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 am aware that different types of evidence can help me to find out about the past. SOC 0-01a

I have explored how people lived in the past and have used imaginative play to show how their lives were different from my own and people around me. SOC 0-04a

• Identifies at least two different types of evidence which can provide information about the past, for example, pictures, family stories, artefacts.
• Recognises that people in the past lived differently.
• Uses knowledge of the past to demonstrate a difference between their life today and life in the past.

Links to SCN 0-20a, TCH 0-05a

People, place and environment

I explore and discover the interesting features of my local environment to develop an awareness of the world around me.
SOC 0-07a

I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. SOC 0-08a

While learning outdoors in differing weathers, I have described and recorded the weather, its effects and how it makes me feel and can relate my recordings to the seasons. SOC 0-12a

• Identifies simple features of the local environment, for example, hill, river, road, railway.
• Talks about something they have done to care for the environment.
• Names and talks about at least two different kinds of weather.
• Draws pictures to record the weather for three days.
• Describes how weather affects the activities they can undertake.
• Talks about how they feel about different kinds of weather.
• Describes which weather is likely to be related to which season.

SOC 0-07a
Ask a farmer to come in and speak to your class.
Look at pictures of the local area – can you see what we produce in the fields.

SOC 0-12a
Make observations about the weather using a weather chart.
Make your own weather chart using a paper plate, a paper faster with an arrow for pointing and stick or draw different weathers round the outside.
Data gathering on the weather and simple pictorial display over a number of days.
People of Medieval Scotland, Alfred Nobel and the Peace Prize, History of weather, Home in High Places, Vikings in Scotland available on Glow.
High-quality, accurate and topical resources to help teach about weather and climate change.
Watch our weather on the farm video and find out more with the linked activity presentation.

Links to MNU 0-20a/b/c

People in society, economy
and business

I am aware that different types of evidence can help me to find out about the world around me. SOC 0-15a

By exploring my local community, I have discovered the different roles people play and how they can help. SOC 0-16a

In real-life and imaginary play, I explore how local shops and services provide us with what we need in our daily lives.
SOC 0-20a

• Identifies at least two sources of evidence which provide information about the world, for example, newspapers and television.
• Identifies at least two people who provide help in the community.
• Talks about ways that each of those people help.
• Takes on appropriate roles during imaginative play.

SOC 0-15a
Understand your world - Care for your animals, plant seeds and see them grow! A lot changes on your farm during spring, summer, autumn and winter.

SOC 0-16a
Farmer in the community cards – the different roles that farmers have in the community
Tractor Ted series – The DVDs are also available in the RHET Early Years Resource Box (available on loan)
BBC programme links – Down on the farm, Big Barn farm.
Farm to Fork videos from Tesco farm to fork project

SOC 0-20a
List of appropriate props to use/have in the establishment.
Visit a local shop with emphasis on fresh produce and link to farming.
Go on a virtual farm walk.
Arable cereal harvest video and the crops we grow story.
Virtual tour of a dairy farm (part 1, 2 and 3)

Links to TCH 0-07a, DYW

Curriculum Organisers

Experiences and Outcomes for planning learning, teaching and assessment

Benchmarks to support practitioners’ professional judgement

Ideas, resources and links

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 0-29a

• Eats socially with others.
• Recognises that we eat different foods at different times of the day and on different occasions.
• Prepares and tastes a range of familiar and unfamiliar foods.
• Recognises and respects that others’ food choices may be different from their own.

HWB 0-29a
Tasting, selecting and evaluating
Welcome to the 3-5 Years area of food a fact of life. Here you’ll find activity ideas and resources to support the teaching and learning of food with young children.
Combine ingredients from a range of choices to create a snack for a teddy bears’ picnic. Try lettuce wraps
Undertake a simple data exercise around number of learners who like different foods e.g. 10 liked strawberries, 2 liked cherries.
Taste Bud Challenge
Explore & Discover with Farmer Lily - a jam-packed resource full of engaging activities.
Milk taste test recording sheet.

The social context
Mind map all the different social situations where eating takes place – parties, dining table, picnic, school dinners, snack table, restaurants, family home etc.
Write rules for good table manners when eating with others. These should include the use of cutlery. This will provide an opportunity to practise using cutlery properly.
Compare different foods which would be eaten for breakfast, lunch, dinner, special occasion.

Religious and cultural influences
Supporting practitioners to explore the progression of skills in food, health and technologies experiences and outcomes.
Create a menu for a special occasion e.g. Christmas Dinner.

Links to MNU 0-20a/b/c SCN 0-12a

Developing Healthy Choices

Linking food and health

Decision making

Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow and keep healthy. HWB 0-30a

• Recognises that eating more of some types of foods and less of others is good for health.
• Identifies, prepares and tastes a range of foods, for example, fruit, vegetables.
• Identifies how much water should be consumed in a day.

HWB 0-30a
Linking food and health
Welcome to the 3-5 Years area of food a fact of life. Here you’ll find activity ideas and resources to support the teaching and learning of food with young children.
Taste Bud Challenge.
Drink 8 glasses of water per day free poster.
Eat like a champ healthy eating resources.
Explore & Discover with Farmer Lily - a jam-packed resource full of engaging activities.

Decision making
What’s in my Basket?
Beat the Clock

Links to SCN 0-12a, MNU 0-20a/b/c

Link to water volume measurement – MNU 0-11a. Estimating and measurement

Keeping Safe and Hygienic

Principles of food safety and hygiene

Minimising risk

Preparing food safely and hygienically

I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. HWB 0-33a

• Demonstrates how to perform daily hygiene routines, for example, hand washing, teeth brushing.
• Gets ready to prepare food, for example, wash hands, tie hair back, wear an apron.
• Demonstrates an understanding of basic food hygiene and safety through, for example, washing fruit and vegetables, storing perishables in the fridge.
• Works safely when using simple kitchen equipment.

HWB 0-33a
Principles of food safety and hygiene
Cookin Castle
Happy Hands!
Crazy Kitchen
Taste Bud Challenge
Germ Outbreak

Minimising risk
Happy Hands!
Using chalk, - add chalk to the hands of the learners and then let them play for 5 minutes. Look at where the chalk goes to demonstrate the importance of handwashing.
Oral health resources.

Preparing food safely and hygienically
Growing vegetables in a nursery garden and then washing the vegetables before eating/cooking.
Vegetable songs and rhymes

Make your own sustainable reindeer dust

The Journey of Food

From farm to fork

Sustainability

Influences on consumer choices

Preparing food appropriate to learning

I explore and discover where foods come from as I choose, prepare and taste different foods. HWB 0-35a

• Describes which foods come from plants and which come from animals when working with and tasting foods.

HWB 0-35a
From farm to fork
Discover more about fish and have a go at the fish worksheets
Find out more about farm animals by playing Farm animal bingo and statements.
Go on a virtual farm walk
Visit local farm/ shop/ supermarket to find out more about the food they eat and where it comes from. Take this opportunity to explain that it is healthier to eat fresh, natural food.
Grow own fruit/veg; create a herb garden; allotment. Use the foods grown to prepare healthy dishes or work with the school catering team to use them for lunches etc. Discuss what is required to make them grow.
Local wild food creative enquiry
Introduce what polytunnels are. Begin to grow some food in polytunnels. Discuss why they are useful for growing food in Scotland.
School Gardening campaign help and support with gardening and free resources.
Learning through Landscapes Scotland can help with training, resources, advice and support around connecting with nature, becoming more active, learning outdoors, and developing social skills.
Claim your free seeds and take part in our grow your own loaf challenge.
Explore & Discover with Farmer Lily - a jam-packed resource full of engaging activities.

Sustainability
Taste some foods from different countries e.g. bananas, pineapples. Discuss that these foods need hotter temperatures. Discuss use of greenhouses.
Investigate the lifecycle of different foods and compare sustainability eg strawberries, apples and bread.

Influences on consumer choices
Sort pictures of food items into 2 groups: food that originates from plants and ones derived from animals

Links to SCN 0-01a and 0-03a

Food and Textile Technologies

Creativity

Design

Dexterity

Problem solving

Developing appropriate items

I enjoy exploring and working with foods in different contexts. TCH 0-04a

I enjoy experimenting with a range of textiles. TCH 0-04b

• Demonstrates simple food preparation techniques, for example, peeling, slicing, mixing, spreading.
• Demonstrates simple techniques with textiles, for example, cutting, selecting materials, threading cards, gluing.
• Within a food/textile context:
• Explores and identifies at least two ideas to solve a problem.
• Selects an appropriate solution.

TCH 0-04a food
Good food skills resource – Education Scotland (GLOW log-in required)

TCH 0-04b textiles
Have a go at weaving. Further information can be found in the Countryside classroom weaving pack (fine motor skills)
Find out more about wool in the ‘The journey of a jumper’

Links to HWB 0-29a, 0-30a

Relationships, sexual health and parenthood

Physical changes

I am learning about where living things come from and about how they grow, develop and are nurtured. HWB 0-50a

• Gives examples of where living things come from, for example, plants from seeds, fish from eggs.

• Explains that living things need food, water and care to grow and survive.

HWB 0-50a
Image cards for mum, dad and young animals – cows, pigs, sheep and hens.

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 have observed living things in the environment over time and am becoming aware of how they depend on each other. SCN 0-01a

• Explores and sorts objects as living, non-living or once living.
• Describes characteristics of livings things and how they depend on each other, for example, animals which depend on plants for food.

SCN 0-01a
Go Wild for worms pack
Investigate different farm food chains and the farm/site
Sorting activity – lots of farm animals vs animals that live on a farm and can feed on things found in the farm eg grain – mice/birds
Living and non living question game
Go on a virtual farm walk
Eco-Schools Curricular Map - Biodiversity Topic.
The cowpat crew -  a story all about the creatures that live in and around a cowpat.

Links to HWB 0-35a, MNU 0-20a

I have helped to grow plants and can name their basic parts. I can talk about how they grow and what I need to do to look after them. SCN 0-03a

• Explores, observes and discusses basic needs of plants and what they need to grow including water, heat, sunlight and soil.
• Demonstrates understanding of how plants grow from seeds.

SCN 0-03a
Activities linked to soil and growing World beneath our feet pack
Science farm My Carrot diary a resource around planting growing and measuring carrots.
Grow your own wheat
Grow your own vegetables in school
Learn how potatoes grow and how they fit in to a healthy balanced diet
Eco-Schools Curricular Map - Biodiversity Topic.

Links to HWB 0-35a

Biological systems

Body systems and cells

I can identify my senses and use them to explore the world around me. SCN 0-12a HWB 0-47b

• Identifies specific parts of the body related to each of the senses.
• Uses their senses to describe the world around them, giving examples of things they see, hear, smell, taste and feel.

SCN 0-12a HWB 0-47b
Science Farm - Farm Sensory Adventure
Let nature feed your senses – listen to all the sounds of the farm from machinery to weeing cows

Links to HWB 0-29a, 0-30a and MNU 0-11a

Topical science

Topical science

I can talk about science stories to develop my understanding of science and the world around me. SCN 0-20a

• Talks about the science they encounter in their everyday experiences.
• Explores, through role-play, how science and science skills are used in a variety of jobs.

SCN 0-20a
Request a RHET Early Years Resource Box (available on loan)Read Farmer Duck and see attached notes
Read Cow and see attached notes
Can you guess the vegetable online game
The science of sheep
The cowpat crew -  a story all about the creatures that live in and around a cowpat.
Find out more about some of the STEM involved in farming with a range of stories including the story of clover and her ear tag and meet the cowpat crew!

Links to SOC 0-01a, 0-04a / TCH 0-05a, DYW

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

Estimation and rounding

I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me. MNU 0-01a

• Recognises the number of objects in a group, without counting (subitising) and uses this information to estimate the number of objects in other groups.
• Checks estimates by counting.
• Demonstrates the estimation in the contexts of number and measure using relevant vocabulary, including less than, longer than, more than and the same.

MNU 0-01a
The British wool learning zone has a range of different activiites including counting with sheep and investigating wool.

Measurement

I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others. MNU 0-11a

• Shares relevant experiences in which measurements of lengths, heights, mass and capacities are used, for example, in baking.
• Describes common objects using appropriate measurement language,
  including tall, heavy and empty.
• Compares and describes lengths, heights, mass and capacities using everyday language, including longer, shorter, taller, heavier, lighter, more and less.
• Estimates, then measures, the length, height, mass and capacity of familiar
  objects using a range of appropriate non-standard units.

MNU 0-11a
Measure earthworms
Measure water and cream to make butter

Links to HWB 0-30a, 0-29a, SCN 0-12a

Information handling

Data and analysis

I can collect objects and ask questions to gather information, organising and displaying my findings in different ways. MNU 0-20a

I can match objects, and sort using my own and others’ criteria, sharing my ideas with others. MNU 0-20b

I can use the signs and charts around me for information, helping me plan and make choices and decisions in my
daily life. MNU 0-20c

• Asks simple questions to collect data for a specific purpose.
• Collects and organises objects for a specific purpose.
• Applies counting skills to ask and answer questions and makes relevant choices
  and decisions based on the data.
• Contributes to concrete or pictorial displays where one object or drawing represents one data value, using digital technologies as appropriate.
• Uses knowledge of colour, shape, size and other properties to match and sort items in a variety of different ways.
• Interprets simple graphs, charts and signs and demonstrates how they support planning, choices and decision making.

MNU 0-20a /0-20b
Undertake a food tasting session and create a simple chart of food likes/dislikes.
Undertake a scavenger hunt – living/once living/non-living.
Living and non living question game.

MNU 0-20c
From weather observations: create a pictorial chart of weather over 7 days.
Make observations about the weather using a weather chart.

Links to HWB 0-29a SCN 0-01a SOC 0-12a

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 enjoy exploring and working with foods in different contexts. TCH 0-04a

I enjoy experimenting with a range of textiles. TCH 0-04b

• Demonstrates simple food preparation techniques, for example, peeling, slicing, mixing, spreading.
• Demonstrates simple techniques with textiles, for example, threading cards, selecting materials, gluing.

TCH 0-04b Textiles
Have a go at weaving a square using the guidelines in the Countryside classroom weaving pack (fine motor skills).
Make wool pictures, by gluing different colours of wool to coloured paper.

Links to HWB 0-29a, 0-30a

Technological Developments in Society and Business

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

I enjoy playing with and exploring technologies to discover what they can do and how they can help us. TCH 0-05a

• Discusses times when they have used different technologies.

TCH 0-05a
Farming today and farming yesterday images
Request a RHET Early Years Resource Box (available on loan)

Links to SOC 0-04a, SCN 0-20a

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

I understand how local shops and services use technologies to provide us with what we need and want in our daily lives.
TCH 0-07a

• Gives examples of how people (for example police, fire, healthcare) who help us use technologies in their everyday work.

TCH 0-07a
Farmer in the community card – the different roles that farmers have in the community.

Links to SOC 0-20a, DYW

Craft, Design, Engineering and graphics

Design and constructing models/product

I explore ways to design and construct models. TCH 0-09a

• Builds models using different materials eg junk modelling, wooden blocks.
• Using tools and materials (paper, card, wood, plastic) to create models.

TCH 0-09a
Read the Three Little Pigs story and create a model farmyard with everyday materials.

Explore uses of materials

I explore everyday materials in the creation of pictures/models/concepts. TCH 0-10a

• Describes materials by touch for example sticky, squidgy, soft, fluffy, hard, rough, wet, heavy, light.
• Uses a range of materials when creating pictures/models/concepts.
• Identifies when a material is not suitable for specific function or task.

TCH 0-10a
The British wool learning zone has a range of different activiites including counting with sheep and investigating wool.

Representing ideas, concepts and products through a variety of graphic media

I explore and discover different ways of representing ideas in imaginative ways. TCH 0-11a

• Using a range of materials (natural and man made) and resources to create pictures.
• Shares ideas with others.
• Recognise 2D shapes and how they can be used to visually represent ideas/concepts.

TCH 0-11a
Read the Three Little Pigs story and create a model farmyard with everyday materials.

Application of Engineering

I explore a variety of products covering a range of engineering disciplines. TCH 0-12

• Recognises engineering in the world around them for example bridges, construction, electronics, computers.

TCH 0-12
Farming and technology picture and words cards