Benchmarks

First Level
All Curriculum Areas
March 2017
Education Scotland

Guidance on using Benchmarks for Assessment

March 2017

Education Scotland’s Curriculum for Excellence (CfE) Statement for Practitioners

(Aug 2016) stated that the two key resources which support practitioners to plan learning,
teaching and assessment are:

 Experiences and Outcomes

 Benchmarks

Benchmarks have been developed to provide clarity on the national standards expected
within each curriculum area at each level. They set out clear lines of progression in literacy
and English and numeracy and mathematics, and across all other curriculum areas from
Early to Fourth Levels (First to Fourth Levels in Modern Languages). Their purpose is to
make clear what learners need to know and be able to do to progress through the levels,
and to support consistency in teachers’ and other practitioners’ professional judgements.

Skills development is integrated into the Benchmarks to support greater shared

understanding. An understanding of skills and how well they are developing will enable
learners to make links between their current learning and their future career options and
employment.

Benchmarks draw together and streamline a wide range of previous assessment guidance
(including significant aspects of learning, progression frameworks and annotated exemplars)
into one key resource to support teachers’ and other practitioners’ professional judgement
of children’s and young people’s progress across all curriculum areas.

Benchmarks have been designed to support professional dialogue as part of the

moderation process to assess where children and young people are in their learning.
They will help to support holistic assessment approaches across learning. They should
not be ticked off individually for assessment purposes.

Benchmarks for literacy and numeracy should be used to support teachers’ professional
judgement of achievement of a level. In other curriculum areas, Benchmarks support
teachers and other practitioners to understand standards and identify children’s and
young people’s next steps in learning. Evidence of progress and achievement will
come from a variety of sources including:
 observing day-to-day learning within the classroom, playroom or working area;
 observation and feedback from learning activities that takes place in other
environments, for example, outdoors, on work placements;
 coursework, including tests;
 learning conversations; and
 planned periodic holistic assessment.

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Benchmarks in curriculum areas

Benchmarks in each curriculum area are designed to be concise and accessible, with
sufficient detail to communicate clearly the standards expected for each curriculum level.

Teachers and other practitioners can draw upon the Benchmarks to assess the knowledge,
understanding, and skills for learning, life and work which children are developing in each
curriculum area.

In secondary schools, Benchmarks can support subject specialist teachers in making

robust assessments of learners’ progress and the standards they achieve. They will
help teachers ensure that learners make appropriate choices and are presented at an
appropriate level for National Qualifications in the senior phase. This can help avoid
excessive workload for teachers and unnecessary assessments for learners. For example,
learners should have achieved relevant Fourth level Experiences and Outcomes before
embarking on the National 5 qualifications. Schools should take careful account of this
when options for S4 are being agreed. Benchmarks should be used to help with these
important considerations.

Literacy and numeracy

In literacy and numeracy, Benchmarks support teachers’ professional judgement of

achievement of a level. Teachers’ professional judgements will be collected and published
at national, local and school levels. It is important that these judgements are robust and
reliable. This can only be achieved through effective moderation of planning learning,
teaching and assessment.

Achievement of a level is based on teacher professional judgement, well informed by a wide

range of evidence. Benchmarks should be used to review the range of evidence gathered
to determine if the expected standard has been achieved and the learner has:

 achieved a breadth of learning across the knowledge, understanding and skills

as set out in the experiences and outcomes for the level;
 responded consistently well to the level of challenge set out in the Experiences
and Outcomes for the level and has moved forward to learning at the next level
in some aspects; and
 demonstrated application of what they have learned in new and unfamiliar
situations.

It is not necessary for learners to demonstrate mastery of every individual aspect of learning
within Benchmarks at a particular level and before moving on to the next level. However,
it is important that there are no major gaps in children’s and young people's learning when
looking across the major organisers in each curriculum area.

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Planning learning, teaching and assessment using the Benchmarks

In addition to the Curriculum for Excellence (CfE) Statement for Practitioners from
HM Chief Inspector of Education, August 2016 on the purpose and use of Benchmarks,
teachers and other practitioners should note the following advice.

KEY MESSAGES – WHAT TO DO KEY MESSAGES – WHAT TO AVOID

 Use literacy and numeracy Benchmarks  Avoid undue focus on individual
to help monitor progress towards Benchmarks which may result
achievement of a level, and to support in over-assessing or recording
overall professional judgement of when of learners’ progress.
a learner has achieved a level.
 Become familiar with other curriculum  Avoid the requirement to spend time
area Benchmarks over time. collating excessive evidence to assess
learners’ achievement.
 Use Benchmarks to help assess whether  There is no need to provide curriculum
learners are making suitable progress level judgements in all curriculum areas
towards the national standards expected – stick to literacy and numeracy.
and use the evidence to plan their next,
challenging steps in learning.
 Discuss Benchmarks within and  Do not create excessive or elaborate
across schools to achieve a shared approaches to monitoring and tracking.
understanding of the national standards
expected across curriculum areas.
 Do not assess Benchmarks individually.
Plan periodic, holistic assessment of
children’s and young people’s learning.
 Do not tick off individual Benchmarks.

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Contents
Page

Literacy and English 6

Numeracy and Mathematics 12

Literacy and Gàidhlig 25

Expressive Arts 28

Gaelic (Learners) 32

Health and Wellbeing (Food and Health) 36

Health and Wellbeing (Personal and Social Education) 39

Health and Wellbeing (Physical Education) 41

Modern Languages 46

Religious Education in Roman Catholic Schools 50

Religious and Moral Education 55

Sciences 58

Social Studies 64

Technologies 68

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 First Level Literacy and English

Curriculum Organisers Experiences and Outcomes for planning Benchmarks to support practitioners’
learning, teaching and assessment professional judgement
Enjoyment and choice I regularly select and listen to or watch  Selects spoken texts regularly for enjoyment or
Listening and Talking

- within a motivating and texts which I enjoy and find interesting, to find information for a specific purpose and
challenging environment and I can explain why I prefer certain gives a reason for preferences.
developing an awareness sources.
of the relevance of texts
in my life I regularly select subject, purpose,
format and resources to create texts
of my choice.
LIT 1-01a

Tools for listening When I engage with others, I know when  Takes turns and contributes at the appropriate
and talking and how to listen, when to talk, how much time when engaging with others
- to help me when interacting to say, when to ask questions and how to in a variety of contexts.
or presenting within and respond with respect.  Listens and responds appropriately to others in
beyond my place of learning LIT 1-02a a respectful way, for example, by nodding or
agreeing, asking and answering questions.
I am exploring how pace, gesture,  Applies a few techniques (verbal and non-verbal)
expression, emphasis and choice of words when engaging with others, for example,
are used to engage others, and I can use vocabulary, eye contact, expression and/or body
what I learn. language.
ENG 1-03a

Finding and As I listen or watch, I can identify and  Identifies the purpose and main ideas of spoken
using information discuss the purpose, key words and main texts and uses the information gathered for a
- when listening to, watching ideas of the text, and use this information specific purpose.
and talking about texts with for a specific purpose.  Makes relevant notes under given headings and
increasingly complex ideas, LIT 1-04a can use these for different purposes.
structures and specialist  Uses notes to create and sequence new texts.
vocabulary

As I listen or watch, I am learning to

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 make notes under given headings and use
these to understand what I have listened
to or watched and create new texts.
LIT 1-05a

I can select ideas and relevant

information, organise these in a logical
sequence and use words which will
be interesting and/or useful for others.
LIT 1-06a

Understanding, I can show my understanding of what  Asks and responds to different types of
analysing and evaluating I listen to or watch by responding to questions to show understanding
- investigating and/or and asking different kinds of questions. of the main ideas of spoken texts.
appreciating texts with LIT 1-07a  Recognises simple differences between fact and
increasingly complex ideas, opinion in spoken texts.
structures and specialist To help me develop an informed view,
vocabulary for different I am learning to recognise the difference
purposes between fact and opinion.
LIT 1-08a

Creating texts When listening and talking with others  Communicates clearly and audibly.
- applying the elements others for different purposes, I can exchange  Contributes to group/class discussions,
use to create different types of information, experiences, explanations, engaging with others for a range
short and extended texts with ideas and opinions, and clarify points of purposes.
increasingly complex ideas, by asking questions or by asking others  Selects and shares ideas/information using
structures and vocabulary to say more. appropriate vocabulary in a logical order.
LIT 1-09a  Selects and uses, with support, appropriate
resources to engage with others,
I can communicate clearly when engaging for example, objects, pictures and/or
with others within and beyond my place photographs.
of learning, using selected resources
as required.
LIT 1-10a
R


d

n
g
e
a

Enjoyment and choice I regularly select and read, listen to Selects different texts regularly for enjoyment or
i

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- within a motivating and or watch texts which I enjoy and find for a specific purpose using, for example, cover,
challenging environment interesting, and I can explain why title, author, illustrator and/or blurb.
developing an awareness I prefer certain texts and authors.  Explains preferences for particular texts and
of the relevance of texts LIT 1-11a authors.
in my life
Tools for reading I can use my knowledge of sight vocabulary,  Reads aloud a familiar piece of text adding
- to help me use texts with phonics, context clues, punctuation and expression and can show understanding.
increasingly complex or grammar to read with understanding and  Reads an increasing number of common/high
unfamiliar ideas, structures expression. frequency words, key reading words, core topic
and vocabulary within and ENG 1-12a words and words of personal significance.
beyond my place of learning  Uses a range of word recognition strategies
I am learning to select and use strategies independently.
and resources before I read, and as I read,  Decodes unknown words by locating and
to help make the meaning of texts clear. pronouncing familiar letter patterns and blends.
LIT 1-13a  Uses context clues to read and understand texts.
 Uses punctuation and grammar to read with
understanding and expression.

Finding and Using what I know about the features of  Identifies and finds key information in fiction
using information different types of texts, I can find, select, and non-fiction texts using content page, index,
- when reading and using sort and use information for a specific headings, sub-headings and diagrams to help
fiction and non-fiction texts purpose. locate information.
with increasingly complex LIT 1-14a  Makes notes under given headings for different
ideas, structures and specialist purposes.
vocabulary I am learning to make notes under given
headings and use them to understand
information, explore ideas and problems
and create new texts.
LIT 1-15a

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 Understanding, To show my understanding across  Identifies the main ideas of texts.
analysing and evaluating different areas of learning, I can identify  Makes appropriate suggestions about the
investigating and/or and consider the purpose and main ideas purpose of a text.
appreciating fiction and of a text.  Answers literal, inferential and evaluative questions
non-fiction texts with LIT 1-16a about texts.
increasingly complex ideas,  Asks questions to help make sense of a text.
structures and specialist To show my understanding, I can respond  Recognises the difference between fact and
vocabulary for different to different kinds of questions and other opinion.
purposes close reading tasks and I am learning  Offers own ideas about characters, writer’s use of
to create some questions of my own. language, structure and/or setting.
ENG 1-17a  Offers own ideas about the writer’s message and,
when appropriate, relates these
To help me develop an informed view, to personal experiences.
I can recognise the difference between
fact and opinion.
LIT 1-18a

I can share my thoughts about structure,

characters and/or setting, recognise the
writer’s message and relate it to my own
experiences, and comment on the effective
choice of words and other features.
ENG 1-19a

Enjoyment and choice I enjoy creating texts of my choice  Creates texts selecting subject, purpose, format
Writing

- within a motivating and and I regularly select subject, purpose, and resources for a range of purposes and
challenging environment format and resources to suit the needs audiences.
developing an awareness of my audience.
of the relevance of texts LIT 1-20a
in my life
Tools for writing I can spell the most commonly-used  Spells most commonly used words correctly.
- using knowledge of technical words, using my knowledge of letter  Spells most vocabulary used across the
aspects to help my writing patterns and spelling rules and use
communicate effectively resources to help me spell tricky curriculum correctly.
within and beyond my place or unfamiliar words.  Uses knowledge of phonics and spelling
of learning LIT 1-21a strategies when spelling familiar and unfamiliar

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 I can write independently, use appropriate words.
punctuation and order and link my  Uses knowledge of the alphabet to locate words
sentences in a way that makes sense. in a dictionary or other reference source to help
LIT 1-22a spell tricky or unfamiliar words.
 Writes independently, punctuating most
Throughout the writing process, I can sentences accurately, for example, using a
check that my writing makes sense. capital letter, full stop, question mark or
LIT 1-23a exclamation mark.
 Links sentences using common conjunctions,
I can present my writing in a way that for example, and, because, but or so.
will make it legible and attractive for my  Starts sentences in a variety of ways to engage
reader, combining words, images and the reader.
other features.  Checks writing to ensure it makes sense.
LIT 1-24a  Presents writing in a clear and legible way using
images and other features as appropriate.

Organising and I am learning to use my notes and other  Plans and organises ideas and information
using information types of writing to help me understand using an appropriate format.
- considering texts to help information and ideas, explore problems,  Makes notes to help plan writing and uses them
create short and extended generate and develop ideas or create to create new texts.
texts for different purposes new text.  Includes relevant information in written texts.
LIT 1-25a  Organises writing in a logical order and as
appropriate to audience.
By considering the type of text I am  Uses relevant and/or interesting vocabulary as
creating, I can select ideas and relevant appropriate for the context.
information, organise these in a logical
sequence and use words which will be
interesting and/or useful for others.
LIT 1-26a

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Creating texts I can convey information, describe events
- considering texts to help or processes, share my opinions or  Creates a variety of texts for different purposes.
create short and extended persuade my reader in different ways.
texts for different purposes LIT 1-28a / LIT 1-29a When writing to convey information, describe
events or processes, share opinions or persuade
I can describe and share my experiences readers in different ways:
and how they made me feel.
ENG 1-30a  Selects, organises and conveys information in
different ways.
Having explored the elements which writers  Uses vocabulary and language for specific
use in different genres, I can use what I learn purposes.
to create my own stories, poems and plays  Shares own viewpoint and makes one or two
with interesting structures, characters and/or attempts to persuade the reader
settings. as appropriate to the purpose.
ENG 1-31a
When writing to describe and share experiences:

 Writes about personal experiences in a logical

order, using appropriate vocabulary to describe
feelings, thoughts and events.

When writing imaginatively and creatively

 Creates own texts, for example, stories, poems and

plays, with recognisable features of genre.
 Creates texts with evidence of structure.
 Creates interesting characters through their feelings
and actions and physical description.

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 First Level Numeracy and Mathematics

Experiences and Outcomes for planning Benchmarks to support practitioners’

Curriculum Organisers
learning, teaching and assessment professional judgement
Estimation and rounding I can share ideas with others to develop  Uses strategies to estimate an answer to a
ways of estimating the answer to a calculation or problem, for example, doubling
calculation or problem, work out the and rounding.
actual answer, then check my solution  Rounds whole numbers to the nearest 10 and
by comparing it with the estimate. 100 and uses this routinely
MNU 1-01a to estimate and check the reasonableness of a
solution.
Number and number I have investigated how whole numbers  Reads, writes, orders and recites whole numbers
Number, money and measure

processes are constructed, can understand the to 1000, starting from any number in the
importance of zero within the system sequence.
and can use my knowledge to explain  Demonstrates understanding of zero as a
the link between a digit, its place and placeholder in whole numbers to 1000.
its value.  Uses correct mathematical vocabulary when
MNU 1-02a discussing the four operations including,
subtract, add, sum of, total, multiply, product,
I can use addition, subtraction, divide and shared equally.
multiplication and division when solving  Identifies the value of each digit in a whole
problems, making best use of the mental number with three digits, for example,
strategies and written skills I have 867 = 800 + 60 + 7.
developed.  Counts forwards and backwards in 2s, 5s, 10s
MNU 1-03a and 100s.
 Demonstrates understanding of the
commutative law, for example,
6 + 3 = 3 + 6 or 2 × 4 = 4 × 2.
 Applies strategies to determine multiplication
facts, for example, repeated addition, grouping,
arrays and multiplication facts.

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  Solves addition and subtraction problems with
three digit whole numbers.
 Adds and subtracts multiples of 10 or 100 to or
from any whole number to 1000.
 Applies strategies to determine division facts,
for example, repeated subtraction, equal groups,
sharing equally, arrays and multiplication facts.
 Uses multiplication and division facts to solve
problems within the number range
0 to 1000.
 Multiplies and divides whole numbers by 10 and
100 (whole number answers only).
 Applies knowledge of inverse operations
(addition and subtraction; multiplication
and division).
 Solves two step problems.
Multiples, factors There are no experiences and outcomes There are no experiences and outcomes at first level.
and primes at first level.

Powers and roots There are no experiences and outcomes There are no experiences and outcomes at first level.
at first level.

Fractions, decimal Having explored fractions by taking part  Explains what a fraction is using concrete
fractions and percentages in practical activities, I can show my materials, pictorial representations and
understanding of: appropriate mathematical vocabulary.
 how a single item can be shared  Demonstrates understanding that the greater the
equally number of equal parts, the smaller the size of each
 the notation and vocabulary share.
associated with fractions  Uses the correct notation for common fractions
 where simple fractions lie 1 2 5
on the number line. to tenths, for example, , and .
2 3 8
MNU 1-07a
 Compares the size of fractions and places

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 simple fractions in order on a number line.
Through exploring how groups of items  Uses pictorial representations and other models
can be shared equally, I can find a fraction to demonstrate understanding of simple
of an amount by applying my knowledge
of division. equivalent fractions, for example, .
MNU 1-07b  Explains the role of the numerator and
denominator.
 Uses known multiplication and division facts
Through taking part in practical activities
and other strategies to find unit fractions of
including use of pictorial representations,
I can demonstrate my understanding 1 1
whole numbers, for example, or .
of simple fractions which are equivalent. 2 4
MTH 1-07c

Money I can use money to pay for items  Identifies and uses all coins and notes to £20
and can work out how much change and explores different ways of making the same
I should receive. total.
MNU 1-09a  Records amounts accurately in different ways
using the correct notation,
for example, 149p = £1·49 and 7p = £0·07.
 Uses a variety of coin and note combinations, to
I have investigated how different pay for items and give change within £10.
combinations of coins and notes  Applies mental agility number skills to calculate
can be used to pay for goods the total spent in a shopping situation and is
or be given in change. able to calculate change.
MNU 1-09b  Demonstrates awareness of how goods can be
paid for using cards and digital technology.

Time I can tell the time using 12 hour clocks,  Tells the time using half past, quarter past and
realising there is a link with 24 hour quarter to using analogue and digital 12 hour
notation, explain how it impacts on clocks.
my daily routine and ensure that  Records 12 hour times using am and pm and is
I am organised and ready for able to identify 24 hour notation, for example, on
events throughout my day. a mobile phone or computer.
MNU 1-10a  Records the date in a variety of ways, using

14
 words and numbers.
I can use a calendar to plan and be  Uses and interprets a variety of calendars and 12
organised for key events for myself hour timetables to plan key events.
and my class throughout the year.  Knows the number of seconds in a minute,
MNU 1-10b minutes in an hour, hours in a day, days in each
month, weeks and days in a year.
I have begun to develop a sense of how  Orders the months of the year and relates these
long tasks take by measuring the time to the appropriate seasons.
taken to complete a range of activities  Selects and uses appropriate timers for specific
using a variety of timers. purposes.
MNU 1-10c
Measurement I can estimate how long or heavy an  Uses knowledge of everyday objects to provide
object is, or what amount it holds, using reasonable estimates of length, height, mass
everyday things as a guide, then measure and capacity.
or weigh it using appropriate instruments  Makes accurate use of a range of instruments
and units. including rulers, metre sticks, digital scales and
MNU 1-11a measuring jugs when measuring lengths,
heights, mass and capacities using the most
I can estimate the area of a shape by appropriate instrument for the task.
counting squares or other methods.  Records measurements of length, height, mass
MNU 1-11b 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
1
example, litre.
2
 Uses square grids to estimate then measure the
areas of a variety of simple

15
 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).

Mathematics – its impact I have discussed the important part that  Investigates and shares understanding of the
on the world, past, present numbers play in the world and explored importance of numbers in learning,
and future a variety of systems that have been used life and work.
by civilisations throughout history to record  Investigates and shares understanding of a variety
numbers. of number systems used throughout history.
MTH 1-12a

Patterns and relationships I can continue and devise more involved  Counts forwards and backwards in 2s, 5s and 10s
repeating patterns or designs, using a variety from any whole number up to 1000.
of media.  Describes patterns in number, for example, in the
MTH 1-13a multiplication tables and hundred square.
 Continues and creates repeating patterns involving
Through exploring number patterns, shapes, pictures and symbols.
I can recognise and continue simple  Describes, continues and creates number patterns
number sequences and can explain using addition, subtraction, doubling, halving,
the rule I have applied. counting in jumps (skip counting) and known
MTH 1-13b multiples.

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 Expressions and equations I can compare, describe and show number  Understands and accurately uses the terms ‘equal
relationships, using appropriate vocabulary to’, ‘not equal to’, ‘less than’, ‘greater than’, and the
and the symbols for equals, not equal to, related symbols (=, ≠ , <, >) when comparing
less than and greater than. quantities.
MTH 1-15a  Applies understanding of the equals sign as a
balance, and knowledge of number facts,
When a picture or symbol is used to replace to solve simple algebraic problems where a picture
a number in a number statement, I can find or symbol is used to represent a number, for
its value using my knowledge of number example,  + 17 = 30 and  × 6 = 30.
facts and explain my thinking to others.
MTH 1-15b

Properties of 2D shapes I have explored simple 3D objects and 2D  Names, identifies and classifies a range of simple
and 3D objects shapes and can identify, name and describe 2D shapes and 3D objects and recognises these
their features using appropriate vocabulary. shapes in different orientations and sizes.
MTH 1-16a 
Shape, position and

Uses mathematical language to describe the

properties of a range of common 2D shapes and 3D
movement

I can explore and discuss how and why objects including side, face, edge, vertex, base and
different shapes fit together and create angle.
a tiling pattern with them.  Identifies 2D shapes within 3D objects and
MTH 1-16b recognises 3D objects from 2D drawings.
 Identifies examples of tiling in the environment and
applies knowledge of the features of 2D shapes to
create tiling patterns incorporating two different
shapes.

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Angle, symmetry and I can describe, follow and record routes and  Uses technology and other methods to describe,
transformation journeys using signs, words and angles follow and record directions using words associated
associated with direction and turning. with angles, directions and turns including, full turn,
MTH 1-17a half turn, quarter turn, clockwise, anticlockwise, right
turn, left turn, right angle.
I have developed an awareness of where  Knows that a right angle is 90°.
grid reference systems are used in everyday  Knows and uses the compass points, North, South,
contexts and can use them to locate and East and West.
describe position.  Uses informal methods to estimate, compare and
MTH 1-18a describe the size of angles in relation to a right
angle.
I have explored symmetry in my own and  Finds right angles in the environment and in well-
the wider environment and can create and known 2D shapes.
recognise symmetrical pictures, patterns  Identifies where and why grid references are used.
and shapes.  Describes, plots and uses accurate two figure grid
MTH 1-19a references, demonstrating knowledge of the
horizontal and vertical location.
 Identifies symmetry in patterns, pictures, nature and
2D shapes.
 Creates symmetrical pictures and designs with more
than one line of symmetry.

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 Data and analysis I have explored a variety of ways in  Asks and answers questions to extract key
which data is presented and can ask and information from a variety of data sets including
answer questions about the information charts, diagrams, bar graphs and tables.
it contains.  Selects and uses the most appropriate way to
MNU 1-20a gather and sort data for a given purpose, for
Information handling

example, a survey, questionnaire or group

I have used a range of ways to collect tallies.
information and can sort it in a logical,  Uses a variety of different methods, including the
organised and imaginative way using use of digital technologies, to display data, for
my own and others’ criteria. example, as block graphs, bar graphs, tables,
MNU 1-20b Carroll diagrams and Venn diagrams.
 Includes a suitable title, simple labelling on both
Using technology and other methods, axes and an appropriate scale where
I can display data simply, clearly and one unit represents more than one data value in
accurately by creating tables, charts and graphs.
diagrams, using simple labelling and scale.
MTH 1-21a

Ideas of chance I can use appropriate vocabulary  Uses mathematical vocabulary appropriately to
and uncertainty to describe the likelihood of events describe the likelihood of events occurring in
occurring, using the knowledge and everyday situations including, probable,
experiences of myself and others likely/unlikely, certain/uncertain,
to guide me. possible/impossible, and fair/unfair.
MNU 1-22a  Interprets data gathered through everyday
experiences to make reasonable predictions of
the likelihood of an event occurring.

The statements in bold and italics in both the Experiences and Outcomes and the Benchmarks are the responsibility of all and as such, evidence from
across the curriculum should be considered when making judgements about achieving a level.
* Curriculum organisers in some previous documents have been referred to as sub-divisions.

19
 Numeracy and Mathematical skills

Numeracy and mathematical skills are embedded in the Experiences and Outcomes and cannot be taught in isolation. These skills can be
developed through careful planning of learning activities, questions and a range of assessments. These should encourage learners to think
about the concepts, going beyond the recall of knowledge and encouraging them to explain their thinking. As learners progress through
Curriculum for Excellence levels, they should demonstrate increasing sophistication and independence in their ability to demonstrate, link,
transfer and apply the following skills in a range of increasingly more challenging contexts:
 interpret questions;
 select and communicate processes and solutions;
 justify choice of strategy used;
 link mathematical concepts;
 use mathematical vocabulary and notation;
 use mental agility;
 reason algebraically; and
 determine the reasonableness of a solution.

The table below provides a brief outline of the key features of each skill.

Key
Numeracy and
features
mathematical Additional guidance
of the
skill
skill
Learners need to:
Interpret  selects the relevant information  interpret questions successfully in order to work out
questions  interprets data solutions;
 highlights key words or phrases  select relevant information and be able to identify
 makes notes redundant or missing information
 draws diagrams in a question;
 chooses appropriate operations.
 interpret data and understand information presented
to work out the solution;
 be supported to develop their skills of interpreting
questions by highlighting key words
or phrases, making notes or drawing diagrams; and

20
  make important decisions about which operations to
choose when solving a word problem.

Learners need to:

Select and  explains choice of process  be able to explain why they have chosen a particular
communicate  shares thinking process as it demonstrates
processes and  verbalises or demonstrates their understanding of the task, question or assessment;
solutions thought processes.  have frequent opportunities to discuss their thinking with
their peers and teachers;
 select from a range of processes and increasingly choose
processes which are most efficient;
 discuss their solutions to verbalise their thought process,
either through explaining their thinking or demonstrating it
pictorially; and
 become more confident in their abilities to select from a
growing repertoire of strategies, articulate their chosen
approaches with increasing clarity and make greater use
of specialised vocabulary.

Learners need to:

Justify choice  shows and talks though  show and talk through their thinking to better understand
of strategy their thinking and explain their own strategies;
used  explains their strategy  regularly work in pairs and groups to learn with and from
 justifies choice of strategy each other to refine their strategies; and
compared to other approaches.  justify their choice of strategy, identifying the most efficient
strategies for different types
of task.

Learners need to:

Link  understands and applies links  be able to link mathematical concepts through inverse
mathematical between mathematical operations and equivalences; and
concepts concepts  transfer and apply their knowledge and skills within
 transfers learning in numeracy and mathematics
and across the curriculum to solve a range of problems.

21
 one area to another
 uses connections
to solve problems.

Learners need to:

Use  uses correct mathematical  apply the correct mathematical vocabulary, notation and
mathematical vocabulary appropriate units in a range
vocabulary and of contexts.
notation

Learners need to:

Mental agility  knowledge of number facts  develop fluency in mental processes through a sound
 manipulates numbers. knowledge of key number facts; and
 use strategies to manipulate an appropriate range of
numbers and apply these to solve open-ended
problems.

Learners need to:

Reason  finds the unknown quantity  understand that numbers can be replaced by pictures or
algebraically  understands and uses the symbols and use this to solve problems; and
commutative, associative and  apply commutative, associative and distributive laws to
distributive laws. work with expressions
and equations.
Learners need to:
Determine the  routinely uses estimation and  use estimation and rounding to estimate and check the
reasonableness rounding skills reasonableness of a solution;
of a solution  selects the most appropriate  consider the context of the question when determining the
degree of accuracy. reasonableness of the solution; and
 select the appropriate degree of accuracy for the given
task.

22
 First Level Literacy and Gàidhlig

Experiences and Outcomes

Benchmarks to support practitioners’
Curriculum Organisers for planning learning, teaching
professional judgement
and assessment
Enjoyment I regularly select and listen to  Participates actively in songs, rhymes and stories which
Listening and Talking

and choice or watch texts which I enjoy supports the learning of Gaelic language in a wider range
- within a motivating and find interesting, and I can of contexts.
and challenging explain why I prefer certain  Answers questions on a variety of texts to demonstrate
environment sources. understanding.
developing  Provides a personal response to a variety of texts, including
an awareness I regularly select subject, those chosen, watched or listened to.
of the relevance purpose, format and  Gives simple justifications of preferences on texts created,
of texts in my life resources to create watched or listened to.
texts of my choice.
LIT 1-01a
Tools for As I listen and take part in  Incorporates new Gaelic words and phrases into language
listening conversations, I can use new appropriate for the audience with accuracy of pronunciation.
and talking words and phrases to help me  Shares appropriate ideas, opinions, information and
- to help me to communicate. experiences at an appropriate pace with clarity of expression
when interacting GAI 1-02a and appropriate tone of voice.
or presenting  Takes turns to speak, contributes at the appropriate time
within and When I engage with others, when engaging with others and is increasingly aware of the
beyond my I know when and how to different roles within a group and is willing to take on these
place of learning listen, when to talk, how much different roles.
to say, when to ask questions  Listens and responds appropriately to the views of others
and how to respond with for example, by nodding or agreeing, asking and answering
respect. questions in a respectful way.
LIT 1-02a  Applies a few techniques (verbal and non-verbal) when
engaging with others for example, eye contact, facial
expressions and/or body language.
Chooses, with accuracy, words and phrases appropriate
to the context when engaging with others.

23
 I am exploring how pace,
gesture, expression, emphasis
and choice of words are used
to engage others, and I can use
what I learn.
GAI 1-03a

Listening and Talking

Finding and using As I listen or watch, I can Identifies and discusses the purpose of texts, watched
information identify and discuss the or listened to.
- when listening to, purpose, key words and main  Asks and answers a range of questions to inform their
watching and ideas of the text, and use this understanding of a text.
talking about texts information for a specific  Identifies and discusses the key ideas of spoken texts
with increasingly purpose. and uses the information gathered for a specific purpose
complex ideas, LIT 1-04a such as recounting an experience or recalling an event.
structures and  Makes short notes under headings for texts listened
specialist As I listen or watch, I am to or watched, demonstrating understanding, and can
vocabulary learning to make notes under use these for different purposes.
given headings and use these  Uses own notes in a logical sequence to create new texts.
to understand what I have
listened to or watched and
create new texts.
LIT 1-05a

I can select ideas and relevant

information, organise these
in a logical sequence and use
words which will be interesting
and/or useful for others.
LIT 1-06a

Understanding, I can show my understanding  Asks and responds to different types of questions which
analysing and of what I listen to or watch shows understanding of the main ideas of texts listened
evaluating by responding to and asking to or watched.
- investigating and/or different kinds of questions.  Discusses with confidence, through question and answer
appreciating texts LIT 1-07a sessions, the difference between fact and opinion.
with increasingly

24
 complex ideas, To help me develop an informed
structures and view, I am learning to recognise
specialist vocabulary the difference between fact and
for different opinion.
purposes LIT 1-08a

Creating texts When listening and talking  Contributes to group / class discussions in a meaningful way,
- applying the elements with others for different asking and answering questions.
others use to create purposes, I can exchange  Creates spoken texts, embedding appropriately new words
different types of short information, experiences, and phrases on topics related to different areas of the
and extended texts with explanations, ideas and curriculum.
increasinglycomplex opinions, and clarify points  Prepares and delivers talks to a variety of audiences using
ideas, structures and by asking questions or by a range of features to capture interest, for example, digital
vocabulary asking others to say more. technology.
LIT 1-09a  Selects and shares ideas/information using appropriate
vocabulary in a logical order and is mindful of audience.
I can communicate clearly  Engages with others for a range of purposes, communicating
when engaging with others clearly and audibly.
within and beyond my place
of learning, using selected
resources as required.
LIT 1-10a

The statements in bold and italics in both the Experiences and Outcomes and Benchmarks are the responsibility of all and as such,
evidence from across the curriculum should be considered when making judgements about achieving a level.

25
 First Level Expressive Arts

Experiences and Outcomes

Curriculum Benchmarks to support practitioners’
for planning learning,
Organisers professional judgement
teaching and assessment
Art and Design I have the opportunity to choose  Records directly from experiences across the curriculum, for example, observes
and explore a range of media and and sketches a view from a window, features of the built environment, pets,
technologies to create images and self or others.
objects, discovering their effects  Presents images and objects created, for example, positions a simple frame
and suitability for specific tasks. over a picture or arranges an object on a simple stand and observes from different
EXA 1-02a angles.
 Solves at least one design problem related to real-life, showing some evidence
I can create and present work of planning, for example, designs a simple item to be worn on the head or body.
using the visual elements of line,  Recognises and names most of the visual elements: line, shape, form, colour,
shape, form, colour, tone, pattern tone, pattern, texture.
and texture.  Shares thoughts and feelings by expressing personal views in response
EXA 1-03a to the work of at least one artist and one designer.
 Shares views and listens appropriately to views of others, suggesting what
I can create a range of visual works well and what could be improved in their own and others’ work, using
information through observing and some art and design vocabulary.
recording from my experiences
across the curriculum. When creating images and objects to express ideas, thoughts and feelings:
EXA 1-04a
 Chooses and uses technology and a range of media.
Inspired by a range of stimuli,  Shows understanding of basic colour theory, for example, which secondary
I can express and communicate colours are made from mixing primary colours.
my ideas, thoughts and feelings
 Shows some understanding of the qualities and limitations of selected media, for
through activities within art and
example, uses pencil instead of a large brush, to make fine marks, uses chalks
design.
instead of pencil to fill larger spaces.
EXA 1-05a
 Shows understanding of the concept of scale, for example, represents mountains
as bigger than people.

26
 I can use exploration and
imagination to solve design
problems related to real-life
situations.
EXA 1-06a

I can respond to the work of artists

and designers by discussing my
thoughts and feelings. I can give
and accept constructive comment
on my own and others’ work.
EXA 1-07a

Dance I enjoy creating short dance  Identifies and performs the body actions of turn, jump, gesture, pause and fall,
sequences, using travel, turn, with some degree of control.
jump, gesture, pause and fall,  Creates, rehearses and performs short dance sequences, working on their own
within safe practice. and with others.
EXA 1-08a  Creates new dance movements and sequences using their dance repertoire,
incorporating different speeds and levels, characters and emotions to add interest
Inspired by a range of stimuli, and variety.
I can express my ideas, thoughts  Explores rhythm, movement and space, and increases possibilities for expression
and feelings through creative work through movement.
in dance.  Understands some of the different forms of dance, for example, Scottish, Irish,
EXA 1-09a Bollywood, tap, ballet, jazz, hip hop and ballroom.
 Demonstrates understanding of simple formations, for example, circles or squares,
I am becoming aware of different through taking in part in group dance.
features of dance and can practise  Demonstrates safe practice in dance, for example, being aware of personal space,
and perform steps, formations and planned landings.
short dance.
 Shares thoughts and feelings by expressing personal views in response
EXA 1-10a
to experiencing live or recorded dance performance.
 Shares views and listens appropriately to views of others, suggesting what works
well and what could be improved in their own and others’ work, using some dance
vocabulary.

27
 I can respond to the experience of
dance by discussing my thoughts
and feelings. I can give and accept
constructive comment on my own
and others’ work.
EXA 1-11a

Drama I enjoy creating, choosing and  Creates, chooses and takes on a role within a drama, for example,
accepting roles, using movement, a real or imagined situation, re-enactment of a story, a traditional tale.
expression and voice.  Uses voice, considering use of volume, expression, clarity and pace
EXA 1-12a to convey a character.
 Uses movement in roles, conveying a character through gestures, actions,
Inspired by a range of stimuli, and posture.
I can express my ideas, thoughts  Uses expression in role, conveying a character through body language,
and feelings through drama. for example, facial expression.
EXA 1-13a  Creates a short drama using improvisation, from a given stimulus, and working
collaboratively.
I have developed confidence and  Shows understanding of how to work from a script, for example, a nativity play,
skills in creating and presenting a sound story or a poem, by acting or speaking at the appropriate time.
drama which explores real and  Contributes towards the development of a drama, for example, by discussing
imaginary situations, using aspects such as character, performance, or script, for example, what a character
improvisation and script. in a well-known story might say to another.
EXA 1-14a
 Shares views and listens appropriately to the views of others about what
works well and what could be improved in their own and others’ work,
I can respond to the experience of
using some drama vocabulary.
drama by discussing my thoughts
and feelings. I can give and accept
constructive comment on my own
and others’ work.
EXA 1-15a

28
Music I can sing and play music from  Performs songs with enthusiasm from a range of styles and cultures,
other styles and cultures, showing demonstrating a variety of basic singing techniques, for example, accurate pitch,
growing confidence and skill while good diction and appropriate dynamics, for example, loud or quiet.
learning about musical notation  Performs a simple rhythm part on a range of instruments, for example,
and performance directions. keeping the beat using body / untuned percussion.
EXA 1-16a  Performs simple melodic parts, for example, on tuned percussion, tin whistle,
recorder.
I can use my voice, musical  Follows performance directions, for example, follows the group leader.
instruments and music technology  Follows simple music notation, for example, in the form of pictures, graphics,
to discover and enjoy playing with treble clef.
sound, rhythm, pitch and dynamics.  Shares thoughts and feelings by expressing personal views in response to musical
EXA 1-17a experiences, for example, performances, school shows and music from different
styles and cultures.
Inspired by a range of stimuli,  Shares views and listens appropriately to views of others, suggesting what works
and working on my own and/or well and what could be improved in their own and others’ work, using some music
with others, I can express and vocabulary.
communicate my ideas, thoughts
and feelings through musical
activities.
EXA 1-18a

I have listened to a range of music  When communicating ideas and feelings through creative musical activities,
and can respond by discussing my working on their own and/or with others:
thoughts and feelings. I can give  Uses voice, instruments and technology to create musical ideas using sound,
and accept constructive comment rhythm, pitch and dynamics, for example, by creating a soundscape or by adding
on my own and others’ work. tuned/untuned percussion to enhance a story or a song.
EXA 1-19a

29
 First Level Gaelic (Learners)

Experiences and Outcomes

Curriculum
for planning learning, teaching Benchmarks to support practitioners’ professional judgement
Organisers
and assessment

Listening and Talking

Listening for I can take part in play activities Participates actively in Gaelic songs, rhymes and games.
information and games linked to simple poems,  Uses familiar phrases and words in play and game activities.
familiar stories and short role plays,  Recognises words and phrases in simple poems and short
and pronounce familiar Gaelic words role-plays to demonstrate an understanding of Gaelic Language.
and phrases.  Responds appropriately to classroom instructions given in Gaelic.
LGL 1-01a  Recalls favourite songs, poems and rhymes.
Listening I can respond verbally and  Listens and responds appropriately to a range of requests from
and non-verbally to a range of the teacher and others using simple sentences, words and
talking requests from teachers and others. gestures.
with LGL 1-02a  Recognises and uses the present tense.
others  Responds appropriately to simple questions on familiar topics,
I can use familiar words and such as personal information, using simple sentences, words
phrases to give simple information. and gestures, for example, Tha mi ochd. Tha mi a’ fuireach ann
LGL 1-03a an Inbhir Nis.
 Shares simple, personal information about themselves on familiar
I can ask for help using simple or topics, for example, when expressing likes or dislikes using
familiar learned phrases or words. learned words and simple phrases.
LGL 1-04a  Uses simple or familiar learned phrases and words such as to
ask for something or help, for example, Tha mi ag iarraidh uisge.
When joining in with story-telling,  Uses a few simple adjectives such as those related to size
games, rhymes, songs and poems or colour and some simple connectives, for example and.
in Gaelic, I can use familiar words  Recognises and explains the meaning of individual words
and simple phrases. learned from poems, songs and stories.
LGL 1-05a
 Memorises and uses simple phrases when taking part
in conversation.
 Uses a few polite social terms to begin and end interactions.

30
 Organising I can listen and respond in different  Uses learned words and phrases appropriately to demonstrate
and using ways to the experiences of others understanding when exploring aspects of Gaelic culture.
information when exploring aspects of Gaelic  Responds appropriately, to their own and others’ cultural
culture. experiences, using words and phrases learned, for example, taking
LGL 1-06a part in local and national Mod events, St. Andrews Day celebrations,
localised cultural events and in drama and role-play.
Using When reading on my own or with  Identifies and reads, familiar words, simple sentences and phrases
Listening and Talking

knowledge others, I can read familiar words learned from a variety of topics both independently and with others.
about and simple phrases and
language sentences.
LGL 1-07a

31
Reading Finding and I have worked on my own and with others  Reads familiar words, simple phrases, sentences
using information and I can demonstrate my understanding and short texts independently or with others.
of words and phrases containing familiar  Responds appropriately to questions asked
language. about simple texts.
LGL 1-08a  Demonstrates understanding of words and phrases
through appropriate responses.
 Matches images with appropriate text.
 Talks about a short text in a familiar context using
familiar words and phrases.
 Uses illustrated word banks, picture prompts, picture
dictionaries and displays to support understanding
of simple texts.

Reading I have worked with others to read and  Collaborates with others to read simple Gaelic texts
for cultural discuss simple Gaelic texts. I can share using features of the text to help with understanding
appreciation simple facts about the life of Gaelic the meaning of words.
communities in Scotland.  Answers questions appropriately on simple texts which
LGL 1-09a demonstrates understanding.
 Finds and shares information in Gaelic from a text relating
to aspects of Gaelic culture different in communities.

Reading for I enjoy engaging with simple texts on my  Chooses a story, book or text to share with others.
interest and own and with others.  Participates in storytelling sessions, using pictures
enjoyment and repetitive parts of the story to anticipate and
LGL 1-10a predict what is going to happen.

32
 Understanding I have explored sounds, letters and  Uses knowledge of sounds, letters, blending
knowledge words, discovering how they work and patterns in Gaelic language to read new words.
about language together, and can use what I have  Recognises some common words and reads aloud
learned to help me read. simple texts, demonstrating understanding.
LGL 1-11a  Uses a variety of familiar resources to support
understanding of simple texts.
 Applies reading strategies to work out the meaning
of words from contexts or illustrations.

Organisation and I can write familiar words  Writes familiar words and simple phrases, for example,
Writing

using information and simple phrases in Gaelic. greetings on a card or invitation, labelling a picture
LGL 1-12a or a diagram.
 Writes simple phrases to convey personal information.
 Demonstrates awareness of accents and uses them
appropriately when writing.

Using knowledge I can use a variety of sources to help me  Uses word banks, digital technology, vocabulary lists,
about language check the accuracy of my Gaelic spelling classroom displays and support from others to check
and punctuation. spelling and accuracy of unfamiliar vocabulary.
 Collaborates with peers or the teacher to proof-read
LGL 1-13a and edit writing according to success criteria and targets
for improvement.

33
 First Level Health and Wellbeing (Food and Health)

Experiences and Outcomes for planning Benchmarks to support practitioners’

Curriculum Organisers
learning, teaching and assessment professional judgement

The Food
Tasting, I enjoy eating a diversity of foods in a range  Prepares, tastes and tries an increasing range
selecting and of social situations. of familiar and unfamiliar foods.
Experience
evaluating HWB 1-29a  Explains likes and dislikes in relation to food.
 Chooses appropriate foods to prepare
The social for a given situation.
context
 Describes appropriate table manners
Religious within different social situations.
and cultural
influences

Developing Linking food

By investigating the range of foods available  Recognises and names the main food groups,
I can discuss how they contribute to a healthy for example, The Eatwell Guide.
Healthy and health
Choices
diet.  Sorts a selection of foods into the food groups.
Decision making HWB 1-30a  Chooses foods from different food groups
to create a balanced meal.
I experience a sense of enjoyment  Assists in preparing healthy dishes for a variety
and achievement when preparing of occasions, for example, an intergenerational
simple healthy foods and drinks. visit.
HWB 1-30b  Identifies at least one reason as to
why it is important to drink enough water.

34
Nutritional
Varied diet I am beginning to understand that nutritional  Identifies at least two differences in individuals’
needs change at different stages of life, for dietary needs as they change through life, for
Needs Individual needs example the role of breastfeeding in infant example, infant, toddler, child, teenager, adult.
nutrition.
Stages of life HWB 1-32a

Keeping Safe
Principles of I am becoming aware of how cleanliness,  Explains the importance of daily hygiene
food safety hygiene and safety can affect health and routines, for example, hand washing, teeth
and Hygienic
and hygiene wellbeing and I apply this knowledge brushing and body cleanliness.
in my everyday routines such as taking  Works safely and hygienically before, during
care of my teeth. and after preparing foods, for example, adhering
HWB 1-33a to appropriate allergy advice, getting ready
Minimising risk
to cook, storing ingredients appropriately,
Preparing food washing and drying equipment and surfaces.
safely and  Identifies where different types of food are
hygienically stored.
 Handles equipment safely, for example,
when using hot or sharp kitchen tools.

The Journey
From farm to fork When preparing and cooking a variety of  Describes the basic journey of food, for
foods, I am becoming aware of the journeys example, milk can come from a cow,
of Food Sustainability which foods make from source to consumer, bread comes from wheat / rye / oats.
their seasonality, their local availability and  Follows a recipe using fresh, local, seasonal
Influences their sustainability. produce, for example, making soup, hot or cold
on consumer HWB 1-35a snack.
choices
 Identifies how to prevent food related waste,
Preparing food for example, composting peelings, reusing
appropriate to I am discovering the different ways that leftovers, reducing use of packaging.
learning advertising and the media can affect my  Maps sources of food and drink in the local
choices. area.
HWB 1-37a  Describes at least three ways that advertising
and media can affect our food choices.

35
Food and
Creativity I can use a range of simple food preparation  Demonstrates a range of practical skills when
Textile techniques when working with food. preparing foods, for example, washing, using
Technologies TCH 1-04a a peeler, juicing, grating, cutting, simple knife
skills (claw grip / bridge hold).
I can use a range of tools and equipment
 Uses a range of equipment when working
Design when working with textiles.
with textiles, for example, scissors, rulers / tape
TCH 1-04b
measures, bodkin and wool.

I am developing and using problem-solving

Dexterity strategies to meet design challenges
with a food or textile focus.
TCH 1-04c

Problem solving I can adapt and improve my ideas and Within a food / textile context:
can express my thinking in different ways.  Investigates a simple problem / challenge.
TCH 1-04d  Explores and identifies a range of ideas
to solve the problem / challenge.
 Selects and uses resources to reach
Developing the solution / solve the problem.
appropriate items  Assesses solution against given criteria.

36
 First Level Health and Wellbeing (Personal and Social Education)

Experiences and Outcomes for planning Benchmarks to support practitioners’

Curriculum Organisers
learning, teaching and assessment professional judgement
Planning for
Expectations I can describe some of the kinds of work  Talks about own strengths, interests and skills
and Aspirations that people do and I am finding out about and links these to career ambitions.
choices and
changes
the wider world of work.  Sets learning goals and works towards achieving
HWB 1-20a them.
Relevance of  Talks about the world of work, for example,
learning to from visits, visitors and interdisciplinary learning.
future choices  Describes skills needed for different jobs in the
community.

Physical
Diet, rest I am aware of the role physical activity plays  Suggests different ways of being active and
and sleep in keeping me healthy and know that I also the positive effect this can have on health.
activity and
health
need to sleep and rest to look after my body.  Articulates how much sleep is needed in childhood
and why this is important.
HWB 1-27a  Explains that food is the fuel that gives the body
energy.
I understand that my body needs energy to
function and that this comes from the food
that I eat. I am exploring how physical activity
contributes to my health and wellbeing.

HWB 1-28a
Substance
Use of I know that there are medicines and some  Identifies conditions which require medication
substances other substances that can be used in a safe and how it benefits health.
Misuse
way to improve health and I am becoming  Identifies why misusing medication can be harmful.
aware of how choices I make can affect my  Links personal actions to health and wellbeing,
health and wellbeing. using role play for example.
HWB 1-38a  Describes when and how to contact emergency
services.
 Shares key information about an emergency
situation.

37
 Action in unsafe I know how to react in unsafe situations
situations and emergencies.
HWB 1-42a

Relationship,
Physical I recognise that we have similarities  Recognises that everyone is unique and identifies
changes and differences but are all unique. similarities and differences.
sexual
health and
HWB 1-47a  Explains that development and growth of each
parenthood individual is different.
I am aware of my growing body and I am  Identifies the correct words for body parts and their
learning the correct names for its different functions, for example, womb, scrotum, ovaries,
parts and how they work. vagina.
HWB 1-47b
Sexual health  Explains about own and others’ needs for privacy.
and sexuality  Expresses feelings through appropriate closeness
I am learning what I can do to look
after my body and who can help me. to others.
HWB 1-48a  Articulates the right to respond to inappropriate
behaviours, for example, using the 3-step model:
I am learning about respect for my body and say no, go away, talk to someone you trust.
what behaviour is right and wrong. I know  Identifies who to talk to if worried or concerned.
who I should talk to if I am worried about this.  Explains ways in which families may differ and that
HWB 1-49a there are a variety of people who may care for us.
Role of
 Explains changes to the body at different stages
parent / carer I know that there are people in our lives who of life.
care for and look after us and I am aware that  Identifies what is needed for growth and
people may be cared for by parents, carers or development of animals, plants and humans.
other adults.  Explains how to meet the basic needs of a baby,
HWB 1-45a for example, eye contact, cuddling, washing,
changing, feeding.
I am learning about where living things come
from and about how they grow, develop and
are nurtured.
HWB 1-50a

I am able to show an awareness of the tasks

required to look after a baby.
HWB 1-51a

38
 First Level Health and Wellbeing (Physical Education)

Experiences and Outcomes for planning Benchmarks to support practitioners’

Curriculum Organisers
learning, teaching and assessment professional judgement
Kinaesthetic I am discovering ways that I can link actions  Shows awareness of the space around them
Awareness and skills to create movement patterns and the space of others, and is beginning
and sequences. This has motivated to use this information to control movements.
me to practise and improve my skills  Shows control over movement in personal
to develop control and flow. and shared space which includes adapting
HWB 1-21a to changes in speed, direction and level.
Balance  Shows awareness of body parts and body
positions when performing a range of different
and Control
I am developing skills and techniques movements.
and improving my level of performance.  Manipulates parts of the body when moving
HWB 1-22a with purpose.
Physical  Holds balances in various shapes with and
Competencies without equipment and describes what helps
Coordination to maintain balance.
and Fluency  Manipulates objects while maintaining balance,
for example, receiving and sending a ball with
the preferred foot.
 Links and orders a series of movements with
and without equipment to perform a sequence,
Rhythm for example, hopscotch.
and Timing  Moves with purpose demonstrating balance,
control and rhythm.
 Demonstrates knowledge and understanding
of what a quality movement looks like,
and feels like.
 Demonstrates how to use repeated patterns
Gross and Fine of movement to create simple sequences,
Motor Skills for example, one foot to two feet jumping.

39
  Moves the body / parts of the body or objects in
response to given cues to create an appropriate
tempo, for example, 1-2-3 hop sequence.
 Performs movement skills in simple activities,
for example, skipping.
 Performs movement skills in sequence,
for example, jump from bench and cushion
the landing while staying in balance.
 Demonstrates eye/hand and eye/foot
co-ordination required for movement skills,
for example, track the flight of the ball with
the eyes, then catch it.
Focus and I am discovering ways that I can link actions  Focuses attention in more demanding situations,
Concentration and skills to create movement patterns for example, working with a partner or in a small
and sequences. This has motivated group.
me to practise and improve my skills  Recognises and responds to both internal and
Cue Recognition to develop control and flow. external cues at the same time, for example,
HWB 1-21a follow the leader.
 Plans and creates a sequence of actions, for
Sequential example, bounce the ball three times, then
Thinking change direction and change how you travel
with the ball.
 Draws on some prior knowledge to work out
I am developing skills and techniques the order for dealing quickly with information
Prioritising and improving my level of performance. (or tasks). Repeats tasks in the correct
HWB 1-22a sequence with more precision.
Cognitive skills  Makes decisions when presented with two
Decision Making or three different options and can explain why.
 Takes in and makes sense of two or three
pieces of information at the same time from
external and / or internal sources, for example,
Multi-processing ‘Simon Says’.

40
 Problem Solving  Demonstrates adaptability when finding different
solutions to solve problems.
 Combines actions to create movement
sequences independently and with others in
Creativity response to stimuli, for example, music, words.
 Demonstrates flair, originality, and imagination
when performing.
Motivation I am developing skills and techniques and  Shows an enthusiasm to participate.
improving my level of performance. Enjoys being challenged.
HWB 1-22a  Recognises and responds to both internal
and external motivation to:

- set targets
- achieve personal goals
- improve performance.
Confidence and I can follow and understand rules
Self-esteem and procedures, developing my ability  Identifies and describes reasons why people
to achieve personal goals. I recognise participate in physical activity, for example,
Personal and can adopt different roles in a range to have fun, to be healthy, to set individual
Qualities of practical activities. goals or to belong to a group.
HWB 1-23a  Has a positive awareness of self as physical
competencies improve.
 Discusses learning and identifies strengths
Determination and next steps.
and Resilience I can recognise progress and achievement  Responds and contributes to self and peer
by discussing my thoughts and feelings assessment with respect.
and giving and accepting feedback.  Celebrates, values and uses achievements
HWB 1-24a as part of improving performance.
 Identifies and discusses how to be a good
winner and cope appropriately with losing.
• Demonstrates persistence when facing a
Responsibility
and Leadership challenge and works to achieve a successful
outcome.

41
Respect and  Recognises a variety of emotions and
Tolerance is developing the ability to manage them
appropriately.
 Demonstrates a continuing readiness to learn
and is developing planning and organisational
skills.
 Develops a range of strategies to increase
self-control when performing independently
and/or with others.
Communication  Adopts a variety of roles that lead to successful
outcomes.
 Identifies and discusses the role of leader
and the associated responsibilities.
 Demonstrates how to include others
when completing movement tasks.
 Engages positively with others to use equipment
safely and fairly.
 Listens to and responds to the ideas, thoughts
and feelings of others with respect. Responds
appropriately, for example, nodding or agreeing,
asking and answering questions.
 Demonstrates knowledge and understanding of
a range of verbal and non-verbal communication
skills and is beginning to apply them when
interacting with or presenting to others, for
example, uses eye contact, body language
and gestures.
 Participates in moderate to vigorous physical
activity and sustains a level of activity that
provides challenge.
 Describes how the body feels during
Stamina and after sustained activity.
 Describes in simple terms the reasons
why people participate in physical activity.

42
 Speed I am improving my level of performance  Sets targets for sustaining moderate to vigorous
and fitness. physical activity.
HWB 1-22a  Demonstrates understanding of stamina
in simple terms and how it affects health,
and ability to perform.
 Moves at different speeds and is able to
maintain balance whilst changing direction
quickly.
Core Stability  Demonstrates short bursts of fast movement
and Strength from stillness.
 Moves parts of the body using different speeds
Physical Fitness and force.
 Demonstrates understanding of speed in simple
terms and how it affects ability to perform.
 Shows postural control when starting, stopping
and changing direction.
Flexibility
 Describes where ‘core’ is and demonstrates
how it supports the body.
 Holds body weight in a variety of positions.
 Uses a full range of movement to perform
actions effectively.
 Demonstrates understanding of flexibility
in simple terms and how it affects everyday
life, and ability to perform.

43
 First Level Modern Languages

Curriculum Organisers Experiences and Outcomes for planning Benchmarks to support practitioners’
learning, teaching and assessment professional judgement
Listening for information I explore the patterns and sounds of 
Listening and Talking

Participates actively in songs and rhymes

language through songs and rhymes and in the target language.
show understanding verbally or non-verbally.  Identifies some rhyming words.
MLAN 1-01a  Recalls selected ‘missing’ words / phrases in songs,
rhymes or poems which have been well-practised
I am learning to take an active part in daily and with the support of, for example, pictures
routines, responding to simple instructions and / or puppets.
which are accompanied by gesture and  Demonstrates understanding of simple classroom
expression. instructions through, for example, physical
MLAN 1-01b movement, pointing, gesture, symbols,
or responding in the target language.
I can listen to and show understanding of  Demonstrates understanding of familiar words
language from familiar voices and sources. and simple phrases conveying mostly personal
MLAN 1-01c information.

Listening and I am beginning to identify key information  Responds appropriately to simple questions about
talking with others from a short predictable conversation and themselves using simple sentences, words and
react with words and/or gesture. gestures, for example, nodding and/or pointing.
MLAN 1-02a  Shares simple, personal information about
themselves on familiar topics, for example,
I am beginning to share information about when expressing likes or dislikes.
myself using familiar vocabulary and basic  Uses a few simple adjectives such as those
language structures. related to size or colour and attempts to use
MLAN 1-02b some connectors, for example and, with.
 Listens and responds at the appropriate time
With support I am becoming an active listener to others by answering and asking simple
and can understand, ask and answer simple questions in the target language.
questions to share information.  Uses some polite social terms to begin
MLAN 1-03 and end interactions.

44
 I enjoy listening to stories, songs, rhymes  Gives a personal response to stories, songs,
and poems in the language I am learning rhymes and poems in the target language.
by joining in and responding to show my  Can translate simple / key words and phrases
understanding. from the target language into their own language.
MLAN 1-05a  Demonstrates understanding of songs, games and
rhymes in the target language through appropriate
I can participate in a range of collaborative actions, gestures and mime.
activities.  Collaborates with others in a range of activities,
MLAN 1-05b for example, short role plays, animated/ recorded
dialogues, games and performances.

Organising and Through a variety of media, I am developing  Identifies the location of the country and some main
using information an awareness of social, cultural and geographical features, for example, the capital city,
geographical aspects of locations important landmarks, the national flag(s).
in a country where the language  Demonstrates understanding of basic cultural
I am learning is spoken. references to the country/countries where the target
MLAN 1-06 language is spoken. This may include, for example,
references to food or national celebrations.
 Identifies some similarities and differences between
Scotland and the country/countries where the target
language is spoken, for example, the school day,
the climate or different currencies.

Using knowledge I am beginning to explore similarities  Identifies sounds, letters and patterns to read words
about language and differences between sound patterns contained in familiar rhymes, songs and/or short
in different languages through play, texts.
rhymes, songs and discussion.  Uses words which are similar in English to support
MLAN 1-07a understanding of unfamiliar words.
 Recognises familiar words in different contexts in,
I can use my knowledge about language for example, well-known short stories, games and
and pronunciation to ensure that others rhymes.
can understand me when I say familiar  Pronounces familiar words clearly to support
words and phrases. communication, for example, when talking about
MLAN 1-07b themselves, giving details such as name, age,
family, pets, and favourite colours / foods / animals.

45
Reading Finding and using I can recognise labels and environmental  Reconstructs a known text / story in a logical
information print. I am beginning to organise images and sequence, using for example, simple words,
text. With support, I can sequence images pictures, labels, puppets or props to show
and text to demonstrate my understanding. understanding of written text in the target language.
MLAN 1-08a  Matches images with appropriate word / text in the
target language.
I can work on my own or with others to  Shows understanding of an increasing number of
demonstrate my understanding of words phrases, core topic words and words of personal
and phrases containing familiar language. significance, alone or in text.
MLAN 1-08b
Reading to appreciate I am beginning to recognise similarities and  Identifies some key cultural differences between
other cultures differences between Scotland and a country Scotland and the country/countries where the
where the language I am learning is spoken, language is spoken through visual texts with
using varied simple texts, visual prompts and simple vocabulary, for example, video clips
media. or texts supported by pictures.
MLAN 1-09a

Reading for interest I have experienced a variety of simple texts,  Demonstrates understanding of simple texts in
and enjoyment which may have been adapted for young the target language through, for example, retelling
learners. some details in English, selecting and sequencing
MLAN 1-10a appropriate images, matching activities or talking
about the bits they liked best.
Using knowledge
about language

46
 Organising and With support, I am beginning to experiment  Creates simple new texts based around the familiar
using information with writing in the language I am learning. words and phrases practised during talking,
MLAN 1-13 listening and reading activities, using support
materials, for example, word banks, picture
dictionaries, and / or writing frames.
Writing

 Shows some awareness of punctuation and

accents and attempts to use them when writing
in the target language.
 Writes simple phrases to convey personal
information, labels in the target language for
objects in the classroom and around the school.

47
 First Level Religious Education in Roman Catholic Schools

Curriculum
Experiences and Outcomes for planning learning,
Organisers Benchmarks to support practitioners’ professional judgement
teaching and assessment

Mystery I am discovering God’s precious gift of life and reflect  Shares thoughts and feelings that God created and loves them
of God on how this reveals God’s love for me. and how life is a gift from God.
RERC 1-01a  Expresses that it is God who asks them to love others and
shares how they put into practice love of God and love of
neighbour.
In the Image I know that a loving God has created me and that my
of God uniqueness can develop according to God’s plan for  Shares thoughts and feelings about how to make good choices.
me. Describes and discusses how forgiveness and reconciliation
RERC 1-02a are important in their relationship with God and others.
 Participates in discussion and reflection about how God helps
Revealed I am exploring God’s relationship with others and them and others in life and at difficult times.
Truth of God I have reflected on how people’s faith has helped  Discusses ways in which they know the Holy Spirit is present
them in difficult times. in people’s lives.
RERC 1-03a  Gives examples from the lives of the Saints of how the Holy
Spirit strengthens faith.
I can describe God as Father, Son and Holy Spirit and
I have reflected on how God can support me in my life.
 States the names of the Trinity.
RERC 1-04a
 Shares thoughts and feelings about why the Church honours
Son of God I am familiar with the Christmas story and I know that Mary.
at Christmas we celebrate the birth of Jesus the Son
of God and Son of Mary.  Participates respectfully in parts of the Mass.
RERC 1-05a  Says some prayers on their own and as part of a worshipping
community.
I have examined some political, social, historical and  Uses symbols and rituals to worship God.
religious elements in first-century Palestine and gained
 Describes and discusses how signs and symbols helps them
an understanding of Jesus’ life on earth.
RERC 1-06a understand more about liturgical celebrations.

48
 I have examined the role of Jesus as a teacher and  Engages in discussion about Bible stories and describes
a healer and I have reflected on how His words and in their own words how God speaks through them.
actions influence my own life and the lives of others.  Reflects upon and explains how these stories help
RERC 1-06b them live a Christian life.
 Knows that the Bible is God’s Word and shows respect
I have explored the events of the Passion, for the Bible.
Death and Resurrection of Jesus and I have
reflected on the Catholic meaning of eternal life.
RERC 1-07a  Actively engages with the Christmas story and discusses
its importance for Christians.
 Describes some facts about life in Palestine at the time
of Jesus.
 Gives a personal response to Jesus as teacher and healer.
 Describes and discusses the Passion, Death and Resurrection
of Jesus.
 Participates in discussion and reflection about the meaning
of eternal life.
Signs I know that through the Community of the Church,
of God people can experience God’s love and care and I have
reflected on how this community celebrates together.
RERC 1-08a

I am exploring the Sacraments of Initiation

and Reconciliation and I have reflected
on how the Sacraments help to nurture faith.
RERC 1-09a

I have examined the role of the Holy Spirit

in my life and in the lives of others.
RERC 1-10a

Word of God I can share some Bible stories and I can explore how
God speaks to us through these stories. I have reflected
on how these stories can help me to live a Christian life.
RERC 1-11a

49
 I know that the Bible is the inspired Word of God
and that I should treat it with reverence
RERC 1-12a

Hours of I recognise the importance of personal prayer

God and communal prayer in the growth of all people’s
relationship with God. I know a number of traditional
Catholic prayers and I have developed an
understanding of the meaning of these prayers.
I have participated in different approaches to, and
experiences of, prayer. I can describe how prayer
is an important part of the liturgical and devotional
life of the Church. I have reflected on how all
of these are different ways of worshipping God.
RERC 1-14a

I can honour Mary as Mother of Jesus and Our Mother.

I can share why we honour her.
RERC 1-15a

I know that the Mass is at the heart of Catholic

community life and I am developing an understanding
of how to participate fully in this celebration.
RERC 1-16a

I have, through liturgical experiences, reflected

on an ability to respond to symbols and take part
in rituals in order to worship God.
RERC 1-17a

50
 I know some of the signs and symbols related to Lent,
Easter, Pentecost, Advent and Christmastide and I can
use this understanding to help me explore the themes
of these celebrations.
RERC 1-18a

I know that the Holy Spirit strengthens my faith

and the faith of the saints and I have reflected
on how the stories of the Saints can inspire
me to live a more Christian life.
RERC 1-19a

Reign I know that I have been called by God to grow in love,

of God justice and peace in my relationships with others.
RERC 1-20a

I have explored the implications of Jesus’ command

to love God and love my neighbour.
RERC 1-21a

I have explored the call to forgiveness and reconciliation

and have reflected on how this can restore my
relationship with God and others. I can put this
understanding into practice in my relationship
with God and others.
RERC 1-22a

I know that God has given me the freedom to make

choices about the way I live my life. I have reflected
on how the decisions of my conscience affect my
relationship with God and others.
RERC 1-23a

51
 I have considered ways in which the Catholic Christian
community works together to show care for the world
and for the needs of all people. I have reflected on the
implications of this for my life and that of others.
RERC 1-24a

Beliefs in I am aware that the Jewish and/or Muslim communities

other World believe in God.
Religions RERC 1-25a

Values and I am aware of family and community values  Describes and discusses basic beliefs of Jewish people /
Issues in in the Jewish and/or Muslim faiths. Muslims about God and family and community values.
other World RERC 1-26a  Identifies and discusses the places of worship and the
Religions
role of the Holy Books of the Jewish or Muslim community.
Practices I can identify the places of worship of the
and Jewish and/or Muslim faith communities.
Traditions in RERC 1-27a
other world
Religions I know that the Jewish and/or Muslim
communities have special books which
are important to their beliefs.
RERC 1-27b

52
 First Level Religious and Moral Education

Curriculum
Experiences and Outcomes for planning learning, Benchmarks to support practitioners’
Organisers
teaching and assessment professional judgement

Beliefs Through exploring Bible stories, I can describe some  Describes, discusses and expresses an opinion with at least one
beliefs Christians have about God and Jesus. reason on at least one beliefi from Christianity, at least one World Religion,
RME 1-01a and at least one belief group independent of religion.ii
 Describes and discusses at least one personal belief and at least one
By exploring some places and investigating artefacts, example of how own beliefs might affect actions.
I am developing my knowledge of Christian beliefs and
my awareness of the role of Christianity in Scottish
society and the world.
RME 1-01b

Through exploring stories from world religions,

I can describe some of their key beliefs.
RME 1-04a

By exploring some places and investigating artefacts,

I am developing my knowledge of the beliefs of world
religions and my awareness of their role in Scottish
society and the world.
RME 1-04b

I can talk about my own beliefs, or express them

in other ways.
RME 1-01c

i
The ‘belief’ for consideration is likely to come from a range of sources for each religion/belief group. It may be scriptural or not and may come from a variety
of genres, for example, poetry, story, music etc., and may also involve images from the religion/belief group if appropriate. This freedom to select appropriate
genres and stimuli applies across all levels.
ii
It is likely that ‘a belief group independent of religion’ will be, for example, Humanism. However, it might also be an organisation such as a charity which is
founded upon ‘non-religious’ principles. As learners progress through levels, it might also come to include philosophical perspectives such as utilitarianism.

53
 I am developing respect for others and my
understanding of their beliefs and values.
RME 1-07a

Values Having explored biblical and other Christian stories,  Describes and discusses at least one valueiii from Christianity, at least
and Issues I can show my developing understanding of key values one World Religion, and at least one belief group independent of religion,
of Christianity and how they might be put into action illustrating how this value could be put into practice.
in people’s lives and communities.  Describes and discusses at least one personal value and at least one
RME 1-02a example of how own values might affect actions.

I can describe the key features of the values

of Christianity which are expressed in stories.
RME 1-02b

Having explored stories from world religions, I can show

my developing understanding of key values of those
faiths and how they might be put into action in people’s
lives and communities.
RME 1-05a

I can describe the key features of the values of world

religions which are expressed in stories.
RME 1-05b

Practices and Through investigating the Christian communities in my  Describes and discusses the significance of at least one special ceremony,
Traditions local area, I am discovering how Christian communities celebration and way of marking a major life event in Christianity, at least
demonstrate their beliefs through prayer, worship and one World Religion, and at least one belief group independent of religion.
special ceremonies. I am developing respect for the
practices and traditions of others.
RME 1-03a

iii
A ‘value’ might include, for example principles such as selflessness, respect, equality. As learners progress across levels, progression may be facilitated
through exploring values in practice rather than in principle – for example, rather than exploring the value of concern for others broadly, this might be
considered by exploring specific moral issues such as human rights, gender issues etc.

54
I am developing an awareness of the ways in which
Christians celebrate different times of year and can
relate these to my own life and community.
RME 1-03b

I am discovering how followers of world religions

demonstrate their beliefs through prayer/meditation,
worship and special ceremonies.
I am developing respect for the practices and traditions
of others.
RME 1-06a

I am developing an awareness of the ways in which

followers of world religions celebrate different times
of year and can relate these to my own life and
community.
RME 1-06b

I am developing respect for others and my

understanding of their beliefs and values.
RME 1-07a

55
 First Level Sciences

The table immediately below has been included as a helpful guide to the scientific skills to be developed within the sciences at First Level.

Skills
Inquiry and Plans and designs scientific investigations and enquiries
investigative
skills - Collaborates with others to identify questions to find out more about a specific scientific concept, idea or issue.
- Makes predictions about the scientific investigation/enquiry being planned.
- Contributes to the design of procedures.

Carries out practical activities in a variety of learning environments

- Identifies risks and hazards and ensures safe use of all tools, equipment and procedures.
- Collaborates to undertake investigations.
- Observes and collects information and makes measurements using appropriate equipment and units.

Analyses, interprets and evaluates scientific findings

- Records and presents data/ information using a range of methods including tables, charts and diagrams,
using labelling and scales.
- Organises data and information and identifies significant patterns and relationships.
- Interprets findings and discusses links to the original question.
- Reports on limitations of their investigation and possible improvements.
- Relates findings to their wider experiences of the world around them.
- Identifies and discusses additional knowledge or understanding gained.

Presents scientific findings

- Presents data/information using a range of methods including tables, charts and diagrams, using labels and scales.
- Reports in writing, orally or visually using a variety of media.
- Structures a presentation or report, with support, to present findings in a coherent and logical way.

56
Scientific - Makes connections between what they know and the skills they require to solve scientific problems.
analytical - Provides creative solutions to scientific issues and problems.
thinking skills - Contributes to the design processes and uses components to make models.
- Demonstrates reasoning skills and draws on understanding of science concepts to make and test predictions.
- Provides explanations which are supported by evidence.
Skills and - Expresses informed views of scientific issues, both orally and in writing, and respects the views of others.
attributes of - Makes connections between science and their own health and wellbeing.
scientifically - Demonstrates awareness of their own impact on the world.
literate citizens - Demonstrates awareness of how people use science in their everyday lives and in a variety of jobs and careers.
- Discusses science topics in real-life contexts including those appearing in the media.

Experiences and Outcomes

Curriculum Organisers Benchmarks to support practitioners’
for planning learning,
professional judgement
teaching and assessment
Biodiversity I can distinguish between living and  Explains the difference between living and non-living things,
and non-living things. I can sort living taking into consideration movement, reproduction, sensitivity,
interdependence things into groups and explain my growth, excretion and feeding.
decisions.  Sorts living things into plant, animal and other groups using
Planet Earth

SCN 1-01a a variety of features.

 Creates criteria for sorting living things and justifies decisions.
I can explore examples of food chains  Demonstrates awareness of how energy from the sun can be taken
and show an appreciation of how in by plants to provide the major source of food for all living things.
animals and plants depend on each  Interprets and constructs a simple food chain, using vocabulary
other for food. such as ‘producer’, ‘consumer’, ‘predator’ and ‘prey’.
SCN 1-02a

I can help to design experiments  Observes, collects and measures the outcomes from growing plants
to find out what plants need in order in different conditions, for example, by varying levels of light, water,
to grow and develop. I can observe air, soil/nutrients and heat.
and record my findings and from what  Structures a presentation or report, with support, to present findings
I have learned I can grow healthy on how plants grow.
plants in school.
SCN 1-03a

57
 Energy I am aware of different types of  Identifies and talks about types of energy that we get from different
sources and energy around me and can show energy sources, for example, light, sound, heat and electrical.
sustainability their importance to everyday life  Uses knowledge of different energy sources, for example, sun,
and my survival. food, fuel, wind and waves, to discuss the importance of different
SCN 1-04a types of energy for everyday life and survival.

Processes By investigating how water can  Uses more complex vocabulary to describe changes of states of water,
of the planet change from one form to another, for example, ‘condensation’ and ‘evaporation’.
I can relate my findings to everyday  Contributes to the design of an experiment to determine the
experiences. temperature at which water boils, freezes and melts, ensuring
SCN 1-05a appropriate use of units.
 Knows that pure water boils at 100°, melts at 0° and freezes at 0°.

Space By safely observing and recording the  Describes how the Earth spins around its axis in 24 hours resulting
sun and moon at various times, I can in day and night.
describe their patterns of movement  Observes and records the different patterns of movement of the moon
and changes over time. I can relate and explains why the moon appears to have different shapes and
these to the length of a day, a month positions in the sky at different times in a lunar month.
and a year.  Demonstrates understanding of how the Earth takes one year
SCN 1-06a to completely orbit the sun.
 Demonstrates understanding of how the tilt of the Earth on its axis
as it circles the sun. Causes seasons and also changes to the number
of daylight hours.

Forces By investigating forces on toys and  Predicts, then investigates, how a force can make an object change
Forces, electricity

other objects, I can predict the effect speed, direction or shape, and uses vocabulary such as pushing,
and waves

on the shape or motion of objects. pulling, stretching, squashing and twisting to describe forces.
SCN 1-07a  Investigates balanced forces and explains that if a push and pull
are equal in strength and opposite in direction then there is no
change in movement.

58
 By exploring the forces exerted  Reports in writing, visually, orally how magnets exert a non-contact
by magnets on other magnets and force on each other and attract certain materials.
magnetic materials, I can contribute  Demonstrates through practical activities that like poles repel
to the design of a game. and opposite poles attract.
SCN 1-08a  Gives at least two examples for how magnets are used in everyday life.

Electricity I can describe an electrical circuit  Builds simple circuits containing bulbs, switches, bells and batteries.
as a continuous loop of conducting .
materials. I can combine simple
components in a series circuit
to make a game or model.
SCN 1-09a

Vibrations By collaborating in experiments on  Demonstrates how sounds can be made higher or lower pitch
and waves different ways of producing sound by altering tightness, length, width or thickness or other physical
from vibrations, I can demonstrate characteristics of the sound source.
how to change the pitch of the sound.  Explains that sound is caused by a vibration in a material.
SCN 1-11a

Body systems By researching, I can describe the  Uses components to make simple models of a skeleton which identifies
and cells position and function of the skeleton the skull, spine, ribcage and some bones of the arms and leg and
Biological systems

and major organs of the human body which shows how the skeleton gives us support and protects our
and discuss what I need to do to keep organs.
them healthy.  Describes the position and function of major organs including
SCN 1-12a the brain, heart, lungs, stomach and bladder.
 Describes how skin, as an organ, provides a barrier to infection
and helps to control our temperature.
 Structures a presentation or report, with support, on how to have
a healthy lifestyle, for example, through a balanced diet, regular
exercise, sufficient sleep and by avoiding substance misuse.

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 I have explored my senses and can  Uses their senses to detect information and explains how they help
discuss their reliability and limitations to keep people safe.
in responding to the environment.  Investigates the reliability and limitations of the senses, for example,
SCN 1-12b using taste tests, limits of sound, optical illusions and blind-fold games.

I know the symptoms of some  Describes the symptoms of some common diseases including colds,
common diseases caused by germs. mumps, measles, chicken pox and flu.
I can explain how they are spread  Provides explanations, supported by evidence, of how some diseases
and discuss how some methods spread and discusses ways in which some diseases can be prevented
of preventing and treating disease through good hygiene and vaccination.
benefit society.
SCN 1-13a

Inheritance By comparing generations of families  Uses their own experiences to illustrate how inherited characteristics
of humans, plants and animals, are passed from one generation to the next.
I can begin to understand how  Knows that genetic information determines characteristics such
characteristics are inherited. as colour of eyes and shape of petals.
SCN 1-14a  Demonstrates understanding of the variations within family groups.

Properties Through exploring properties and  Classifies materials into natural and human-made (synthetic).
and uses of sources of materials, I can choose  Identifies properties of different materials, for example, rigidity,
substances appropriate materials to solve flexibility, rough, smooth and waterproof, and their uses linked
practical challenges. to their properties.
SCN 1-15a
Materials

I can make and test predictions  Links new knowledge of dissolving to real-life examples of things that
about solids dissolving in water and dissolve and things that don’t dissolve.
can relate my findings to the world  Predicts, investigates and records how solubility is affected by heat
around me. and stirring.
SCN 1-16a
Earth’s materials

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 Topical science I have contributed to discussions of  Discusses and expresses opinions about science topics
science current scientific news items to help in real-life contexts, including those featured in the media.
Topical

develop my awareness of science.  Discusses how people use science in their everyday lives.
SCN 1-20a  Describes a variety of jobs and careers which require scientific
knowledge and skills.

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 First Level Social Studies

Curriculum Experiences and Outcomes for planning Benchmarks to support practitioners’

Organisers learning, teaching and assessment professional judgement
People, past I understand that evidence varies in the extent  Identifies the difference between a more and less trustworthy source.
events and to which it can be trusted and can use this in  Draws a short timeline and can locate two or more events on the line
societies learning about the past. in the correct order.
SOC 1-01a  Uses information learned from sources to relate the story of a local
place or individual of historic interest though media such as drawings
By exploring places, investigating artefacts models or writing.
and locating them in time, I have developed  Draws comparisons between modern life and life from a time in the
an awareness of the ways in which we past.
remember and preserve Scotland’s history.  Names a figure from the past and comments on their role in events.
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

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

People, I can describe and recreate the characteristics  Draws or makes a model of features in their local landscape,
place and of my local environment by exploring the for example, hill, river, building.
environment features of the landscape.  Identifies a way in which the school looks after its environment.
SOC1-07a  Identifies at least two forms of agriculture in Scotland and foods
associated with these, for example, arable, dairy or pastoral.

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I can consider ways of looking after my school  Identifies at least two different types of housing and the kinds
or community and can encourage others of households who may inhabit them.
to care for their environment.  Uses instruments to measure and record at least two different
SOC 1-08a weather elements, for example, temperature, rainfall, wind direction.
 Contributes to a discussion giving reasoned opinions on how the
Having explored the variety of foods produced weather affects life.
in Scotland, I can discuss the importance of  Draws two conclusions about how living things adapt to the climate
different types of agriculture in the production in any chosen area.
of these foods.  Describes at least three different ways in which land is used
SOC 1-09a in the local area, for example shops, houses, farming.
 Draws at least two conclusions as to the effects the landscape
By exploring my community and the groups has had on how people can use it, for example desert, rainforest.
within it, I can identify and consider different  Produces a basic map for a familiar journey.
types of housing and how they meet needs.
SOC 1-11a

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

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

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 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

People in I understand that evidence varies in the extent  Identifies a reliable and an unreliable source of evidence.
society, to which it can be trusted and can use this in  Identifies needs and wants using examples from their own experience.
economy and learning about current issues in society.  Presents an informed opinion on rights and responsibilities using their
business SOC 1-15a own experience.
 Makes informed decisions on an issue having listened to others.
I can contribute to a discussion of the  Names two local organisations who provide for needs in the local
difference between my needs and wants community and describe what they do.
of those of others around me.  Demonstrates relevant numeracy skills to do a simple budget.
SOC 1-16a  Describes at least two different types of jobs and give a reason
why each contributes to the success of the business or enterprise.
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

I have participated in decision making

and have considered the different options
available in order to make decisions.
SOC 1-18a

I have developed an understanding of the

importance of local organisations in providing
for the needs of my community.
SOC 1-20a

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I can work out the amount of money I need
to buy items, understanding that I may not
always be able to afford the items I want.
SOC 1-21a

I have experienced the different jobs

involved in running a business enterprise
and understand the role each ones plays
in its success.
SOC 1-22a

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 First Level Technologies

Experiences and
Curriculum Outcomes for
Benchmarks to support practitioners’
Organisers planning learning,
professional judgement
teaching and
assessment
Using digital I can explore and  Communicate and collaborate with others using digital technology
products and experiment with digital for example, email, Glow or other platforms.
services in a technologies and can  Opens and saves a file to and from a specific location.
variety of contexts use what I learn to support  Identifies the key components of frequently used digital technology
to achieve a and enhance my learning and whether it is a piece of hardware or software.
purposeful in different contexts.  Uses digital technology to collect, capture, combine and share text,
outcome TCH 1-01a sound, video and images.
Digital Literacy

Searching, Using digital technologies  Demonstrates an understanding of the concept of ownership

processing responsibly I can access, of material and ideas.
and managing retrieve and use  Demonstrates an understanding of the different functions
information information to support, of a browser and search engine.
responsibly enrich or extend learning  Recognises what should and shouldn’t be searched for on the Internet.
in different contexts.
TCH 1-02a

Cyber resilience I can extend my knowledge  Demonstrates understanding of my rights and responsibilities
and internet safety of how to use digital as a digital citizen.
technology to  Demonstrates understanding of the potential dangers online
communicate with others and who to go to for advice and who to report a concern to.
and I am aware of ways  Demonstrates an understanding for the need for strong passwords.
to keep safe and secure.  Explains the need to get a person’s permission before taking
TCH 1-03a a picture or video of them.

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 Food and Textile I can use a range  Demonstrates a range of practical skills when preparing foods for
of simple food preparation example washing, using a peeler, juicing, grating, cutting, simple knife
techniques when working skills (claw grip / bridge hold).
with food.  Uses a range of equipment when working with textiles, for example,
TCH 1-04a scissors, rulers/tape measures, bodkin and wool.
 Investigates a simple problem / challenge which includes given criteria.
Food and Textile Technology

I can use a range of tools  Explores and identifies a range of ideas to solve the
and equipment when challenge / problem.
working with textiles.  Selects and uses resources to make the solution / solve the problem.
TCH 1-04b  Assesses solution against original criteria.
I am developing and using
problem solving strategies
to meet challenges with
a food or textile focus.
TCH 1-04c

I can adapt and improve

ideas and can express my
own thinking in different
ways.
TCH 1-04d

Awareness of I can explore the latest  Identifies changes to technologies for example, televisions
Developments in
Technological

technological technologies and consider and mobile phones.

Society and
Business

developments the ways in which they

(Past, Present have developed.
and Future), TCH 1-05a
including how
they work

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 Impact, contribution, I can take appropriate  Identifies ways in which energy can be saved.
and relationship of action to ensure  Understands how and where we waste materials and resources.
technologies on conservation of materials  Demonstrates an understanding of how technologies, by meeting
business, the and resources, considering our needs and wants, affect the environment in which we live.
economy, politics, the impact of my actions
and the environment on the environment.
TCH 1-06a

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

Design and construct I can design and construct  Creates and justifies a solution to a given design challenge
Craft, Design, Engineering and Graphics

models / product models and explain my considering who is it for, where and how will it be used.
solutions.  Uses appropriate tools and joining methods to construct a model.
TCH 1-09a

Exploring uses I can recognise a variety  Identifies different materials.

of materials of materials and suggest  States the properties of materials, for example, hard, soft.
an appropriate material  Recognises different materials and why they have been selected
for a specific use. for a task.
TCH 1-10a  Selects materials to use in a specific task.

Representing ideas, I can explore and  Recognises 2D and 3D shapes and how they can be used
concepts and experiment with sketching, to visually represent ideas / concepts.
products through manually or digitally, to  Creates manual and / or digital sketches to represent ideas.
a variety of graphic represent ideas in different
media learning contexts.
TCH 1-11a

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 Application of I explore and discover  Recognises and identify different engineering disciplines.
Engineering engineering disciplines  Builds a solution to a specific task, which has moving parts.
and can create solutions.
TCH 1-12a

Understanding I can explore and comment  Follows sequences of instructions /algorithms from everyday situations
the world through on processes in the world for example, recipes or directions, including those with selection and
computational around me making use repetition.
thinking of core computational  Identifies steps in a process and describes precisely the effect of each
thinking concepts and step.
can organise information  Makes decisions based on logical thinking including IF, AND, OR and
in a logical way. NOT for example, collecting balls in the gym hall but NOT basketballs,
TCH 1-13a line up if you are left-handed OR have green eyes.
 Collects, groups and orders information in a logical, organised
way using my own and others’ criteria (MNU 1-20a and b).
Computing science

Understanding and I understand the  Demonstrates an understanding of the meaning of individual

analysing computing instructions of a visual instructions when using a visual programming language
technology programming language (including sequences, fixed repetition and selection).
and can predict the  Explains and predicts what a program in a visual programming
outcome of a program language will do when it runs for example, what audio, visual
written using the language. or movement effect will result.
TCH 1-14a  Demonstrates an understanding that computers take information
as input, process and store that information and output the results.
I understand how
computers process
information.
TCH 1-14b
Designing, building I can demonstrate a range  Simplifies problems by breaking them down into smaller more
and testing of basic problem solving manageable parts.
computing skills by building simple  Constructs a sequence of instructions to solve a task, explaining the
solutions programs to carry out expected output from each step and how each to contributes towards
a given task, using an solving the task.
appropriate language.  Creates programs to carry out activities (using selection and fixed
TCH 1-15a repetition) in an visual programming language.

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 Identifies when a program does not do what was intended
and can correct errors/bugs.
 Evaluates solutions/programs and suggests improvements.

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