assessment

Benchmarks to support practitioners’ professional judgement of achievement of a level

Ideas, resources and links

People, past events and societies

I can use primary and secondary sources selectively to research events in the past. SOC 2-01a

I can interpret historical evidence from a range of periods to help build a picture of Scotland’s heritage and my sense of chronology. SOC 2-02a

I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 2-03a

I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a

I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence. SOC 2-06a

• Uses both primary and secondary sources of evidence in an investigation about the past.
• Places an event appropriately within a historical timeline.
• Describes at least two ways in which past events or the actions of individuals or groups have shaped Scottish society.
• Describes and discusses at least three similarities and differences between their own life and life in a past society.
• Contributes two or more points to the discussion (in any form) as to why people and events from the past were important.
• Places those people and events on a timeline.

SOC 2-01a
Incredible Creatures Activity Booklet.
Practical work and exercises on animal behaviour.
Welcome to Tree Tools for Schools!
Woodland animal information.
Woodland habitats information.

SOC 2-02a
Farming through history images.
Quick geography ideas with a historic twist Digimap for schools.

SOC 2-03a
Information on the Agricultural Revolution.
Information on potato famine – crop damage.
Find out more about the Highland clearances.
Tasty Careers - A Traditional Burns Supper

SOC 2-04a
Look at milk production now and in the past (in development).
Changes in agriculture over time.
People of Medieval Scotland, Alfred Nobel and the Peace Prize, History of weather, Home in High Places, Vikings in Scotland available on Glow.
Series of pictures highlighting changes in society over time due to a changing climate.

SOC 2-06a
Make your own iron age grain store.

Links to TCH 2-05a

People, place and environment

I can describe the major characteristic features of Scotland’s landscape and explain how these are formed. SOC 2-07a

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 can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community. SOC 2-08b

Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2-10a

By comparing my local area with a contrasting area outwith Britain, I can investigate the main features of weather and climate discussing the impact on living things. SOC 2-12a

I can explain how the physical environment influences the ways in which people use land by comparing my local area with a contrasting area. SOC 2-13a

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

• Identifies at least three features of Scotland’s landscape and can provide a basic explanation of how these are formed.
• Identifies at least three impacts of human activity on the environment.
• Suggests at least three ways in which people can live in a more environmentally responsible way.
• Describes at least two advantages and two disadvantages of a land use development proposal.
• Explores at least two impacts on the community either verbally or in writing.
• Presents information in any preferred form on the local area including local area names, two major employers/types of employment, for example, call centres, local attractions, leisure facilities.
• Compares and contrasts the differing effects of the weather on the people and society of Britain and a contrasting area, providing at least three similarities and/or differences.
• Provides explanation as to why their local physical environment influences the way in which people use land in comparison to a contrasting areas.
• Extracts information from more than one kind of map.
• Locates continent names, country names, capital cities, rivers and railways on maps of Scotland, the UK, Europe and areas further afield.

SOC 2-07a
Use an aerial map of your local area, identify different land uses. 

SOC 2-08a
Investigate what landowners do to look after their land in a environmentally responsible way eg beetle banks, hedgerows, wildflower margins. 
Compare an OS map to a visual picture of an area now and in the past – Where’s the path?
Science on the Farm poster - BIODIVERSITY.
Scotland’s Environment website.
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.
Transform Our World - all your environmental education needs in one place (registration required).
Fairtrade food resources.
What is inequality? - Food and hunger
Go bananas! for Fairtrade Fortnight
The Scottish Outdoor Access Code.
Scotlands farming landscapes video and activity sheet.
Biodiversity on the farm.
Mission H2O Water Challenges and School Water Device Survey where pupils carry out water challenges at school and at home. Learners can also research and create their own sustainable water challenges. Thirsty Bees where pupils learn about sustainable actions which help to support biodiversity.

SOC 2-08b
Compare an OS map to a visual picture of an area now and in the past – Where’s the path?

SOC 2-10a
Farming in Scotland poster (English, Gaelic and Polish versions).
Scotlands farming landscapes video and activity sheet.

SOC 2-12a
A STEM Challenge that addresses how food can be grown on land that is flooded in Bangladesh.
Compare a farm/estate/nature reserve in Scotland with a farm out with Britain.
Compare different types of farm in Scotland looking at why the land is used in the way it is e.g. a highland sheep farm, lowland arable farm.
A resource that contains a range of materials to help children and young people prepare for and deal with flooding and severe weather emergencies.
Community Resilience and Curriculum for Excellence.
The Met Office provides the following activities:
Forecasting and prediction - get to grips with the subjects at the heart of weather forecasting and climate prediction.
Extreme weather - find out about extreme weather around the world and its impacts.
Weather and climate stories - discover who's most vulnerable to the impacts of severe weather and the people who help communities stay safe.
Technology and innovation in weather - find out how technology and innnovation influence weather forecasting, climate prediction, and crucially, how they're communicated.
People in weather and climate - bringing to life the work of the Met Office, and other roles influenced by weather and climate.
Find the weather in your area.
Find out how to read weather maps.
NASA climate resources, activities and games.
Action Aid climate change resources examine why and how changing weather patterns are disrupting the lives of communities around the world. Learners will discover what they can do at a local level to fight this global problem.
Weather and climate change - This resource has been designed to help teachers improve their practice in learning and teaching relating to climate change.
Met Office School Resources.
A community of educators empowering students to take climate action - search food for a wide range of resources (you will need to register for access).
Support materials for teaching weather and climate.
Wood ants and climate change.
Put your class in 12-year-old Daeka's shoes. She has taken a 360 degree photo to show the effects of drought in her village in east Africa. Drought 360.
High-quality, accurate and topical resources to help teach about weather and climate change.

SOC 2-13a
Compare different types of farm in Scotland looking at why the land is used in the way it is eg highland sheep farm, lowland arable farm.
Patterns of land use, comparing localities.
Compare pictures of my local area with pictures of other areas in Scotland.
Compare an OS map to a visual picture of an area now and in the past – Where’s the path?
Scotlands farming landscapes video and activity sheet.

SOC 2-14a
Look at satellite images of the Earth.
4 and 6 figure grid references.
Four and six figure grid references this resource will increase the confidence of teachers.

Curriculum Organisers

Experiences and Outcomes for planning learning, teaching and assessment

Benchmarks to support practitioners’ professional judgement

Ideas, resources and links

Planning for Choice and Change

Expectations and Aspirations

Relevance of learning to future choices

I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 2-20a

• Explains own ambitions and identifies ways to achieve them.
• Manages personal profile and uses it to discuss interests, strengths and skills.
• Identifies connections between skills and the world of work.
• Uses investigative skills to gain more information above jobs / careers.

Talk to a  farmer - a series of recordings from farmers across Scotland sharing what they do and answering questions submitted by young people.
Tasty careers.

The Food Experience

Tasting, selecting and evaluating

The social context

Religious and cultural influences

I enjoy eating a diversity of foods in a range of social situations. HWB 2-29a

• Uses sensory descriptors to describe foods, for example, taste, texture, appearance, smell.
• Identifies, prepares and selects foods for a range of situations, for example, social, cultural, religious events.
• Devises guidelines for good table manners.

Tasting, selecting and evaluating
Consider pupils in the class/school with food allergies e.g. nut allergies. Discuss how this may affect their food choices and how they can help to support children with food allergies so they feel safe and included.  
Plan a food tasting event, perhaps using ingredients/foods from a range of countries around the world.  Make simple dishes/snacks/dips using a range of ingredients - compare different flavours and textures of the foods being sampled - vote on favourites/collate results.
Explore the traffic light system for healthy snacks: red – snacks we should try to limit; amber – snacks we should have now and then; green = aim to have these more than the others.  Use “healthy snacks” leaflet (On GLOW) for discussion. Lay out a vertical line of red cones down the right hand side of a large room/hall, amber cones down the middle and green cones down the left hand side.  Shout out a food and children must decide where they believe the food should go and run/hop/skip to that area. 
Sensory worksheets covering a wide range of activities.
I enjoy eating a diversity of foods in a range of social situations.

The Social context
Devises guidelines for good table manners.
Discuss food related issues such as “do you think it is important for families to sit round a table at mealtimes?”

Religious and cultural influences
Information and resources on food choice and international food culture and tradition. The resources look at their own food choice and the food choice of others, and what factors may affect this. The resources also introduce the concept of information and food labelling.
Investigate different food cultures - Create a list of foods associated with different cultural events. 
Plan and create foods for a cultural event – e.g. burns supper, Chinese new year etc.

Developing Healthy Choices

Linking food and health

Decision making

By applying my knowledge and understanding of current healthy eating advice, I can contribute to a healthy eating plan. HWB 2-30a

• Explains the proportions each food group should contribute to a healthy eating plan.
• Identifies and classifies composite dishes according to the food groups, for example, lasagne, chicken stir fry.
• Outlines at least three current healthy eating messages, for example, lowering salt and sugar intake.
• Creates a healthy eating plan which reflects current dietary advice, prepares food which contributes to it and compares plan to own diet.
• Identifies simple changes or improvements to own diet.
• Explains the importance of keeping hydrated.

HWB 2-30a
Eatwell guide games and activities available in NHS Jumpstart manual (on GLOW).
The Interactive Eatwell Guide.
Going bananas a resource looking at portions.
Meaty matters a resource is aimed at raising awareness of the importance of red meat in a healthy balanced diet.
A balanced diet with Scotch meat.
Scotland is one of the most sustainable and reputable places in the world to produce beef, lamb and pork.
Parent club has a selection of recipes.
Good food skills resource – Education Scotland (GLOW log-in required).
Are you drinking enough water? Investigate the colour of wee.
Get Set to Eat Fresh (Aldi and Team GB) provides free materials around healthy food and cookery (registration required).
Label it!
Quizine!
Different Diets
Devise a range of meals using the Interactive Eatwell guide, ensuring that they depict a balance of foods from the main groups.
Record a food diary and analyse the foods eaten, compare with the balance of foods on Eatwell guide.
Identify ways they can modify/improve their own food choices.
Using food packaging, investigate composite food dishes (foods comprising more than one food group) e.g. lasagne  - classify foods into different food groups.
Select and prepare ingredients to create a composite dish that includes foods from more than one group.  Identify the main food groups included in the dish. 
Print out pictures or use real examples of different foods (sweets, chocolate, fizzy juice, fruit juice, cereals, Ribena etc) Get children to put them in order of how much sugar they contain.  Reveal answers then get them to guess how many teaspoons of sugar they contain. Reveal answers.  Use real sugar to represent how much this is. 
Research impact of hydration/dehydration on the body. 
Explore current topical food related issues in the news e.g. sugar tax.
Group work – Explore impact of poor diet and lack of physical activity on health.
Use statistics about health and diet in Scotland to look at implications of cutting out food groups on the body. Consider:

• Dispelling myths about starvation mode
• Impact on health of cutting out carbohydrates/protein
• Potential problems related to internal organs and bones not getting what they need
• Why the food culture in Scotland must change to become a healthier nation

Eat like a champ healthy eating resources.
By applying my knowledge and understanding of current healthy eating advice, I can contribute to a healthy eating plan.
Have a game of Eatwell bingo.
A shopping basket game linked to health and nutrition.
Be a diet detective - find out what kinds of food make a balanced diet and how the food we eat impacts the environment.
Snacks, snakes and ladders.
The food groups.

Keeping Safe and Hygienic

Principles of food safety and hygiene

Minimising risk

Preparing food safely and hygienically

Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. 
HWB 2-33a

• Makes food items safely and hygienically, adhering to allergies, cleaning, cross contamination, cooking, chilling.
• Identifies ways to reduce the risk of food poisoning, for example, reheating food until piping hot, safe food storage, different coloured chopping boards.
• Explains the difference between Use By and Best Before dates.
• Creates a risk assessment for a practical food session.

HWB 2-33a
Principles of food safety and hygiene
Learn about safe ways to store food in the fridge.
Cookin Castle
Hazards in the Kitchen
Fridge Facts
Stop the Germs
It’s a Date!

Minimising risk
Learn about food labels.
This area covers: food labelling and using food labels to help make healthier choices.

Preparing food safely and hygienically
Make your own pizza – recipes, information and presentation.

The Journey of Food

From farm to fork

Sustainability

Influences on consumer choices

Preparing food appropriate to learning

Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion. HWB 2-34a

When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. 
HWB 2-35a

By investigating food labelling systems I can begin to understand how to use them to make healthy food choices. HWB 2-36a

I can understand how advertising and the media are used to influence consumers. HWB 2-37a

• Describes the journey of food from source to plate for example, from the sea, farms or factories to markets, supermarkets or direct to consumer.
• Creates a dish using fresh, local, seasonal ingredients and calculates food miles of key ingredients.
• Explains the benefits of waste management, for example,
  the 3 ‘Rs’ - reduce, reuse, recycle.
• Compares the cost of identified ingredients to establish the most economical source.
• Identifies factors that may influence food choice, for example, religious, cultural, geographical, ethical factors.
• Uses different food labelling systems to select foods for a specified dietary requirement, for example, low in fat.
• Identifies three methods of persuasion used by media/advertisers to influence consumers, for example, logos.

A- Z of food and farming focusing on different aspects of food and farming. Each letter come with information and a teaching activity.

Farm to fork
Discover more about Scotland’s Farming year.
Look at the venison flow chart.
Meaty matters a resource is aimed at raising awareness of the importance of red meat in a healthy balanced diet.
Welcome to the food a fact of life 7-11 Years area.  Here you’ll find activity ideas and resources to support the teaching and learning of food with children.
Where does milk come from Digimap resource.
From farm to fridge the journey of dairy.
Follow the journey of soft fruit product and the careers along the way.
Request a farm visit.
Powerpoint images for beef production, dairy, sheep, arable farming, poultry production, farming machinery, fruit and vegetable production.
Posters for pork production, lamb and wool poster, fruit and vegetables poster, egg poster, dairy poster, cereal poster, beef poster.
Farm to fork game and instructions.
Find out more on the RHET Youtube channel – including videos on harvesting, winter crops, sowing seeds, the grain store, Brussel sprouts, turkeys and carrots.
Where does food come from (food and its sources - you will need to scroll down the page).
What goes into your pizza?
Watch a video of the wheat into flour process.
Information on food commodities.
Use arrows to link the name, the plant, the grain and the product on this worksheet.
Informative videos about sustainable meat production in Scotland.
Love British Food teaching zone.
Food miles poster.

Sustainability
Fighting food waste education pack.
The Good Food Learning Resource.
Food Waste Lessons - ‘Shock Spending Scandal’, ‘Your country needs you’ and ‘Plate promise’.
How to reduce food waste.
Going up in smoke: Malawi, tobacco and me.
How do your food choices impact on the environment? Find out with this food calculator which give you a range of comparable statistics.
A shopping basket game linked to health and nutrition.
Be a diet detective - find out what kinds of food make a balanced diet and how the food we eat impacts the environment.
Eco food quiz.
Seasonal food second level.
Food waste second level.
Fairtrade food resources.
Livestock dial - make your own dial looking at the sustainability of all types of red meat.
Sustainable meat production resources.  The RHET year of beef has produced a wide range of resources covering everything from cows to cookery for all ages and stages.
Take a look at our harvest resources page.
All about oilseed.

Influences on consumer choices
Look at the role of eggs in different cultures round the world.
Food labeling lesson plans and information.
Information and activities relating to food labels.
Food advertising and the media.
Use an on-line supermarket ordering system – to look at keeping an eye on budgeting while you shop.
Meal Matching 
Label it!
Different Diets
Understanding and using food labels.
Introduces the banana chain (what happens to a banana before it reaches the consumer) and to discuss the reality of ‘who gets what’ from the sale of bananas.
Workshop designed to teach students more about what is in the food they eat by separating out the dyes that give sweets their colour.

Preparing food appropriate to learning
Get Set to Eat Fresh (Aldi and Team GB) provides free materials around healthy food and cookery (registration required).
Academy of Food (Morrisons) including videos on food production.
This interactive activity challenges you to create your own Gourmet Burger using beef or lamb mince and a variety of vegetables, fruit, cheese, spices and herbs.
This workshop will help you understand the importance of nutrition, how we can make food healthier and realise the many things that influence the way we choose food.
Whip up an omelette.
Make your own bread.

Food and Textile Technologies

Creativity

Design

Dexterity

Problem solving

Developing appropriate items

I am developing dexterity, creativity and confidence when preparing and cooking food. TCH 2-04a

I am developing dexterity, creativity and confidence when working with textiles. 
TCH 2-04b

I can extend and explore problem-solving strategies to meet increasingly difficult design challenges with a food or textile focus. TCH 2-04c

I can discuss, debate and improve my ideas with increasing confidence and clear explanations. 
TCH 2-04d

• Demonstrates an increasing range of practical skills and cooking techniques, for example, weighing and measuring, kneading, chopping, baking, grilling.
• Demonstrates manual dexterity, for example, cutting more intricate shapes, manipulating fabrics and embellishments to create designs on fabric, using a needle and thread, attaching designs onto fabric
• Within a food / textile context;
  Investigates a challenge / problem.
• Identifies and demonstrates ways to solve the challenge / problem.
• Plans and reaches the solution.
• Assesses solution against own criteria.
• Identifies at least one possible improvement.

TCH 2-04a Food
Soup recipe cards.
Parent club has a selection of recipes.
Good food skills resource – Education Scotland (GLOW log-in required).
Confidence in the Kitchen with Knife Skills. 

TCH 2-04b Textiles
Information about wool and some activities you can do in class.
Investigating wool learning resources.

TCH 2-04c
Have a go with art grids.
Have a go at weaving with the countryside classroom weaving pack.
Try finger knitting.

TCH 2-04d
This workshop will help you understand the importance of nutrition, how we can make food healthier and realise the many things that influence the way we choose food.

Curriculum Organisers

Experiences and Outcomes for planning learning, teaching and assessment

Benchmarks to support practitioners’ professional judgement

Ideas, resources and links

Planet Earth

Biodiversity and interdependence

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 apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time. SCN 2-05a

• Identifies characteristics of living things and their environment which have contributed to the survival or extinction of a species.
• Describes how some plants and animals have adapted to their environment, for example, for drought or by using flight.
• Discusses the necessity of water for life, for example, for the growth of crops, for drinking and in river formation/flow. 
• Demonstrates understanding of the processes involved in the water cycle.

SCN 2-01a
Tree health survey and identification guide, 
Go Wild for worms pack.
Tick and Lyme disease activities.
Rare breed survival trust provides a list of engaged farm animals.
Wildlife Trusts – background information on farming and wildlife.
Information about different breeds of sheep.
Asian Hornet – animals adapting to environment (related to climate changes).
Construct an ecosystem diagram eg for different types of farming system arable, dairy or for a nature reserve.
Investigate arable crops - barley, oats and wheat and what we use them for and why different crops are grown in different places.
The science of sheep.
UK Ladybird survey.
Easter Bush Science Centre workshop (Mid Lothian): Get hands on with microorganisms and stop the spread of dangerous bacteria that are making our farm animals sick.
Eco-Schools Curricular map for Biodiversity.​
Identify a butterfly.
Looking to help nature?
Red squirrels - find out about our native squirrels and how they are being protected from the grey squirrels that could drive them to extinction.
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.
Transform Our World - all your environmental education needs in one place (registration required).
A- Z of food and farming focusing on different aspects of food and farming. Each letter come with information and a teaching activity.
Biodiversity on the farm.
Outdoor learning pack.
Thirsty Bees activity where pupils learn about sustainable actions which help to support biodiversity. Create a Water Cycle in a bag to explain the different stages in the water cycle.
The Scottish Outdoor Access Code.

Through carrying out practical activities and investigations, I can show how plants have benefited society. SCN 2-02b

• Relates findings from practical investigations to describe how plants have benefited society, for example, in medicine, dyes, fuels, construction, prevention of soil erosion and by influencing the balance of gases in the air.

SCN 2-02b
Activities for primary schools suggestions for making and using low cost equipment.
Pack of soil information and activities - World beneath our feet.
The power of plants poster.
Plant dyes.  Natural plant dyes.
Plants, animals and climate NASA Climate kids website.
Request a farm visit to find out more about plants for food.
Grow your own potatoes and look at all the foods that potato/potato starch are used in.
Have a go at setting up your own pea seed bank and keep a pea diary.
Invasive species.
Welcome to Tree Tools for Schools. Here's everything you need to plan, plant and care for trees.
Resources to support action by gardeners for the benefit of biodiversity.
Soils alive story - find out more about soils, soil creatures and why soils are so important (available to purchase as a hard copy).

I have collaborated in the design of an investigation into the effects of fertilisers on the growth of plants. I can express an informed view of the risks and benefits of their use. SCN 2-03a

• Collaborates with others to present a reasoned argument, based on evidence, of the risks and benefits of using fertilisers, demonstrating understanding of the underlying scientific concepts.

SCN 2-03a
Find out more about the chemicals used in farming.
Request a farm visit and find out more about fertilisers or ask a speaker to come into school.
B is for biodiversity.

Biological systems

Inheritance

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

By exploring the characteristics offspring inherit when living things reproduce, I can distinguish between inherited and non-inherited characteristics. SCN 2-14b

Plants

• Describes how pollination occurs when the male cell (pollen) lands on the stigma.
• Describes how fertilisation (sexual reproduction) occurs when the genetic information in the male cell fuses (joins) with the genetic information in the female cell.
• Describes how the fertilised ovule develops into a seed and how the ovary ripens to form a fruit.
• Investigates and explains how a seed germinates into a plant using water, oxygen, a food store and warmth.

Animals

• Identifies and compares the two distinct groups of animals ‒ vertebrates and invertebrates.
• Researches the lifecycles of the five main types of vertebrates including fish (spawn), birds (eggs which are rigid but fragile), amphibians (spawn and metamorphosis), reptiles (leathery shelled eggs) and mammal (live young), and communicates findings using a range of media.
• Knows that genetics is the study of inherited characteristics and that inherited characteristics are carried on genes and can sometime skip a generation.
• Explores and categorises characteristics into inherited (eye and hair colour, height and right/left handedness) and non-inherited (native language spoken and favourite colour).
• Describes how every living thing has its own DNA fingerprint.

SCN 2-14a
Plants for primary schools information, ideas and worksheets.
HedgeUcation discover the lifecycle of hedges.
Back at the farm part of the Meaty Matters pack.
Resources to support action by gardeners for the benefit of biodiversity.
Planting peas.

SCN 2-14b
Reebots (SEERC) A model “organism” for teaching genetics concepts.
Visit a dairy, beef or sheep farm to find out about breeding.
Easter Bush Science Centre workshop (Mid Lothian): Look at your cells, create your own cell model and learn about your own DNA!
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.

Material

Chemical changes

• Uses knowledge of the water cycle to explain how the quantity of water on the Earth has remained approximately the same.
• Investigates and discusses the methods used to purify water, for example, sedimentation, filtration, evaporation, desalination and the addition of chemicals such as chlorine.
• Researches methods used to conserve water within the home, school and globally and communicates findings to others.
• Discusses the many uses of water, for example, to support all living things, in preservation (ice) and to generate electricity.

SCN 2-18a
Science on the farm WATER poster.
The water cycle is a way in which water moves around the world.
Water Explorer inspires and equips students aged 8-14 all over the world to take bold and powerful action to save our precious water through fun water saving Missions.
Make learning about water issues fun with WaterAid.
Discover more about water with Scottish Water.
Rivers of the world.

• Collaborates with others to safely demonstrate simple chemical reactions, for example, effervescence.
• Investigates examples of everyday chemical reactions, such as burning and corrosion, and names some of the new substances which are produced.
• Uses prior knowledge to identify when a chemical reaction has occurred to produce a new substance.

SCN 2-19a
Using red cabbage indicator, discover which household products are acids and which are bases. 

Topical science

Topical science

Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20a

I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 2-20b

• Researches historic and contemporary scientists (ensuring gender balance) and their scientific discoveries and reports collaboratively to others using a range of methods.
• Describes the impact of scientific discovery, creativity and invention on society past and present, for example, in design, medicine and agriculture.
• Demonstrates understanding of how science impacts on every aspect of our lives.
• Relates the development of scientific skills in the classroom to an increasingly wide variety of science, technology, engineering and mathematics (STEM) careers.
• Explores items of current scientific interest within the school, local community, nationally or in the global media and collates, organises and summarises findings, with assistance.
• Shares opinions about a variety of topical scientific issues considering, for example, moral, ethical, societal, cultural, economic and environmental aspects.

SCN 2-20a
DYW What could I be? Links to food careers.
Summary of DYW resources.
Careers in the rural industry.
​This online resource supports learning and teaching relating to sciences, technologies, engineering and mathematics (STEM).
Transforming farming through technology poster.
Discover the careers from farm to fork for the red meat journey.
Careers in the seafood industry.
Tasty careers – information on careers in the sector.
This suite of fun, hands-on experiments using food helps students to learn more about what they eat and drink and also introduces them to fundamental scientific concepts.
Clouds for kids.
STEM and tractors pack with information and activities focused on tractors.
A series of great animations showing how parasites work.
Follow a research field.
Set of animated cartoons looking at livestock diseases

Links to DYW

SCN 2-20b
If an apple was the Earth what would agriculture look like?
Investigate topical issues round badger culling.
Compare organic and non organic methods of farming.
Explore extreme weather and its impact.
STEM teaching resources focus on a whole range of global issues including energy, climate change and disaster risk reduction – some great challenges to get involved with.
Easter Bush Science Centre workshop (Mid Lothian): Get hands on with microorganisms and stop the spread of dangerous bacteria that are making our farm animals sick.
Easter Bush Science Centre workshop (Mid Lothian): Look at your cells, create your own cell model and learn about your own DNA!
Action Aid climate change resources examine why and how changing weather patterns are disrupting the lives of communities around the world. Learners will discover what they can do at a local level to fight this global problem.
Met Office School Resources.
A community of educators empowering students to take climate action - search food for a wide range of resources (you will need to register for access).
Support materials for teaching weather and climate.
Transform Our World - all your environmental education needs in one place (registration required).

Links to TCH 2-05a, 2-06a and 2-07a

Curriculum Organisers

Experiences and Outcomes for planning learning, teaching
and assessment

Benchmarks to support practitioners’ professional judgement of achievement of a level

Ideas, resources and links

Number, money and measure

Money

I can manage money, compare costs from different retailers, and determine what I can afford to buy. MNU 2-09a

I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important. MNU 2-09b

I can use the terms profit and loss in buying and selling activities and can make simple calculations for this. MNU 2-09c

• Carries out money calculations involving the four operations.
• Compares costs and determines affordability within a given budget.
• Demonstrates understanding of the benefits and risks of using bank cards and digital technologies.
• Calculates profit and loss accurately, for example, when working with a budget for an enterprise activity.

MNU 2-09a 
Farm shop counting worksheet have a go at counting money to pay for items in a farm shop.
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.

MNU 2-09b
Some budgeting activities based on Button Farm.

MNU 2-09c
Consider the financial implications to farmers in different events eg bad weather, reduced harvest, poor yields.
Did you know facts about sheep.
Dairy maths worksheet.
STEM and tractors pack with information and activities focused on tractors.

Measurement

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.
MNU 2-11a

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2-11b

I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object. MNU 2-11c

I have worked with others to explore, and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions. MTH 2-12a

• Uses the comparative size of familiar objects to make reasonable estimations of length, mass, area and capacity.
• Estimates to the nearest appropriate unit, then measures accurately: length, height and distance in millimetres (mm), centimetres (cm), metres (m) and kilometres (km); mass in grams (g) and kilograms (kg); and capacity in millilitres (ml) and litres (l).
• Calculates the perimeter of simple straight sided 2D shapes in millimetres (mm), centimetres (cm) and metres (m).
• Calculates the area of squares, rectangles and right-angled triangles in square millimetres (mm²), square centimetres (cm²) and square metres (m²).
• Calculates the volume of cubes and cuboids in cubic centimetres (cm³) and cubic metres (m³).
• Converts between common units of measurement using decimal notation, for example, 550 cm = 5·5 m; 3·009 kg = 3009 g.
• Chooses the most appropriate measuring device for a given task and carries out the required calculation, recording results in the correct unit.
• Reads a variety of scales accurately.
• Draws squares and rectangles accurately with a given perimeter or area.
• Demonstrates understanding of the conservation of measurement, for example, draw three different rectangles each with an area of 24 cm².
• Shows awareness of imperial units used in everyday life, for example, miles or stones.
• Researches and presents examples of the impact mathematics has in the world of life and work.
• Contributes to discussions and activities on the role of mathematics in the creation of important inventions, now and in the past.

MNU 2-11a
Estimate how much milk a cow produces using a litre as a measurement.
Estimate the area of a farm and the area of different crops grown.
Have a go at Cheesy maths.
Find halves and quarters of numbers of farm animals, amounts of crops.
Calculate how much the farmer will get for a particular quantity of produce or livestock at a given unit price.

MNU 2-11b
Convert prices of farm products to another currency.

MNU 2-11c
STEM and tractors pack with information and activities focused on tractors.

Links to TCH 2-11a

MTH 2-12a
Find out about Jim and his tomatoes comic strip and questions (Answers).
Find out about Ian and sprouts comic strip and questions (Answers).
Find out about Karen and her eggs comic strip and questions (Answers).
Find out about Scott and his sheep comic strip and questions (Answers).
Find out about Gordon and his waste biscuits comic strip and questions (Answers).
Find out about James and his dairy cows comic strip and questions (Answers).
Find out about Natasha and Badenheath farm comic strip and questions (Answers).
Find out about dairy cow breeds and milking comic strip and questions (Answers).
Minimise or supersize resource where pupils can calculate proportions and percentages, work with measures, use formulae, organise and process information and work with data handling representations.
What is in your bowl data investigations –gathering, recording and analysing data.
Numeracy on the farm.

Information handling

Data and analysis

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.
MNU 2-20a

I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2-20b

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a / MTH 3-21a

• Devises ways of collecting data in the most suitable way for the given task.
• Collects, organises and displays data accurately in a variety of ways including through the use of digital technologies, for example, creating surveys, tables, bar graphs, line graphs, frequency tables, simple pie charts and spreadsheets.
• Analyses, interprets and draws conclusions from a variety of data.
• Draws conclusions about the reliability of data taking into account, for example, the author, the audience, the scale and sample size used.
• Displays data appropriately making effective use of technology and chooses a suitable scale when creating graphs.

MNU 2-20a
Analyses interprets and draws conclusions from data analysis with calves (in development).

MNU 2-20b
Try collecting data for a citizen science project – there are lots to choose from and you can compare your results with others.
A Toolkit to help teachers build Citizen Science into their lessons and other school activities.
A suite of 6 Factsheets provide teachers with guidance, ideas and resources covering a range of topics: 1 Soils, 2 Global Footprint, 3 Flooding, 4 Biodiversity, 5 Rivers, 6 Weather, Climate and Climate Change.
Scottish rainfall data.
Undertake some Mini fields activity calculations.
Some farm linked maths activities.
Rivers of the world.
Support materials for teaching weather and climate.

MNU 2-21a 
What is in your bowl data investigations –gathering, recording and analysing data.
Historical dairy data maths worksheet.
STEM and tractors pack with information and activities focused on tractors.
Support materials for teaching weather and climate.
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.

Curriculum Organisers

Experiences and Outcomes

for planning learning, teaching and assessment

Benchmarks to support practitioners’ professional judgement

Ideas, resources and links

Food and Textile

Food and Textile

I am developing dexterity, creativity and confidence when preparing and cooking food. TCH 2-04a

I can extend and explore problem solving strategies to meet increasingly difficult challenges with a food or textile focus.
TCH 2-04c

I can discuss, debate and improve my ideas with increasing confidence and clear explanations. TCH 2-04d

• Demonstrates an increasing range of practical skills and cooking techniques for example accurate weighing and measuring, kneading, chopping, baking, grilling
• Investigates a challenge / problem
• Identifies and demonstrates ways to solve the challenge / problem
• Identifies and selects appropriate resources to solve the challenge/problem
• Plans and makes the solution
• Assesses solution against own criteria
• Identifies at least one possible improvement

TCH 2-04a food
Soup recipe cards.
Good food skills resource – Education Scotland (GLOW log-in required).
This workshop will help you understand the importance of nutrition, how we can make food healthier and realise the many things that influence the way we choose food.
I am developing dexterity, creativity and confidence when preparing and cooking food.
Fish information and recipes.

TCH 2-04c textiles
Information about wool and some activities you can do in class.
Have a go with art grids.
Have a go at weaving with the countryside classroom weaving pack.
Try finger knitting.
Investigating wool learning resources.
Happy healthy hens make a water feeder challenge and presentation.

TCH 2-04d
Request your free seeds and take part in our grow your own loaf challenge.

Technological Developments in Society and Business

Awareness of technological developments (Past, Present and Future), including how they work.

I can investigate how product design and development have been influenced by changing lifestyles. TCH 2-05a

• Gives examples of how our changing lifestyles have impacted on product design.

TCH 2-05a
Find out more on the RHET Youtube channel – including videos on carrot harvesting and our arable farming series - sowing seeds, harvesting and the grain store.
Transforming farming through technology poster.

Links to SOC 2-04a

Impact, contribution,
and relationship of technologies on business, the economy, politics and the environment

I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way. TCH 2-06a

I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment.
TCH 2-07a

• Explains how and why it is important to conserve energy.
• Discusses the advantages and disadvantages of how technologies impact on the environment
  for example, renewable energy technologies.

TCH 2-06a
If an apple was the Earth what would agriculture look like?

TCH 2-07a
Find out about Jim and his tomatoes comic strip and questions (Answers).
Find out about Ian and sprouts comic strip and questions (Answers).
Find out about Karen and her eggs comic strip and questions (Answers).
Find out about Scott and his sheep comic strip and questions (Answers).
Find out about Gordon and his waste biscuits comic strip and questions (Answers).
Find out about James and his dairy cows comic strip and questions (Answers).
Find out about Natasha and Badenheath farm comic strip and questions (Answers).
Find out about dairy cow breeds and milking comic strip and questions (Answers).
Information and ideas linked to milk (you will need to scroll down).

Links to SCN 2-20a&b

Craft, Design, Engineering and graphics

Exploring uses
of materials

I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task. TCH 2-10a

• Recognises characteristics of groups of materials such as wood, plastic and metal.
• Selects suitable materials to use in a task
• Discuss the uses of materials

TCH 2-10a
Information about wool and some activities you can do in class.
Find out more about soils World beneath our feet pack.
Textile material information.
Working with wood.
Understanding the properties of soil.
Follow a research field.
Soil posters.

Links to SCN 2-02b

Application of Engineering

I can extend my knowledge and understanding of engineering disciplines to create solution. TCH 2-12a

• Recognises characteristics of groups of materials such as wood, plastic and metal.
• Selects suitable materials to use in a task
• Discuss the uses of materials

TCH 2-12a
Discuss the issue of harvesting Brussel sprouts and watch the solution.
Watch grain being harvested, dried and stored.