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 my knowledge of a historical period to interpret the evidence and present an informed view. SOC 3-01a

I can make links between my current and previous studies, and show my understanding of how people and events have contributed to the development of the Scottish nation. SOC 3-02a

I can explain why a group of people from beyond Scotland settled here in the past and discuss the impact they have had on the life and culture of Scotland. SOC 3-03a 

I can describe the factors contributing to a major social, political or economic change in the past and can assess the impact on people’s lives. SOC 3-05a

I can discuss the motives of those involved in a significant turning point in the past and assess the consequences it had then and since. SOC 3-06a

Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time. SOC 3-06b

• Compares a range of primary and secondary sources of evidence, to present at least three valid conclusions about a historical period.
• Draws on previous work to provide a simple explanation of how people and events have contributed to the development of the Scottish nation. Providing at least two reasoned conclusions.
• Provides at least two simple explanations as to why a group of people from beyond Scotland settled here.
• Describes at least two impacts immigrants have had on life and culture of Scotland.
• Provides an account with at least two simple explanations as to how and why society has developed in different ways comparing Scotland to another society in Europe or elsewhere.
• Identifies at least three factors which contributed to a major social, economic or political change in the past.
• Provides at least two valid opinions about the impact on people’s lives of a major social economic or social change in the past.
• Provides at least two valid opinions about the possible motives of those involved in a significant turning point or event in history.
• Provides a valid opinion of the impact of this significant historical event.
• Identifies at least two possible causes of past conflict, using research methods.
• Presents in any appropriate form at least two impacts on people at that time.

SOC 3-01a
Historical dairy data maths worksheet.
Changes in agriculture over time.

SOC 3-02a
The agricultural revolution in Scotland.
Welcome to BBC Scotland Education's online resource for the Highland Clearances in Scotland.
What will the Scottish sheep industry look like in 2040?

SOC 3-03a
Discuss the role of seasonal workers in Scottish agriculture.

SOC 3-05a
The agricultural revolution in Scotland.

SOC 3-06b
Welcome to BBC Scotland Education's online resource for the Highland Clearances in Scotland.

People, place and environment

Having investigated processes which form and shape landscapes.  I can explain their impact on selected landscapes in Scotland, Europe and beyond. SOC 3-07a

I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a

I can investigate the climate, physical features and living things of a natural environment different from my own and explain their interrelationship. SOC 3-10a

I can compare the social and economic differences between more and less economically-developed countries and can discuss the possibilities for reducing these differences. SOC 3-11a

I can investigate the relationship between climate and weather and be able to understand the causes of weather patterns within a selected climate zone. SOC 3-12a

By comparing settlement and economic activity in two contrasting landscapes. I can reach conclusions about how landscapes influence human activity. I can explain my findings clearly to others. SOC 3-13a

I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world.
SOC 3-14a

• Identifies the processes which form landscapes across the world.
• Provides a simple explanation of at least three processes involved in the development of any chosen landscape, for example, coasts, volcanic, rivers or glaciated.
• Provides a simple explanation of at least three consequences of an environmental issue, and
  for each suggest how they could be managed.
• Describes a natural environment different to their own, in terms of climate, physical features and living things.
• Provides a simple explanation of at least three links between climate, physical features and living things
  in that environment.
• Identifies at least three social and economic differences between developed and developing countries, for example infant mortality rate, % adult literacy rate, Gross National Product per capita.
• Suggests possible ways these differences would be reduced, and provide valid opinions as to their likely success.
• Demonstrates a basic understanding of the relationship between weather and climate.
• Provides a simple explanation for a weather pattern within a selected climate zone, for example, convection rainfall in the rainforest.
• Provides at least two explanations as to how landscapes influence human activity, using two contrasting areas.
• Reviews at least two simple graphical sources to interpret information and form a conclusion, for example, a map and a graph.
• Uses relevant numeracy and digital technology skills to interpret at least two sources of data from maps
  and graphical information systems.
• Locates increasingly complex features such as different  physical landscape features and human features on maps of Scotland, the UK, Europe and the wider world for example, hills, mountains, valleys, population.

SOC 3-07a
Information on how Farming and crofting influences our natural heritage, by providing much of our wildlife habitat, landscape interest and recreational resource.

SOC 3-08a    
Information on farming chemicals and their impact.
Community Resilience and Curriculum for Excellence.
iRecord Ladybird The Centre for Ecology and Hydrology and the Nature Locator team at the University of Bristol have joined forces to help map species of ladybird within the UK.
Find out more about boosting golden eagle numbers in Scotland, how it works and follow released eagles.
Environment and Welfare in Scottish Red Meat Production.
Rivers of the world.
Transform Our World - all your environmental education needs in one place (registration required).
A resource covering Integrated Farm Management (IFM) and Sustainable Farming.
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).
Fairtrade food resources.
Fairtrade and the Climate Crisis.
Virtual reality game linked to ash dieback.
What is inequality? - Food and hunger
Go bananas! for Fairtrade Fortnight
Outdoor access code.

SOC 3-10a / SOC 3-11a
Engage young people in real world issues including climate change, renewable energy, food security and disaster preparedness.
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.
Transform Our World - all your environmental education needs in one place (registration required).
Fairtrade food resources.

Links to SCN 3-01a

SOC 3-12a
High-quality, accurate and topical resources to help teach about weather and climate change.
Weather and climate change information.
6 graphics that explain climate change.
Scotland’s’ environment Get Learning.
Guide to Climate Change what is climate change, how will it affect you and what you can do to help.
NASA climate resources, activities and games.
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.
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.
How to talk about climate change resource.
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
Metlink

SOC 3-13a
Our forest our future  Explore the interdependence of people and forests and the vital role forests play in sustaining our environment through exploring the Scots Pine forests and the Congo Basin rainforest.
Brexit and agriculture report.
Fairtrade farmers and workers – case studies for different products.
Rural Land Use – Case Studies on Conflict & Resolution.

SOC 3-14a
British Geological Survey Data sets.
4 and 6 figure grid references.
Four and six figure grid references this resource will increase the confidence of teachers.

People in society, economy
and business

I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view. SOC 3-15a

I can discuss the extent to which my choices and decisions are influenced by the ways in which I am informed. SOC 3-17b

I can understand the arrangements for political decision making at different levels and the factors which shape these arrangements. SOC 3-18a

Having considered responses to a recent international crisis, I can contribute to a discussion of the effectiveness of the responses. SOC 3-19b

When participating in an enterprise activity, I can explore ethical issues relating to business practice and gain an understanding of how businesses help to satisfy needs. SOC 3-20a

• Reviews basic sources of evidence such as newspapers or surveys used in arguments about current affairs to form a valid opinion.
• Presents using appropriate methods an informed view of a current affairs issue.
• Provides at least two simple explanations as to why a selected group might experience inequality, for example gender, race/ethnicity, age, disability.
• Makes two or more reasoned suggestions of ways in which this inequality might be addressed.
• Identifies their own rights and responsibilities as a Scottish citizen and makes a comparison with a contrasting society.
• Gives at least two simple explanations for the differences between their own rights and responsibilities and those in a contrasting society.
• Identifies at least three sources of information that influence the ways in which he/she is informed.
• Provides at least two valid opinions about the ways in which choices and decisions might be influenced by bias or exaggeration.
• Describes the role of elected representatives and/or groups which influence the political decision-making process at local, national or international level.
• Describes the unequal nature of trading relationships and the consequences on people’s socio-economic position, for example, Fairtrade, Arms Trade.
• Draws valid conclusions about the effectiveness of the response, for example, NGOs, NATO, UN.
• Identifies at least two ethical issues related to business practices, for example, Fairtrade, Credit Unions, food banks, zero hours contracts, recycling and packaging.
• Describes how different businesses and not for profit organisations help to satisfy needs and wants.
• Provides at least two simple explanations as to why budgeting is important to families and businesses.
• Identifies methods (including digital ways) to manage and record financial transactions.
• Outlines the costs and benefits of saving and investing money and the costs and benefits of borrowing money.
• Describes and uses the practical skills (including digital skills) required to contribute to the success of an enterprise activity.
• Identifies the advantages and disadvantages of international trade, and issues around free trade agreements.

SOC 3-15a
A selection of case studies for Aberdeen Grain, Albert Bartletts, Craigie’s Farm Shop and Café and Stewart Tower Dairy.
An introduction to the use of animals in research at the University of Edinburgh.
An action plan for organic food and farming in Scotland.

SOC 3-17b
Food and packaging presentation.
Meat with integrity.
Tasty Careers - A Traditional Burns Supper

SOC 3-18a
Brexit and agriculture report.
A Science lesson that looks at enzymatic browning of apples and incorporates STEM principles to look at why food goes off faster in different conditions.

SOC 3-19b
Community Resilience and Curriculum for Excellence.
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).

SOC 3-20a
Careers in food manufacturing.
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.
Food and drink careers resources.
Resources to help teach aquaculture.

Link to MNU 1 -09b

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 3-20a

• Identifies own interests, strengths and skills and uses them to support subject choice.
• Manages personal profile evidencing own skills, and behaviours required, which link to the world of work.
• Explores a range of learning opportunities and career pathways.

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 3-29a

• Evaluates the different sensory qualities of a range of food and drinks.
• Evaluates the role of food within social and cultural contexts, for example, using staple foods in different countries, food in the religious context.
• Applies appropriate eating and drinking behaviours in different settings.

HWB 3-29a
Tasting selecting and evaluating
Undertake a sensory evaluation (you will need to scroll down the page).
Quality Meat Scotland meat vouchers and teaching resources.
Information on cooking outdoors.

The social context
Scientific concepts about food commodities and consumer/ socio-economic aspects of food choice to young people, encouraging enquiry, debate and research.

Developing Healthy Choices

Linking food and health

Decision making

By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs. HWB 3-30a 

• Demonstrates an understanding of current dietary advice through preparing foods to meet specific health needs, for example, obesity, high blood pressure.

HWB 3-30a 
Have a go at making some bean recipes - further information in beans presentation.
Make your own pizza – recipes, information and presentation.
Welcome to the recipes area.
Quality Meat Scotland meat vouchers and teaching resources.Four Seasons.
Adapt it!
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.
Introduction to cuts of meat.
Eat like a champ healthy eating resources.
A Home Economic lesson with recipes for using up leftovers and working with food effectively.
The benefits of red meat in the diet.
Dairy facts.
By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs. 

Nutritional Needs

Varied diet

Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and demonstrate the links between energy, nutrients and health. HWB 3-31a

• Identifies nutrient sources and their functions, including, fat, carbohydrate, vitamins, calcium, iron, dietary fibre.
• Prepares dishes and identifies the main nutrients they contain.

HWB 3-31a
Milk and dairy foods are important sources of several nutrients which contribute to health.
Quality Meat Scotland meat vouchers and teaching resources.Interactive Eatwell Guide.
Explore food is a user-friendly online nutritional analysis tool for secondary school students.
Dairy facts.

Keeping Safe and Hygienic

Principles of food safety and hygiene

Minimising risk

Preparing food safely and hygienically

I can apply food safety principles when buying, storing, preparing, cooking and consuming food. HWB 3-33a

• Applies food safety principles from purchase to consumption and when preparing or cooking food.
• Lists the conditions for bacterial growth.
• Explains the correct storage of food items, for example, raw meat, dry goods.
• Evaluates the information on food labels and its role in preventing food poisoning.

HWB 3-33a
Principles of food safety and hygiene
Cookin Castle
Allergen action activity
Activities and resources about meat - from farm to fork.

Minimising risk
Storage Solutions
Bacteria Busters

Preparing food safely and hygienically
To request a food hygiene course schools can contact a registered centre.
You can register your school with REHIS to deliver food hygiene.
A Home Economic lesson with recipes for using up leftovers and working with food effectively.

The Journey of Food

From farm to fork

Sustainability

Influences on consumer choices

Preparing food appropriate to learning

Having explored a range of issues which may affect food choice, I can discuss how this could impact on the individual’s health. HWB 3-34a

Using my knowledge of nutrition and current healthy eating advice, I can evaluate the information on food packaging, enabling me to make informed choices when preparing and cooking healthy dishes. HWB 3-36a

• Explains factors that could influence choice of food, for example, media, poverty, peer pressure, seasonality, sustainability, environmental / ethical issues and potential impact on health.
• Evaluates information on food packaging and uses it to make informed choices when selecting food for given situations.

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

From farm to fork
These seasonality calendars (1 and 2) look at food and farming throughout the year.
Find out more on the RHET Youtube channel – including videos on harvesting, winter crops, sowing seeds, the grain store, Brussels sprouts, turkeys and carrots.
Where is your food from?
Quality Meat Scotland Education Sessions and Cookery Demonstrations.
Activities and resources about meat - from farm to fork.
Meat with integrity.
The Good Food Learning Resource.
Informative videos about sustainable meat production in Scotland.
Grain science.
Thoughtful eating poster.

Sustainability
What’s in season poster.
Seasonal food information.
Four Seasons.
Request a sustainability workshop – by emailing us training@rhet.org.uk.
Global Food Challenge : Cross-curricular resource to teach secondary learners about global food issues.
Help pupils to consider the main influences on their own and others reasons for choosing food including social/cultural, environmental, and economic factors.
The Good Food Learning Resource.
Sustainability and the environment.
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.
Meat with integrity.

Influences on consumer choices
Find out more about quality assurance with this set of cards.
Understanding and using food labels.
Label It! Learning about food labels and how to use them to make informed choices when choosing food.
Presentations and information on nutrition and health claims, food security, micronutrient supplementation, food fortification and food assurance schemes.
Academy of Food (Morrisons) including videos on food production.
Allergen Action!
Market it!
Sugar Detectives
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
Sausage challenge.
A Home Economic lesson with recipes for using up leftovers and working with food effectively.
Range of wheat resources.

Food and Textile Technologies

Creativity

Design

Dexterity

Problem solving

Developing appropriate items

I am gaining confidence and dexterity in the use of ingredients and equipment and can apply specialist skills in preparing food. TCH 3-04a

I can use textile skills in practical and creative situations in my place of learning, at home or in the world of work. TCH 3-04b

• Selects from and uses a wider range of ingredients and a more complex range of skills and equipment, for example, rubbing-in, shaping, simmering, creaming, decorating, garnishing.
• Uses a variety of textile skills to create
  a personalised item.
• Within a food / textile context:
• Uses a range of creative and innovative strategies to investigate a design brief.
• Identifies and demonstrates creative and innovative ways to solve the design brief.
• Researches materials and resources available.
• Designs and makes a new product.
• Evaluates the product against own specifications and identifies how it could be improved.

TCH 3-04a Food
Pupils explore the seasonality of foods and plan, prepare and cook a healthy meal using food currently in season.
A taste of plants information and recipes.

TCH 3-04b Textiles
Request a finger knitting session email training@rhet.org.uk.
Find out more about leather with the Case study – What is leather? (on cards 19 – 22)
Find out more about cashmere production at Johnstons of Elgin.
The fair textiles project booklet focuses on the themes of the use of fair trade textiles.

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

• Identifies living things using biological keys.
• Collects and analyses increasingly complex data and information, for example, temperature and light intensity, to suggest reasons for the distribution of organisms within different habitats.

SCN 3-01a
Request a farm visit and compare different areas.
Find out more about deer in Scotland.
Tick and Lyme disease activities.
Scottish rainfall data.
iRecord Ladybird The Centre for Ecology and Hydrology and the Nature Locator team at the University of Bristol have joined forces to help map species of ladybird within the UK.
Eco-Schools Curricular map for Biodiversity.​
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.
Outdoor access code.

Links to SOC 3-10a

I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth. SCN 3-02a

• Describes the process of photosynthesis (using the word equation) in terms of reactants (raw materials) and products.
• Applies knowledge gained from practical investigations to explain how green plants make their own food in the form of sugars and store this as starch.
• Investigates and presents information on how plants help to sustain life, for example, by providing oxygen, food, habitat, raw materials and medicines.

SCN 3-02a
Innovative and reliable practical activities to engage students with biology, focusing on plant science.
SSERC photosynthesis, food production and turbocharging.
A guide to growing plants and keeping animals in schools.
Great garden planner.
How photosynthesis is vital to the success of farming.

• Interprets data and information to establish a link between the use of fertilisers and plant yield and nutrient levels in the soil.
• Researches an agricultural method, for example, chemical fertilisers, herbicides, pesticides, organic methods, genetic modification (GM) and biological control and evaluates their impact on food production.

SCN 3-03a
Find out more about farming chemicals.
Find out more about earthworms and soil fertility.
Organic farming: snakes and ladders.
An action plan for organic food and farming in Scotland.
Soil liming: why it's important.
The Future of Farming & Agriculture.
A case study precision farming with farmer Finlay (Answers).
British Geological Survey Data sets.
Food production and fertilisers.
Soils alive story - find out more about soils, soil creatures and why soils are so important (available to purchase as a hard copy).
N is for nutrients.
Try the 'Jam Jar' experiment which looks at particle size or the 'Super Sponges' experiment which involves considering the water holding capacity of different soils.

I have contributed to investigations into the different types of microorganisms and can explain how their growth can be controlled. SCN 3-13b

• Applies knowledge from investigations to describe the essential resources that micro-organisms need to grow and reproduce, for example, food, water, warm temperature and a suitable pH.
• Draws conclusions from investigations to describe how conditions and chemicals can promote and restrict growth, including temperature, antibiotics and antifungals.

SCN 3-13b
Find out more about the role of microorganisms in the production of silage (see cards 19-25).
SSERC Beat the bugs.
A pack highlighting a wide variety of microorganisms with a range of activities to undertake in class.
Fungi lifecycles, fungi and food and lots more linked to fungi.

Body systems and cells

I understand the processes of fertilisation and embryonic development and can discuss possible risks to the embryo.
SCN 3-14a

• Knows that a sex cell (gamete) contains half the genetic information needed to a make a complete individual.
• Explains how the nuclei of an egg and a sperm (sex cells) fuse through the process of fertilisation and how the fertilised egg divides repeatedly to form an embryo.
• Identifies the main structures within the pregnant womb (for example, placenta, amniotic fluid and umbilical cord) and describes their function.
• Gives examples of substances, including toxins, which can cross the placenta from the mother to the embryo and demonstrates understanding of the potential damage to the embryo.

SCN 3-14a
Visit a farm and find out about artificial insemination.

Earth’s materials

Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks.
SCN 3-17a

• Applies knowledge of the rock cycle to describe the formation and characteristics of sedimentary, igneous and metamorphic rocks and gives at least one example of how each is used.
• Describes the formation and characteristics of loam, sand and clay soil types, providing examples of their uses, for example, in agriculture, building and beauty products.
• Researches the formation, characteristics and uses of at least two common minerals, for example, quartz or gypsum and communicates their findings to others using a range of media.

SCN 3-17a
Request a soil workshop  email training@rhet.org.uk.
App of geological maps.
My Soil App.
Find out more about soils World beneath our feet pack.
Understanding the properties of soil.
Information and maps linked to soils.
Exploring Scotland and Scotland's soils.
Can you save the nation's forests?
Try the 'Jam Jar' experiment which looks at particle size or the 'Super Sponges' experiment which involves considering the water holding capacity of different soils.

I can participate in practical activities to extract useful substances from natural resources.
SCN 3-17b

• Investigates and describes how at least two useful substances can be extracted from natural resources, for example, metal from mineral ores, dyes from plants and oils from plants.

SCN 3-17b
A fact card (card 8-9) about oilseed rape production.
Find out more about all the products that pigs provide us with (card 14).
Everything but the moo, baa, oink.

Chemical changes

Having taken part in practical activities to compare the properties of acids and bases, I have demonstrated ways of measuring and adjusting pH and can describe the significance of pH in everyday life.
SCN 3-18a

• Knows that indicators, such as universal indicator, are chemicals which produce different colours when placed in acid and alkali/bases.
• Investigates and describes the colour changes of indicators when added to acid/bases.
• Investigates and describes the pH of some everyday substances.
• Identifies substances as acidic (pH of less than 7), alkaline/basic (pH greater than 7) or neutral (equal to 7).
• Investigates and describes what happens to the pH when an acid is added to an alkali/basic.

SCN 3-18a
Using red cabbage indicator, discover which household products are acids and which are bases. 

Topical sciences

I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development.
SCN 3-20a

• Collaborates with others to research how scientists, and those who use science in their jobs, have contributed to the development of scientific ideas.
• Communicates findings in a suitable way to give an example of how scientists contribute to innovative research and development.
• Gives examples of how skills developed through science are used in a wide variety of jobs and careers including science, technology, engineering and mathematics (STEM) careers.

SCN 3-20a
DYW What could I be? Links to food careers.
Summary of DYW resources.
Careers in the rural industry.
An online resource supports STEM learning STEM central.
Videos and resources linked to careers in the rural sector.
Find out more about Bovine Virus Diarrhoea (BVD) with this worksheet.
Discover careers involved in smoothies, oats, berries and red meat.
Careers in the seafood industry.
Meet two young dairy farmers and a cow nutritionist.
SASA have various data sets linked to potatoes and other crops.
Be your own farmer with a simulation app.
Request a STEM ambassador to come to school.
Case studies showing the variety of rewarding careers food and drink has to offer.
Careers in aquaculture.
Careers resources – find out more about jobs across the land-based and aquaculture sector.
Set of animated cartoons looking at livestock diseases

Through research and discussion, I have contributed to evaluations of media items with regard to scientific content and ethical implications. SCN 3-20b

• Demonstrates understanding of bias and separates fact from opinion taking into account a range of reasons for bias, for example, selective sampling and political views.
• Analyses the scientific content in media items and presents a reasoned argument on the ethical implications of the scientific issue being explored.

SCN 3-20b
Media item on heat stress in live animal exports.  What is the scientific content? What are the ethical issues.
Animal Welfare and Wellbeing Charter.
An educational video for schools about farming in Scotland and the assurance scheme behind Scotch Beef.
Wheat gene map to help 'feed the world'.
Going up in smoke: Malawi, tobacco and me.
Easter Bush Science Centre workshop (Midlothian): Get hands on with microorganisms and stop the spread of dangerous bacteria that are making our farm animals sick.
Tasty Careers - A Traditional Burns Supper

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

Number and number processes

I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. MNU 3-03a

• Recalls quickly multiplication and division facts to the 10^th multiplication table.
• Uses multiplication and division facts to the 12^th multiplication table.
• Solves addition and subtraction problems working with whole numbers
  and decimal fractions to three decimal places.
• Solves addition and subtraction problems working with integers.
• Solves multiplication and division problems working with whole numbers
  and decimal fractions to three decimal places.
• Solves multiplication and division problems working with integers.

MNU 3-03a
Solve a number of farm based problems using addition, subtraction, multiplication and division.
A Maths lesson where pupils work out the carbon footprint of spaghetti bolognaise with data from Zero Waste Scotland’s carbon metric.

Mathematics – its impact
on the world, past, present and future

I have worked with others to research a famous mathematician and the work they are known for, or investigated a mathematical topic, and have prepared and delivered a short presentation. MTH 3-12a

• Researches and communicates using appropriate mathematical vocabulary and notation, the work of a famous mathematician or a mathematical topic and explains the relevance and impact they have on society.

MTH 3-12a
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.
SRUC data sets (in production).
The Food Statistics Pocketbook provides a round-up of statistics on food covering the economic and social aspects of the food we eat.

 Information handling

Data and analysis

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. MNU 3-20a

When analysing information or collecting data of my own, I can use my understanding of how bias may arise and how sample size can affect precision, to ensure that the data allows for fair conclusions to be drawn. MTH 3-20b

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

• Sources information or collects data making use of digital technology where appropriate.
• Interprets data sourced or given.
• Describes trends in data using appropriate language, for example, increasing trend.
• Determines if information is robust, vague or misleading by considering, for example, the validity of the source, scale used, sample size, method of presentation and appropriateness of how the sample was selected.
• Collects data by choosing a representative sample to avoid bias.
• Organises and displays data appropriately in a variety of forms, for example, compound
  bar and line graphs and pie charts, making effective use of technology as appropriate.

MNU 3-20a
Historical milk data.
SRUC data set (in development).
Easter Bush Science Centre workshop (Mid Lothian): Look at your cells, create your own cell model and learn about your own DNA!

MTH 3-20b
Try collecting data for a citizen science project – there are lots to choose from and you can compare your results with others.
Scottish rainfall data.
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.

MTH 3-21a
British Geological Survey Data sets.
Explore the Potato export data set.
A Maths lesson where pupils work out the carbon footprint of spaghetti bolognaise with data from Zero Waste Scotland’s carbon metric.
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.