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 understand that evidence varies in the extent to which it can be trusted and can use this in learning about the past.
SOC 1-01a

By exploring places, investigating artefacts and locating them in time, I have developed an awareness of the ways in which we remember and preserve Scotland’s history. SOC 1-02a 

I can use evidence to recreate the story of a place or individual of local historical interest. SOC 1-03a

I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a

• Identifies the difference between a more and less trustworthy source.
• Draws a short timeline and can locate two or more events on the line in the correct order.
• Uses information learned from sources to relate the story of a local place or individual of historic interest though media such as drawings models or writing.
• Draws comparisons between modern life and life from a time in the past.

SOC 1-01a
Farming through history images.

SOC 1-02a
Request a farm visit and find out about its history
Investigate how land is used in different ways eg woodland, recreation, farming.  Visit a farm and compare and contrast different environments within the farm.

SOC 1-03a
Create a where your food comes from story.
STEM and tractors pack with information and activities focused on tractors.

SOC 1-04a
Find out more about the history of milking.
Visit the Museum of Rural Life.
People of Medieval Scotland, Alfred Nobel and the Peace Prize, History of weather, Home in High Places, Vikings in Scotland available on Glow.

Links to TCH 1-05a

People, place and environment

I can describe and recreate the characteristics of my local environment by exploring the features of the landscape. SOC 1-07a

Having explored the variety of foods produced in Scotland, I can discuss the importance of different types of agriculture in the production of these foods.
SOC 1-09a

By using a range of instruments, I can measure and record the weather and discuss how weather affects my life.
SOC 1-12a

By exploring climate zones around the world, I can compare and describe how climate affects living things. SOC 1-12b

Having explored the landscape of my local area, I can describe the various ways in which the land has been used. SOC 1-13a

• Draws or makes a model of features in their local landscape, for example, hill, river, building.
• Identifies at least two forms of agriculture in Scotland and foods associated with these, for example, arable, dairy or pastoral.
• Uses instruments to measure and record at least two different weather elements, for example, temperature, rainfall, wind direction.
• Contributes to a discussion giving reasoned opinions on how the weather affects life.
• Draws two conclusions about how living things adapt
  to the climate in any chosen area.
• Describes at least three different ways in which land is used in the local area, for example shops, houses, farming.
• Draws at least two conclusions as to the effects the landscape has had on how people can use it, for example desert, rainforest.

SOC 1-07a
Explore different features in the local environment.  Discuss different habitats.
Investigate how land is used in different ways eg woodland, recreation, farming.
Visit a farm and compare and contrast different environments within the farm.
Download our new first level learning pack - Discover and investigate with Will - full of activities, learning sheets and supporting teaching notes and have a go at one of the activities with your class.

SOC 1-09a
Request a farm visit.
Request a farmer to come and talk to your class about what they do with their land.
Investigate all the products.
Scotland's farmers produce and make a display to show what they are and where they come from. 
Visit Dumfries House.
Download our new first level learning pack - Discover and investigate with Will - full of activities, learning sheets and supporting teaching notes and have a go at one of the activities with your class.
Take a tour of a dairy farm.
Take a tour of a poultry farm and have a go with our matching sheet.
Follow the egg to pancake story and have a go at making some pancakes.

SOC 1-12a
The Met Office provides weather information.
Make your own weather instruments.
Make your own rain gauge.
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.

SOC 1-12b
Adaptation Scotland – climate change website.
Climate change clip.
NASA climate resources, activities and games.
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

SOC 1-13a
Use an aerial map of your local area, identify different land uses. 

SOC 1-13b
Good fish guide.
Visit the OPAL website for a range of surveys to have a go at.
Download our new first level learning pack - Discover and investigate with Will - full of activities, learning sheets and supporting teaching notes and have a go at one of the activities with your class.
Field to fork food miles — This activity looks in detail at the journey made by Brussel sprouts from field to dinner plate and introduces the concept of foods with protected names.

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 1-29a

• Prepares, tastes and tries an increasing range of familiar and unfamiliar foods.
• Explains likes and dislikes in relation to food.
• Chooses appropriate foods to prepare for a given situation.

HWB 1-29a
Tasting, selecting and evaluating
Consider pupils in the class/school with food allergies e.g. nut allergy.  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.
Get Set to Eat Fresh (Aldi and Team GB) provides free materials around healthy food and cookery (registration required).
Fish tasting presentation.
List flavours and textures of foods e.g. sweet, sour, smooth, crunchy.
Create a display to celebrate trying new foods.
Welcome to the 5-7 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 children.
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.
Invite canteen staff to talk to children about how they prepare food. 
Discuss how they feel after they have produced good healthy foods with and for others.
Invite a local chef to be involved in teaching practical cooking skills and get them to discuss their job – skills, qualities required etc.
Open day for parents to come in and take part in practical food activities and sample food that has been prepared by the children. Children could share learning with parents. 
Grow own veg/herbs and use in cooking.
Collaborative learning – work in small groups to prepare a simple dish – each child is allocated a role.  Evaluate how successful they were as working as part of a team.
Selection of simple fish based recipes.
I enjoy eating a diversity of foods in a range of social situations.

The Social context
Family favourites
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.
List different countries and ask children to think of the foods associated with these countries.
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.
Create a themed restaurant e.g. Italian, Indian etc – plan a menu suitable for the restaurant.

Developing Healthy Choices

Linking food and health

Decision making

By investigating the range of foods available I can discuss how they contribute to a healthy diet. HWB 1-30a

I experience a sense of enjoyment and achievement when preparing simple healthy foods and drinks. HWB 1-30b

• Recognises and names the main food groups, for example, The Eatwell Guide.
• Sorts a selection of foods into the food groups.
• Chooses foods from different food groups to create a balanced meal.
• Assists in preparing healthy dishes for a variety of occasions, for example, an intergenerational visit.
• Identifies at least one reason as to why it is important to drink enough water.

HWB 1-30a   
Look at the Eatwell guide for fish.
Healthy eating presentation looking at the Eatwell Guide.
Shake up your wake up has breakfast resources.
Get Set to Eat Fresh (Aldi and Team GB) provides free materials around healthy food and cookery (registration required).
What’s in my Basket?
Interactive Eatwell Guide
Introduction to Eatwell guide – use large floor mat (if available or large picture of it) and discuss what they see – different colours to represent different food groups, different sizes of sections to represent foods we should eat lots of and less of.  Discuss what food groups do for the body.  Include water as being good for the kidneys.  Discussion on how much water to drink per day.
Provide real foods or pictures of food – children to put them on the correct part of Eatwell guide –Discussion about eating a “balance” of foods from each group to be healthy. 
Make a wall display of an Eatwell guide from magazine images of foods for each of the 5 food groups.
Collaborative learning – split class into 5 group and each group to find out more information about one group and share their findings with the rest of the class.  This should include types and functions of foods from each group. 
Plan a healthy meal using all 5 food groups – present meal for peers for peer review.
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.
Eat like a champ healthy eating resources. 

HWB 1-30b
Create a healthy lunchbox snack using foods from all 5 groups.  Select from a range of pictures, ones which could be included in a healthy lunchbox.  Remind children to consider choosing healthy alternatives for their own lunchbox.  
Invite canteen staff to talk to children about how they prepare food. 
Discuss how they feel after they have produced good healthy foods with and for others.
Invite a local chef to be involved in teaching practical cooking skills and get them to discuss their job – skills, qualities required etc.
Open day for parents to come in and take part in practical food activities and sample food that has been prepared by the children. Children could share learning with parents. 
Grow own veg/herbs and use in cooking.
Collaborative learning – work in small groups to prepare a simple dish – each child is allocated a role.  Evaluate how successful they were as working as part of a team.
Selection of simple fish based recipes.
Eat like a champ healthy eating resources.
I experience a sense of enjoyment and achievement when preparing simple healthy foods and drinks. 

Links to SOC 1-09a

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 1-33a

• Explains the importance of daily hygiene routines, for example, hand washing, teeth brushing and body cleanliness.
• Works safely and hygienically before, during and after preparing foods, for example, adhering to appropriate allergy advice, getting ready to cook, storing ingredients appropriately, washing and drying equipment and surfaces.
• Identifies where different types of food are stored.
• Handles equipment safely, for example, when using hot or sharp kitchen tools.

HWB 1-33a
Principles of food safety and hygiene.
Cookin Castle aims to teach primary school children about the main principles of a healthy, balanced diet, including what the main food groups are and what kinds of foods should be increased and limited in their diet.
What Goes Where?
Germ Outbreak

Minimising risk
Happy Hands!
Crazy Kitchen
Identify possible dangers/hazards from kitchen scene and ways to avoid them.
Storing ingredients game.
Create a set of safety rules to promote personal hygiene in general.
Invite a chef/school cook to talk about safety and hygiene rules they must follow in their kitchen.
Create a peer led lesson on effective hand washing/food preparation and/or visit other classes to show them what they have been learning about handwashing and perform a demonstration. 
Make a food preparation wall display/book showing pictures of children preparing food safely and hygienically - write captions explaining what is happening in the photos and the importance of it.
Make a day in the life of my hands poster to illustrate how much they use their hands every day – write one thing they use their hands for on each of the fingers – this should reinforce the importance of washing hands to prevent spread of germs.

Make your own sustainable reindeer dust

The Journey of Food

From farm to fork

Sustainability

Influences on consumer choices

Preparing food appropriate to learning

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 1-35a

I am discovering the different ways that advertising and the media can affect my choices. HWB 1-37a

• Describes the basic journey of food, for example, milk can come from a cow, bread comes from wheat / rye / oats.
• Follows a recipe using fresh, local, seasonal produce, for example, making soup, hot or cold snack.
• Identifies how to prevent food related waste, for example, composting peelings, reusing leftovers, reducing use of packaging.
• Maps sources of food and drink in the
  local area.
• Describes at least three ways that advertising and media can affect our food choices.

From farm to fork
Find out more about Growing your own food.
Find out more about some seasonal fruit and veg.
Set of photo cards showing the journey of wheat.
Request a visit to a farm for your class.
Food is produced and processed in different ways.
Food origins activities. 
Farming in Scotland poster (English, Gaelic and Polish versions).
Have a game of farm animal bingo and statements.
Go on a virtual farm walk.
Have a go at setting up your own pea seed bank.
Information on food commodities.
Use arrows to link the name, the plant, the grain and the product on this worksheet.
Enterprising schools offer primaries the farm to fork challenge (registration required).
Challenge learners in your classroom to design a product/service that provides a solution to food waste, through the Farm to Fork topic.
Seasonal food first level.
Food waste first level.
Love British Food teaching zone.
Download our new first level learning pack - Discover and investigate with Will - full of activities, learning sheets and supporting teaching notes and have a go at one of the activities with your class.

Sustainability
Food Waste Lessons - ‘Shock Spending Scandal’, ‘Your country needs you’ and ‘Plate promise’.
Learn about composting.  Compost food wastage in school.
Draw favourite meal. Label some of the foods, explaining where they originate from.
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.

Links to SOC 1-14a

Influences on consumer choices
Visit a local restaurant, question the chef on the menu, use of local produce, source of ingredients or invite a chef into speak.
Examine Fairtrade products and discuss why people should buy them.   Select and prepare snacks using Fairtrade products/explore differences in taste of Fairtrade and non- Fairtrade products/organise a Fairtrade coffee morning (try to avoid selling chocolate!)
Enterprising schools offer primaries the farm to fork challenge (registration required).
Challenge learners in your classroom to design a product/service that provides a solution to food waste, through the Farm to Fork topic.
Preparing food appropriate to learning
Soup making cards for students and teachers.
Get Set to Eat Fresh (Aldi and Team GB) provides free materials around healthy food and cookery (registration required).
Parent club has a selection of recipes.
Food a fact of life activity ideas and resources to introduce planning to cook, ingredients, equipment, hygiene and safety, and cooking.
Make soda bread in class.
Super sandwich resources.

Food and Textile Technologies

Creativity

Design

Dexterity

Problem solving

Developing appropriate items

I can use a range of simple food preparation techniques when working with food. TCH 1-04a

I can use a range of tools and equipment when working with textiles. TCH 1-04b

• Demonstrates a range of practical skills when preparing foods, for example, washing, using a peeler, juicing, grating, cutting, simple knife skills (claw grip/bridge hold).
• Uses a range of equipment when working with textiles, for example, scissors, rulers/tape measures, bodkin and wool.

TCH 1-04a Food
Confidence in the Kitchen with Knife Skills.
Make your own butter and follow Rowan as she makes butter.

TCH 1-04b 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’

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 distinguish between living and non-living things. I can sort living things into groups and explain my decisions.
SCN 1-01a

• Explains the difference between living and non-living things, taking into consideration movement, reproduction, sensitivity, growth, excretion and feeding.
• Creates criteria for sorting living things and justifies decisions.
• Sorts living things into plant, animal and other groups using a variety of features.

I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.
SCN 1-02a

• Demonstrates awareness of how energy from the sun can be taken in by plants to provide the major source of food for all living things.

SCN 1-02a
Science farm food chains.
Visit the OPAL website for a range of surveys to have a go at.
The science of sheep.
Eco-Schools Curricular map for Biodiversity.​
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.
Download our new first level learning pack - Discover and investigate with Will - full of activities, learning sheets and supporting teaching notes and have a go at one of the activities with your class.

I can help to design experiments to find out what plants need in order to grow and develop. I can observe and record my findings and from what I have learned I can grow healthy plants in school. SCN 1-03a

• Observes, collects and measures the outcomes from growing plants in different conditions, for example, by varying levels of light, water, air, soil/nutrients and heat.
• Structures a presentation or report, with support, to present findings on how plants grow.

SCN 1-03a
Grow your own wheat in pots and use different types of growing medium.  
Request seeds to grow your own wheat.  Seeds can be planted EITHER September/October OR February/March.
Find out more about soils World beneath our feet pack.
Have a go at setting up your own pea seed bank.
Activities for primary schools suggestions for making and using low cost equipment.
MRS GREN activity.

Biological systems

Body systems and cells

I have explored my senses and can discuss their reliability and limitations in responding to the environment. SCN 1-12b

• Structures a presentation or report, with support, on how to have a healthy lifestyle, for example, through a balanced diet, regular exercise and sufficient sleep and by avoiding substance misuse.
• Uses their senses to detect information and explains how they help to keep people safe.
• Investigates the reliability and limitations of the senses, for example, using taste tests, limits of sound, optical illusions and blind-fold games.

SCN 1-12b
Using your senses poster.
Find out more about the taste bud challenge.
Request a taste test session.
Join some children on a Farm sensory adventure.
Let nature feed your senses – listen to all the sounds of the farm from machinery to weeing cows.
Have a listen to short audio stories and get in very close to nature, food and farming.
The SSPCA have an online learning resource pack which has a range of different activities linked to pets, wildlife and a whole lot more.

Inheritance

• Uses their own experiences to illustrate how inherited characteristics are passed from one generation to the next.
• Knows that genetic information determines characteristics such as colour of eyes and shape of petals.
• Demonstrates understanding of the variations within family groups.

SCN 1-14a
Investigate selective breeding in plants/animals eg compare different varieties of cows by looking at pictures.
Meet the breeding expert.
Reebops (SEERC) A model “organism” for teaching genetics concepts.

Topical science

Topical science

I have contributed to discussions of current scientific news items to help develop my awareness of science. SCN 1-20a

• Discusses and expresses opinions about science topics in real-life contexts, including those featured in the media.
• Discusses how people use science in their everyday lives.
• Describes a variety of jobs and careers which require scientific knowledge and skills.

SCN 1-20a
Raise awareness of topical science new through posters, quizzes and activities.
Through engaging in debate highlight new areas of science eg mechanical milking.
How do you milk a cow with the help of robot?
Visit Lantra for a colourful careers poster.
Have a listen to short audio stories and get in very close to nature, food and farming.

Links to TCH 1-07a, (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

Information handling

Time

I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.
MNU 1-10a

I can use a calendar to plan and be organised for key events for myself and my class throughout the year. MNU 1-10b

I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers. MNU 1-10c

• Records 12 hour times using am and pm and is able to identify 24 hour notation,
  for example, on a mobile phone or computer.
• Records the date in a variety of ways, using words and numbers.
• Uses and interprets a variety of calendars and 12 hour timetables to plan key events.
• Orders the months of the year and relates these to the appropriate seasons.

MNU 1-10a
Design a timetable for a farmer's day using am and pm or a 24-hour clock.

MNU 1-10b
Look at what happens on the farm at different times of year.
Display a farmers year calendar highlighting key events throughout the year.
The dairy farming year calendar.
Use a calendar to design the farmer's year.

MNU 1-10c
Information about milk including milking times on the farm worksheet.

Measurement

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units. MNU 1-11a

I can estimate the area of a shape by counting squares or other methods.
MNU 1-11b

• Uses knowledge of everyday objects to provide reasonable estimates of length, height, mass and capacity.
• Makes accurate use of a range of instruments including rulers, metre sticks, digital scales and measuring jugs when measuring lengths, heights, mass and capacities using the most appropriate instrument for the task.
• Records measurements of length, height, mass and capacity to the nearest standard unit, for example, millimetres (mm), centimetres (cm), grams (g), kilograms (kg), millilitres (ml), litres (l).
• Compares measures with estimates.
• Uses knowledge of relationships between units of measure to make simple conversions, for example, 1 m 58 cm = 158 cm.
• Reads a variety of scales on measuring devices including those with simple fractions, for example, ½ litre.
• Uses square grids to estimate then measure the areas of a variety of simple 2D shapes to the nearest half square.
• Creates shapes with a given area to the nearest half square using square tiles or grids.
• Recognises that different shapes can have the same area (conservation of area).

MNU 1-11a
Explore with milk cartons the different volumes that exist – 4 pints, 2 pints, 1 pint, how many glasses.  Could introduce idea of how many cartons come from one cow.
Could link to historical milk production vs modern production methods eg 12L vs 25L.

MNU 1-11b
Design a farm on square paper given shapes and sizes of farm fields, buildings and requirements eg wheat field = 8 squares, farmhouse = 4.5 squares.
STEM and tractors pack with information and activities focused on tractors.

Links to TCH 1-11a

Data and analysis

I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains. MNU 1-20a

I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria. MNU 1-20b

Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale. 
MTH 1-21a

• Asks and answers questions to extract key information from a variety of data sets including charts, diagrams, bar graphs and tables.
• Selects and uses the most appropriate way to gather and sort data for a given purpose, for example, a survey, questionnaire or group tallies.
• Uses a variety of different methods, including the use of digital technologies, to display data, for example, as block graphs, bar graphs, tables, Carroll diagrams and Venn diagrams.
• Includes a suitable title, simple labelling on both axes and an appropriate scale where one unit represents more than one data value in graphs.

MNU 1-20a
Data analysis with cows (in development).

MNU 1-20b / MTH 1-21a
Compare the area of land used to grow different crops.  Solve    problems around quantities produced like number of eggs, volume of milk, number of seeds.
Conduct a survey and count number of items eg number of birds, number of different plants.
Try collecting and displaying 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.
STEM and tractors pack with information and activities focused on tractors.
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 can use a range of simple food preparation techniques when working with food. TCH 1-04a

I can use a range of tools and equipment when working with textiles. TCH 1-04b

• Demonstrates a range of practical skills when preparing foods for example washing, using a peeler, juicing, grating, cutting, simple knife skills (claw grip/bridge hold)
• Uses a range of equipment when working with textiles, for example, scissors, rulers/tape measures, bodkin and wool

TCH 1-04a Food
Request an explore food workshop.
Knife Skills
Good food skills resource – Education Scotland (GLOW log-in required).
Baking Skills
Weighing and measuring using balance scales.
Scraping out a bowl with a spatula.
Rolling.
Other Skills
Washing fruit and veg.
Arranging ingredients.
Using a lemon squeezer.
Download our new first level learning pack - Discover and investigate with Will - full of activities, learning sheets and supporting teaching notes and have a go at one of the activities with your class.

TCH 1-04b Textiles
Have a go with art grids.
Have a go at weaving with the countryside classroom weaving pack.
Try finger knitting.

Technological Developments in Society and Business

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

I can explore the latest technologies and consider the ways in which they have developed. TCH 1-05a

• Identifies changes to technologies for example, televisions and mobile phones.

TCH 1-05a
Look at some Past and present farming images. 
History of cow's milk from the ancient world to the present.
STEM and tractors pack with information and activities focused on tractors.

Links to SOC 1-04a

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

I understand how technologies help provide for our needs and wants, and how they can affect the environment in which we live. TCH 1-07a

• Demonstrates an understanding of how technologies, by meeting our needs and wants, affect the environment in which we live.

TCH 1-07a
Through engaging in debate highlight new areas of science eg mechanical milking.
How do you milk a cow with the help of robot?
STEM and tractors pack with information and activities focused on tractors.

Links to SCN 1-20a

Craft, Design, Engineering and graphics

Design and constructing models/product

I can design and construct models and explain my solutions. TCH 1-09a

• Creates and justifies a solution to a given design challenge considering who is it for, where and how will it be used
• Uses appropriate tools and joining methods to construct a model

TCH 1-09a
Happy healthy hens make a water feeder challenge.
STEM and tractors pack with information and activities focused on tractors.

Explore uses of materials

I can recognise a variety of materials and suggest an appropriate material for a specific use. TCH 1-10a

• Identifies different materials
• States the properties of materials (hard, soft…..)
• Recognises different materials and why they have been selected for a task
• Selects materials to use in a specific task

TCH 1-10a
Wool and other materials – testing sorting and investigating materials.

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

I can explore and experiment with sketching, manually or digitally, to represent ideas in different learning contexts. 
TCH 1-11a

• Recognises 2D and 3D shapes and how they can be used to visually represent ideas/concepts.
• Creates manual and/or digital sketches to represent ideas.

TCH 1-11a
Have a go with art grids.
Use Kapla or building bricks to create a model farm.
Enterprising schools offer primaries the farm to fork challenge (registration required).
Challenge learners in your classroom to design a product/service that provides a solution to food waste, through the Farm to Fork topic.

Links to MNU 1-11b