Sgoil an

Rubha

Curriculum Rationale

Feb 2019

Contents

What makes us unique at Sgoil an

Rubha?

How we designed our Curriculum

Our Curriculum structure

Embedding the Principles of

Curriculum Design

The 4 contexts for learning

Totality of the Curriculum

Flexibility and Planning

Tracking Learning

Transitions

Engaging and Active Learning

Curriculum areas & subjects

Key Documents

At Sgoil an Rubha we have certain qualities that make us unique. Alongside the

aims and aspirations shared by our school community, these are encompassed in

the letters that make up SGOIL AN RUBHA.

Skills for learning, life & work integrated throughout teaching & learning.

Getting it right for every child

Opportunities to participate in wider achievements

Inclusive ethos – everybody valued for their differences and being themselves

Love of learning – motivating & relevant lessons

All views and opinions sought – staff, pupils and parents all have a voice

Nurturing approaches – caring for children and families

Reinforcing the Gaelic ethos and culture

Uphold respect for others

Better together – the whole school community working as a team

Hard work and high standards for all means everyone

Achieves their potential

What makes us unique at

Sgoil an Rubha?

When considering the design of our curriculum we wanted to ensure that our

learners were firmly at the centre of our planning.

As a school community we have spent time

ensuring that our values and vision are a

true representation of who we are at

Sgoil an Rubha and what we want our

learners to achieve by the time they

finish Primary 7. This involved us

revisiting our Vision, Values and Aims.

At Sgoil an Rubha, our learners, teachers,

support staff, parents and community

believe that:

Together we can do more!

Soirbheachaidh sinn comhla!

At Sgoil an Rubha our school values underpin all the work of the school. They

are promoted throughout the school, classroom and playground, encouraging

pupils to be responsible for their own behaviour and actions. The school values

are:

Honesty/Onair

Respect/Urram

Kindness/Coibhneas

Fairness/Cothromachd

Excellence/Sàr-Mhathas

How we designed

our Curriculum

Our next consideration when planning the curriculum was to ensure that we

helped our children to develop the attributes and capabilities of the 4

capacities.

This we believe will allow them to flourish in life, learning and work both now

and in the future.

Our aim is to provide opportunities for our learners to become:

Successful Learners

Responsible Citizens

Confident Individuals

Effective contributors

At Sgoil an Rubha we follow the advice and guidance found in Curriculum for

Excellence and the related Building the Curriculum series. The Curriculum for

excellence documentation identifies SEVEN PRINCIPLES for curriculum design:

Challenge and enjoyment

Breadth

Progression

Depth

Personalisation and choice

Coherence

Relevance

When designing our curriculum we took a number of key factors into

consideration. We considered what we wanted our learners to achieve at Sgoil

an Rubha, taking into consideration the following factors:

The needs of our local area

Our attainment results

What are learners and families want

What is needed to support our learners with to enable them to

become 21st Century Citizens.

Consulation with Staff, Pupils and Parents identified that by the time our

learners have reached P7, we want them to:

be literate and numerate

be keen to learn and know how to learn

be able to work with others to solve problems, or achieve results

be able to work alone to achieve results or solve problems

build reliance when facing challenges

be socially responsible and proactive

be able to express thoughts and feelings with confidence

show respect for their own culture and that of others

have an appreciation of how to enjoy a healthy lifestyle

to develop life skills

Our Curriculum will provide opportunities for learners to develop Skills for

Learning, Life and Work within a progressive framework (See First level

exemplar). Skills to be developed and assessed are identified within Cross

Curricular Contexts, IDL opportunities and are embedded into progressions

within all curricular areas.

Our Curriculum Structure

Challenge & Enjoyment Children should find learning challenging and motivating.

Staff have high expectations and are aware of individual abilities, providing learning intentions

and success criteria which are relevant to the learner.

Staff provide a range of motivating and creative activities, where children are active in their

learning.

Breadth Learning in a variety of environments and contexts, both in the classroom and in other aspects

of school life.

Staff ensure breadth across all areas of the curriculum.

Progression Use planning to show clear progress of skills through experiences and outcomes.

Curriculum progression frameworks are used as a reference to ensure progression

Depth Pupils are able to share what they already know and what they want to find out.

Pupils know what they need to do to achieve next steps.

Learning through play at Early level.

Higher order questioning is used (Blooms Revised Taxonomy) to encourage depth of learning.

Personalisation & Choice The curriculum should respond to individual needs and support particular aptitudes and talents.

Pupils are aware of learning outcomes.

Children set own targets and are involved in agreeing success criteria.

Pupils decide on what they wish to learn at the start of each topic and how they would like to

learn – e.g. mind maps.

Pupils involved in deciding how they are going to evidence their learning – e.g. information poster,

power point or presentation.

Coherence Children and young people's learning activities should combine to form a coherent experience.

Where appropriate, links are made and learning is contextualised.

Relevance Look for relevant links with real life, e.g. Commonwealth Games, local, national and global events

Some children require individualised programmes which are made relevant to their interests and

needs

Children should see the value of what they are learning and its relevance to their lives, present

and future.

Embedding the 7 Principles

of Curriculum Design

The 4 Contexts for Learning

Curricular

Areas

IDL

(Interdisciplinary

Learning)

Ethos & Life

of the

School

Opporunities

for Personal

Achievement

Literacy & English

Modern Languages

Numeracy & Maths

Health & Wellbeing

DYW Skills

Progression

ICT Skills

Progression

IDL Bundles

Social Studies Science Technologies RME Expressive Arts

We provide opportunities

for our children to:

Exercise their

responsibilities as members

of a community.

Participate responsibly in

decision-making.

Contribute as leaders and

role models.

Offer support and service

to others and play an active

part in putting the values of

the school into practice.

We provide opportunities

for our children to:

Develop their resilience and

confidence.

Experience a range of

achievements in the

classroom and beyond.

Step forward to undertake

activities which they find

challenging.

Work closely with different

partners.

Have their voices heard.

Number of hours in a week – 25 hrs

Totality of the Curriculum

Core subjects

Literacy including

MLPS (7hrs)

Numeracy and

mathematics

(6hrs)

Health and

Wellbeing (1hr 30

mins)

PE (2 hrs)

Total – 16hrs 30 mins

Interdisciplinary

Learning

Social subjects

Science

Technologies

Expressive Arts

Total – 6hrs 15 mins

Subject/Curriculum

Areas

RME

Assembly

Self evaluation

Golden time

Total – 2hrs 15 mins

At Sgoil an Rubha we provide a flexible curriculum which accounts for the context of

the school community, local and national circumstances, incidental opportunities and

whole school/class curricular focus weeks. Progressive frameworks are used to

support yearly and medium term planning and raise attainment for all learners.

Teachers plan learning based on the design principles: progression, coherence,

breadth, depth, personalisation and choice, challenge and enjoyment and relevance.

Some core elements considered when planning are:

Personalisation and Choice –effective practice involves pupils planning learning.

Examples may include: providing pupils with the Experiences & Outomes and asking

them what and how they want to learn? Prior to planning, consulting with pupils,

asking them what they know and what they want to learn about within a specific

topic, tailoring learning to the aspirations and interests of the children. This

information should be displayed and included in teacher’s planning.

Assessment is planned for and will include a range of methods, highlighted in the

planning linking to the Experiences & Outcomes and Benchmarks.

Moderation - The Moderation Cycle is designed for use by teachers to support

their understanding of moderation. Engaging in the moderation process with

colleagues on a termly basis assists teachers in arriving at valid and reliable

decisions on learners’ progress towards, and achievement of, a level. Consequently,

this supports the consistency of teachers’ professional judgements at school, local

and national levels.

The expectation is that there are a minimum of 4 topics covered throughout the

year.

Sciences, social studies or technologies may be taught as standalone or in

conjunction with other curricular areas as Interdisciplinary Learning (IDL).

The progressive frameworks follow the individual classes and learning is tailored to

their interests/aspirations.

Flexibility and Planning

The school Progression Frameworks provide a clear pathway of what children will

learn within the curricular areas. In planning learning:

Staff use the school’s planning and tracking systems and ensure that prior

knowledge is extended and developed and not repeated

The yearly planner and CFE coverage sheets are passed on to the receiving teacher

outlining key areas that have been taught within that academic year

If class compositions change from one year to the next, staff ensure topics are

not repeated and further extend learning by providing opportunities for depth,

challenge and application of learning (this is outlined in the ‘Assessing Progress

and Achievement’ papers on Education Scotland - educationscotland.gov.uk).

Transitions are the moves children and young people make from home to nursery,

nursery to primary, from stage to stage (and through the Curriculum for Excellence

levels), from primary to secondary, between schools, and from secondary to further

education and beyond. Transitions and changes are part of everyone’s life. When

these transitions work well they help children and young people to develop confidence

and acquire skills to manage future change in their lives. The vast majority of children

and young people look forward to moving on, in learning and in life, and these moves

almost always turn out to be positive experiences. However, transitions can also be

challenging and support from parents and staff at school can help the transitions go

more smoothly.

Transition from pre-school to primary school

Teachers work closely with nursery staff and parents to ensure that information

about each child’s learning and achievements is passed on. This will help ensure that

their learning and development continues without interruption. Staff will also share

other information which will help the teacher to support each child’s learning – for

example relevant health issues, friendship groups and preferred ways of working.

Planning starts in the January of the child’s last year in nursery, with weekly visits

Tracking Learning

Transitions

and activities with the receiving teacher and pupils. The more complex a child’s

additional support needs the more time is needed for planning and preparation. Each

young person is individual and thus the solutions will be individual.

Transition from stage to stage in primary school

When moving on from P1 to P2 through to P7, and when moving through Curriculum for

Excellence levels, class teachers share information about each child with their next

teacher. This will be, for example, information about learning and achievements,

examples of their work, records of their progress and skills development and other

relevant information. Generally there are no formal transition meetings for parents or

pupils at this stage (although there can be, depending on the needs of the individual

child), however, in term 4, pupils get a chance to meet their new teacher for the next

session.

Transition from primary to secondary school

Primary and secondary schools within the Western Isles have good systems in place

for this transition. The Nicolson Institute has arrangements with all of their

associated primary schools for children in P7 to visit and spend time in the secondary

school. Pupils meet teachers, see their new surroundings and learn about some of the

work they will do in S1. Visits take place in the summer term, so that there is not too

big a gap before pupils begin their new school after the holidays.

Once again, P7 teachers will share relevant personal information and profiles of

progress and achievements across the whole curriculum with the Nicolson staff to

ensure that young people’s learning continues with minimum interruption. This high

level of planning for transition between primary and secondary school ensures that

most pupils will make a smooth transfer.

Enhanced Transition

Where a child experiences any barriers to learning, whether short or longer-term

(for example because of health, bereavement, bullying, sensory impairment or

communication problems), they may require additional support at times of transition.

In these instances, the school and local authority must assess the extent of their

support needs and prepare a plan to help ease that transition, especially major

transitions. Where deemed appropriate, provisions are put in place for enhanced

transitions between Nursery and P1, and P7 and S1.

All staff are committed to providing innovative, creative high quality learning

experiences for all children.

As outlined in an article ‘Enterprising Teaching and Learning’ good enterprising

learning ensure teachers:

provide opportunities for learners to think and act in enterprising ways

provide a clear focus on core and employability skills, and the ability to transfer

these to different contexts, in particular the world of work

provide opportunities for work-related experiences, both in and outwith the

classroom

adopt an enterprising approach to learning and teaching

promote positive attitudes

provide opportunities for learners to develop skills such as problem solving, decision

making and evaluating risks

provide entrepreneurial experiences.

Over leaf is an exemplar of the Yearly Plan overview used by all teachers.

Engaging and Active Learning

Yearly Plan 2018-19 Teacher: Class: Level:

Literacy and English/Literacy and Gàidhlig

Term 1 Term 2 Term 3 Term 4

Creative and personal

Explanation

Persuasive

Procedural

Recount

Report

Numeracy and Mathematics Term 1 Term 2 Term 3 Term 4

Number, money and measure

Estimation and rounding

Number and number processes including addition, subtraction, multiplication, division and negative numbers

Multiples, factors and primes

Powers and roots

Fractions, decimal fractions and percentages including ratio and

proportion

Money

Time

Measurement

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

Patterns and relationships

Expressions and equations

Shape, position and movement

Properties of 2D shapes and 3D objects

Angle, symmetry and transformation

Information handling

Data and analysis

Ideas of chance and uncertainty

Health and Wellbeing Term 1 Term 2 Term 3 Term 4 Mental, emotional, social and physical wellbeing

Planning for choices and changes Physical education, physical activity and sport

Physical activity and health Food and health Substance misuse Relationships, sexual health and parenthood

Interdisciplinary Topics:

Identify topic (where applicable) and tick focus

Term 1 Term 2 Term 3 Term 4

Sciences

Planet Earth

Forces, electricity and waves

Biological systems

Materials

Topical science

Social Studies

People, past events and societies

People place and environment

People in society, economy and business

Technologies

Technological developments in society

ICT to enhance learning

Business contexts for developing technological skills and knowledge

Computing science contexts for developing technological skills and knowledge

Food and textiles contexts for developing technological skills and knowledge

Craft, design, engineering and graphics contexts for developing technological skills and

Expressive Arts Term 1 Term 2 Term 3 Term 4

Participation in performances and presentations

Art and Design

Dance

Drama

Music

Religious and Moral Education Term 1 Term 2 Term 3 Term 4

Christianity

World religions selected for study

Development of beliefs and values

Developing the Young Workforce (DYW)

Term 1 Term 2 Term 3 Term 4

Links to IDL/Partners

At Sgoil an Rubha we aim to provide a curriculum which fully embraces the four

contexts for learning of Curriculum for Excellence as described below:

OPPORTUNITIES TO CONTRIBUTE TO THE ETHOS & LIFE AS A

SCHOOL COMMUNITY

(Effective Contributors/Responsible Citizens)

Pupil led Assemblies, e.g. Pupil Council, Anti-bullying, Internet Safety, Là

na Gàidhlig etc.

Pupil Council representatives.

Pupil voice/working groups – contributing to decision making.

House Captains & Vice Captains.

Charity work – Blytheswood, Cancer Research, Macmillan, The Leanne

Fund, Children in Need & Tearfund etc.

Celebrating languages within our school community & around Europe.

Working together to support our local community.

Working with a range of partners – Developing skills for learning, life

and work.

OPPORTUNITIES FOR PERSONAL ACHIEVEMENT

(Confident Individuals)

Class assemblies

Celebrating class achievements – Class Celebrities/Star of the Week

Performance opportunities – Sporting competitions, Christmas Concert,

local Mod etc.

Wider Achievement Awards – Celebrated at House Meetings

House System – house points and Golden Time.

Risk Taking, working collaboratively, promoting a positive response

towards personal wellbeing e.g. enterprise activities.

Seesaw – online student journals and profile.

Prize Giving – class awards within the 4 capacities.

The 4 contexts for Learning

CURRICULUM AREAS

(Successful Learners)

Core Entitlements Assessment

Curriculum Area What? How? Key Resources The CfE Experiences and Outcomes provide the core framework

What? When? Learner pathways are tracked alongside the

CfE Benchmarks

LITERACY -

Listening & Talking Supporting literacy, Language and Communication: taking a

developmental approach to Emerging Literacy

Learners are encouraged to contribute to whole class, group

discussions, and engage in debate.

Planned opportunities to prepare and deliver solo talks on

subject of learners choosing.

Opportunities provided to speak through class assemblies.

Check-ins

Circle time

Expressing views as part of focus/working groups

Continual formative assessment against

success criteria by teacher, pupil and peer.

Reading Progression of phonics through the Jolly Phonics Scheme

Supporting literacy, Language and Communication: taking a

developmental approach to Emerging Literacy

Key resources include Story World, Literacy World, Rapid

readers

Literacy Circles

Reciprocal Reading

Pupils at all levels have access to a range of novels and genre,

with access to class and school libraries

Learner’s comprehension, accuracy and

fluency through ongoing teacher, self and

peer assessment. Results inform groupings,

planning and transitions.

Termly planning & attainment discussions

SNSA results

Writing Supporting literacy, Language and Communication: taking a

developmental approach to Emerging Literacy

Whole School Writing Guidelines

Jolly Phonics and Jolly Grammar

Prim Ed Spelling

Big Writing Approaches

Slow Writing

Grammar

School Writing Grids

Spelling tests & RAFA Projects

Unsupported pieces of writing (range of

genre) are used for moderation and

assessment and for reflection with the

teacher and peers. These processes

learners and teachers in identifying clear

next steps/targets for future learning.

SNSA results

Gàidhlig

Èisteach and Làbhairt

(Listening & Talking)

Supporting literacy, Language and Communication: taking a

developmental approach to Emerging Literacy

Gaelic Language Continuum

Prim-Ed listening skills

Go Gaelic

Other

Lasadh.co.uk (Twinkle created & translated)

Continual formative assessment against

success criteria by teacher, pupil and peer.

Gàidhlig

Leughadh (Reading)

Supporting literacy, Language and Communication: taking a

developmental approach to Emerging Literacy

Storyworlds

Facal agus Fuaim

Gaelic Language Continuum

Gràmar na Gàidhlig

Fuaimean Feumail

Jolly Grammar (translated)

Storyworlds

Oxford Reading Tree

Literacy Circles/Reciprocal Reading (teacher made)

Dè thuirt thu…?

Learner’s comprehension, accuracy and

fluency through ongoing teacher, self and

peer assessment. Results inform groupings,

planning and transitions.

Termly planning & attainment discussions

SNSA results

Gràmar na Gàidhlig

Ceumanan

Collins Grammar

Crosgagan

Ceud Leasan

Prim-Ed Spelling Workbooks

Gàidhlig

Sgrìobhadh (Writing)

Supporting literacy, Language and Communication: taking a

developmental approach to Emerging Literacy

Whole School Writing Guidelines

Nelson handwriting

Prim-Ed writing

Teacher own resources

School Writing Grids

Spelling tests & RAFA Projects

Unsupported pieces of writing (range of

genre) are used for moderation and

assessment and for reflection with the

teacher and peers. These processes

learners and teachers in identifying clear

next steps/targets for future learning.

SNSA results

Languages 1 + 2

Gaelic Learner

Education (GLE)

French

Sgoil an Rubha delivers a 1 + 2 approach to language learning:

Gaelic learners is taught from P1 – P7 - Key resources

include GLPS and Go Gaelic with support and advice from our

Go Gaelic co-ordinator and GM teachers.

French is taught from P5-7 in both English and Gaelic

classes – key resource include MLPS and Language Angels,

supported as appropriate by a range of resources.

Delivery of language education in this way, with more extensive

use of technology and regular access to native fluent speakers,

stimulates children’s interest in language learning and other

cultures.

Children are regularly encouraged to celebrate the Gaelic

language & culture & other languages around the world through

events such as Là na Gàidhlig, European Day of Languages,

Euroquiz (P6).

Children’s ability to speak, read and write

common words and phrases in Gaelic and

French

Continual formative assessment against

success criteria by teacher, pupil and peer.

Gaelic Learners P7 Assessment for NI

NUMERACY A broad range of resources & games are used to support

learning, including Scottish Heinemann Maths, Tee Jay

Maths, Problem Solving, Transum, Times Tables Rockstars

and various interactive resources.

Active learning including Outdoor learning through Numeracy

activities where appropriate.

Real maths contexts are provided through enterprise work in

our interdisciplinary planning.

Daily mental maths across the school.

Number talks

Scottish Heinemann assessments & Tee Jay

assessments show pupils’ progress in

numeracy.

Termly planning and attainment discussions

& moderation activities support pupils and

teachers in identifying clear next

steps/targets for future learning.

ALTA maths

SNSA results

HEALTH & WELLBEING Health and Well-being is an ongoing feature in our

classrooms on a daily basis and is delivered consistently

throughout the school community.

Where appropriate, children benefit strongly from close

involvement with peers and their parents or carers and

partnership between teachers and colleagues such as

home link staff, health professionals, educational

psychologists and sports coaches. Our growing list of

Partners make complementary contributions through

their specialist expertise and knowledge.

The health and wellbeing of every child is enhanced

through the universal and targeted support and pastoral

care to support them in facing changes and challenges

and in making choices.

The Well-being indicators and links to holistic wellbeing

and achievement is taught in all classes.

Teachers are planning alongside the

www.healthyschools.org resource using a range of

resources to support.

PE is taught within a progressive framework.

Continual formative assessment against

success criteria by teacher, pupil and peer.

Pupil’s views sought annually through

H&WB Questionnaires against the well-

being indicators.

IDL (Interdisciplinary Learning)

Social Studies School Progression Framework

The following curricular areas are delivered through IDL

topics or stand-alone lessons [where no natural links exist].

Wherever possible, staff will plan contextualized

opportunities for Numeracy, Literacy and Health and Well-

Being within these IDL topics.

The cross cutting themes of Learning for Sustainability,

[including citizenship, global etc.], outdoor learning,

enterprise and creativity education will be woven into

themes, as and when appropriate. Progression frameworks developed by our school ensure a

BREADTH of opportunity for learners. We take account of the skills children need to learn

through each of the areas and we make links to support and

enhance learning. This ensures PROGRESSION,

COHERANCE and RELEVANCE. We involve pupils in planning to ensure opportunities for

PERSONALISATION AND CHOICE, this allows for areas

of interest to be studied in greater DEPTH. This we

believe promotes CHALLENGE AND ENJOYMENT and

fosters creativity, curiosity and opportunities for co-

operative and independent learning. (Where available, distinct progressions exemplars can be

referenced)

Once Class Teachers have

determined the bundles for

learning for the year, assessment

is planned around the skills &

knowledge learners are required to

develop/acquire.

Continual formative assessment

against success criteria by

teacher, pupil and peer.

Science School Progression Framework

RME (Religious & Moral

Education)

Technologies School Progression Framework –

under development

Expressive Arts

An Example from the Social Studies Guidance Paper:

Learning about Scotland is embedded in the CFE experiences and outcomes. At Sgoil an Rubha we believe that it is extremely important that all

pupils learn about Scotland’s place in the world past and present, Scottish culture, environment and landscape and explore and reflect on issues in

Scottish society. To ensure that all pupils receive their entitlement and are developing their knowledge and understanding, skills and attributes and

capabilities of Scotland and Enterprise education the following themes/topics must be taught (these are marked with * on the progressive

frameworks). These topics should be explored creatively and may include international links, comparative studies and outdoor learning:

Stage People, Past, Events and Society People, Place and Environment People in society, economy and

business

Nursery Local Area Sgire an Rubha/Area of Point Own Choice

P1 My School Lewis and Harris Own Choice

P2 Lews Castle Outer Hebrides Own Choice

P3 Western Isles Towns and Cities Own Choice

P4 Journey Through Scottish History Scotland Own Choice

P5 Highland Clearances UK Own Choice

P6 World War 1/Iolaire Europe Own Choice

P7 World War 2 Global/Wider World Own Choice

Learning about Scotland

Social Studies: Progression Pathway First Level

Experiences and Outcomes Benchmarks Topics

Pe

op

le, p

ast e

ve

nts a

nd

soc

ietie

s.

Bundle 1

I am aware that evidence varies in the extent to which

it can be trusted and can use this in learning about the

past.

SOC 1-01a

Identifies the difference between a more and less

trustworthy source.

Famous Scots

Stornoway

Western Isles*

Lews Castle*

Houses and Homes

Royal Family

Journey Through

Scottish History*

By exploring places, investigating artefacts and locating

them in time, I have developed an awareness of the

ways we remember and preserve Scotland’s history.

SOC 1-02A

Draws a short timeline and can locate two or more

events on the line in the correct order.

I can use evidence to recreate the story of a place or

individual of local historical interest.

SOC 1-03a

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.

I can compare aspects of people’s lives in the past with

my own by using historical evidence or the experience

of recreating an historical setting.

SOC 1-04a

Draws comparisons between modern life and life

from a time in the past.

Having selected a significant individual from the past, I

can contribute to a discussion on the influence of their

actions then and since.

SOC 1-06a

Names a figure from the past and comments

on their role in events.

Pe

op

le, p

lac

e

& E

nv

irom

en

t.

Bundle 2

I can describe and recreate the characteristics of my

local environment by exploring the features of the

landscape.

SOC 1-07a

Draws or makes a model of features in their local

landscape, for example, hill, river, building

Our Town Natural disasters Scotland* Transport Animal Kingdom Katie Morag Weather Arctic Adventures Rainforest Towns and Cities*

Western Isles*

I can consider ways of looking after my school or

community and can encourage others to care for their

environment.

SOC 1-08a

Identifies a way in which the school looks after

its environment.

Pe

op

l

e,

pla

ce

and

en

viro

nm

en

t

co

ntin

ued.

Bundle 3 Identifies at least two forms of agriculture in

Scotland and foods associated with these, for

example, arable, dairy or pastoral.

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 exploring my community and the groups within it I

can identify and consider different types of housing and

how they meet needs.

SOC 1-11a

Identifies at least two different types of housing

and the kinds of households who may inhabit

them.

Bundle 4

By using a range of instruments, I can measure and

record the weather and can discuss how weather

affects my life.

SOC 1-12a

Uses instruments to measure and record at least

two different weather elements, for example,

temperature, rainfall, wind direction.

By exploring climate zones around the world, I can

compare and describe how climate affects living

things.

SOC 1-12b

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.

Having explored the landscape of my local area, I can

describe the various ways in which land has been used.

SOC 1-13a

Describes at least three different ways in which

land is used in the local area, for example shops,

houses, farming.

By exploring a natural environment different from my

own, I can discover how the physical features influence

the variety of living things.

SOC 1-13b

Draws at least two conclusions as to the effects

the landscape has had on how people can use it,

for example desert, rainforest.

Through activities in my local area, I have developed

my mental map and sense of place. I can create and

use maps of the area.

SOC 1-14a

Produces a basic map for a familiar journey.

Pe

op

le in

society…

Bundle 5

I understand that evidence varies in the extent to which it

can be trusted and can use this in learning about current

issues in society.

SOC 1-15a

Identifies a reliable and an unreliable source of evidence.

Ethical Trading Our Rights Enterprise

I can contribute to a discussion of the difference between

my needs and wants and those of others around me.

SOC 1-16a

Identifies needs and wants using examples from their own experience.

Pe

op

le in

soc

iety

, ec

on

om

y a

nd

bu

sine

ss.

By exploring the ways in which we use and need rules, I

can consider the meaning of rights and responsibilities and

discuss those relevant to me.

SOC 1-17a

Presents an informed opinion on rights and responsibilities using their own experience.

I have participated in decision-making and have

considered the different options available in order to make

decisions.

SOC 1-18a

Makes informed decisions on an issue having listened to others.

Bundle 6

I have developed an understanding of the importance

of local organisations in providing for the needs of my

local community.

SOC 1-20a

Names two local organisations who provide for needs in the local community and describe what they do.

Bundle 7

I can work out the amount of money I need to buy

things, understanding that I may not always be able to

afford the items I want.

SOC 1-21a

Demonstrates relevant numeracy skills to do a simple budget.

I have experienced the different jobs involved in

running a business enterprise and understand the role

each one plays in its success.

SOC 1-22a

Describes at least two different types of jobs and give a reason why each contributes to the success of the business or enterprise.

Throughout planning, assessment and evaluation processes, key documents referred to by staff include (select image

for link to document):

Key Documents