Successful Learners
Why do
conflicts arise,
how do they develop
and how are
they resolved?
with:
enthusiasm and motivation for learning
determination to reach high standards of achievement
openness to new thinking and ideas
and able to:
use literacy, communication and numeracy skills
use technology for learning
think creatively and independently
learn independently and as part of a group
make reasoned evaluations
link and apply different kinds of learning in new situations
Confident Individuals
with:
self-respect
a sense of physical, mental and emotional well-being
secure values and beliefs
ambition
and able to:
relate to others and manage themselves
pursue a healthy and active lifestyle
be self-aware
develop and communicate their own beliefs and view of
the world
live as independently as they can
assess risk and make informed decisions
achieve success in different areas of activity
How do conflicts
affect communities?
Responsible Citizens
Why is it important
to remember?
with:
respect for others
commitment to participate responsibly in
political, economic, social and cultural life
and able to:
develop knowledge and understanding of the
world and Scotland’s place in it
understand different beliefs and cultures
make informed choices and decisions
evaluate environmental, scientific and
technological issues
develop informed, ethical views of complex issues
Effective Contributors
What is the
significance of
the poppy?
with:
an enterprising attitude, resilience and self-reliance
and able to:
communicate in different ways and in different settings
work in partnership and in teams
take the initiative and lead
apply critical thinking in new contexts
create and develop
solve problems
First Level
How can we support
Poppyscotland?
1
Sustainable Development
Links to other themes
Enterprise
Big Ideas for Sustainable Development
Big Ideas for Enterprise
•Interdependence - I understand the links between people,
other living things and places and that what happens in one place
can affect what happens somewhere else.
•Diversity – I understand the importance and value of
embracing diversity in people’s lives – culturally, socially,
economically and ecologically.
•Carrying Capacity – I understand that there are limits to the
world’s resources and recognise that not looking after these will
disadvantage us all.
•Rights & Responsibilities – I understand the importance of
considering the rights and needs of others and that what we do
now has implications for what life might be like in the future.
•Equity and Justice – I understand the underlying causes of
inequity and recognise that for any development to be sustainable
it must not improve some lives at the expense of others.
•Uncertainty and Precaution – I understand that it is
important to adopt a cautious approach to the welfare of our planet
as our actions may have unforeseen consequences.
•I have had the opportunity to learn within real contexts across
the curriculum including those supported by partners in the community
•I have taken responsibility for learning, showing independence
and initiative and the ability to make informed choices and decisions.
•I have shown creativity, innovation, and flexibility when
approaching problem solving and entrepreneurial activities, using
critical thinking skills and accepting setbacks as learning experiences.
•I have adopted a reflective approach to learning, building on
prior knowledge, achievements and strengths and showing an
awareness of development needs and a commitment to achieving
personal goals.
•I am aware of and have adopted different roles when working
as part of a team, and have interacted appropriately and sensitively.
•I understand and appreciate the world of work and the value of
different occupations through a range of work related experiences.
•I understand the connections between learning, career
planning and life in the community.
Why is it
important
to remember?
Creativity
•I know about my rights and responsibilities.
Big ideas for Creativity
•I am aware of the main features of an election.
•I have generated a number of ideas which question and
challenge conventions, thinking beyond obvious ideas and making inventive
connections.
•I have considered a number of options before making a
decision about my approach and have applied my knowledge
and skills in imaginative ways.
•I have adopted original approaches to solving problems
but recognise that I may have to modify this where appropriate.
•I have taken risks but am flexible in my approach while
continuing to achieve my objective.
•I have negotiated and compromised when working
collaboratively and have integrated the ideas of others.
•I have generated something original which is of value and
have used resources, including ICT, in imaginative ways.
•I have reflected critically on my ideas, approaches and
outcomes and those of others and have celebrated my own
creative achievement and those of others.
Citizenship
Big ideas for Citizenship (Early/First Level)
•I am able to participate in discussions about issues of concern
for me and my community and where appropriate get involved.
•I understand the way my choices and behaviour can effect
others, and my environment and where necessary modify my
behaviour.
•I know that I live in a country called Scotland and am aware of
my own culture and aspects of the culture of others.
•I understand that those around me have differing needs and
wants and that I should try to communicate and behave in a way
that demonstrates respect and friendship.
First Level
•I can communicate why I have made certain decisions.
2
Context Overview (responsive questions)
What do I know already?
What would I like to learn?
Why is it
important
to remember?
How would I like to learn?
How will I share my learning?
First Level
3
Learning Opportunity
Learning Intention/
Success Criteria
Planning for the Big Questions
Learning Opportunity
Learning Intention/
Success Criteria
Decide on the format for a
timeline and create this
showing the significant
people and events of the
chosen conflict as well as
placing this conflict in a
timeline with other significant
events and peoples.
Using a range of sources,
artefacts, audio, visual and web
based research, research a
conflict.
Use a range of maps to locate,
explore and link features and
places where conflicts have
arisen and developed.
Decide on a way to depict
visually the significant people
from the conflict and provide
information about their
contribution to the conflict.
Use research findings and
discussions to help create ‘a
day in the life of…‘ stories.
Learning Opportunity
Create a collage displaying
learning.
Where appropriate, use charts,
graphs and tables to record and
display findings.
Learning Intention/
Success Criteria
Why do
conflicts arise,
how do they develop
and how are
they resolved?
Using newspapers to provide
models of articles, research
findings and discussion,
create a newspaper article
detailing a significant event.
Hot seat significant
characters from the
conflict(s) being explored.
Learning Opportunity
Create visual displays including
maps, depicting significant
features of conflicts.
Learning Intention/
Success Criteria
Share learning with
school/parents/community
using a range of different
media and deciding on the
most appropriate content for
the audience.
Create scripts, role-play, drama to
re-enact chosen significant
individuals/events from the
conflict.
First Level
4
CfE Experience/Outcome
Planned Assessment
Learn how to locate, explore and link periods, people and events
in time and place.
SOC OA
Learn how to locate, explore and link features and places locally
and further afield.
SOC OA
CfE Experience/Outcome
Links to CfE
Experiences and
Outcomes
Using what know about the features of different types of
text, I can find, select, sort and use ideas and relevant
information, organise these in a logical sequence for a
specific purpose, using words which will be interesting
and/or useful for others.
LIT 1-06a, LIT 1-14a & LIT 1-26a
I understand that evidence varies in the extent to which it can be
trusted and can use this in learning about the past.
SOC 1-01a
As I listen, watch or read, I am learning to make notes
under given headings and use these to understand
information, generate and develop ideas, explore issues
and create new texts.
LIT 1-05a, LIT 1-15a & LIT 1-25a
By exploring places, investigating artefacts and locating them in
time, I have developed an awareness of the ways we remember
and preserve Scotland’s history.
SOC 1-02a
To help me develop an informed view, I can recognise
the difference between fact and opinion.
LIT 1-08a & LIT 1-18a
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
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
CfE Experience/Outcome
Planned
Assessment
Planned Assessment
I have developed an awareness of where grid reference systems
are used in everyday contexts and can use them to locate and
describe position.
MTH 1-18a
I have explored a variety of ways in which data is presented and
can ask and answer questions about the information it contains.
MNU 1-20a
Why do
conflicts arise,
how do they develop
and how are
they resolved?
When writing or listening and talking with others, for
different purposes, I can:
•describe events and share experiences
•share information and opinions
•explain processes and ideas
•persuade in different ways
•clarify points by asking questions or by asking others to
say more.
LIT 1-09a, LIT 1-28a & LIT 1-29a
I can convey information, describe events or processes,
share my opinions or persuade my reader in different
ways.
LIT 1-29a
I can communicate clearly when engaging with others
within and beyond my place of learning, using selected
resources as required.
LIT 1-10a
Using technology and other methods, I can display data simply,
clearly and accurately by creating tables, charts and diagrams,
using simple labelling and scale.
MTH 1-21a
CfE Experience/Outcome
Planned Assessment
CfE Experience/Outcome
I can access, retrieve and use information from electronic
sources to support, enrich or extend learning in different
contexts.
TCH 1-03b
I can create, capture and manipulate sounds, text and images to
communicate experiences, ideas and information in creative and
engaging ways.
TCH 1-04b
Planned Assessment
I have experienced the energy and excitement of
presenting/performing for audiences and being part of an
audience for other people’s presentations/performances.
EXA 1-01a
First Level
I can create a range of visual information through observing and
recording from my experiences across the curriculum.
EXA 1-04a
5
Learning Opportunity
Learning Intention/
Success Criteria
Planning for the Big Questions
Using a range of sources,
make a comparison of life
during the chosen conflict and
life now, and decide on the
most engaging way to
share/display this information.
Create a way to re-enact
chosen experiences from the
time of the conflict such as
scripts, role-play, drama
integrating different elements
of the Arts.
Learning Intention/
Success Criteria
How do conflicts
affect
communities?
Share learning with
school/parents/community
using a range of different
media and deciding on the
most appropriate content
for the audience.
Create a mobile exhibition
of research and original
pieces of work which can
be presented within the
establishment or local
community, e.g. library,
museum etc.
Learning Intention/
Success Criteria
Use a range of maps to
locate and explore places
of remembrance and
memorials both locally
and further afield.
Decide on the most
appropriate way to replicate
significant artifacts from the
period of the conflict.
Learning Opportunity
Learning Opportunity
First Level
Investigate war
memorials, including
where possible their own
local war memorial.
Learners take
responsibility for
organising the care of
their local war memorial
and for organising an
event which enables them
to share their learning and
activities with members of
their establishment/local
community.
Design and create a
memorial/garden of
Remembrance,
organising a special event
for members of the
community, including
those affected by
conflicts.
6
CfE Experience/Outcome
Planned Assessment
Learn how to locate, explore and link periods, people and events
in time and place.
SOC OA
Learn how to locate, explore and link features and places locally
and further afield.
SOC OA
CfE Experience/Outcome
Links to CfE
Experiences and
Outcomes
Planned
Assessment
To show my understanding across different areas of
learning as I listen, watch or read, I can identify, consider
and discuss the purpose, key words and main ideas of
the text and use this information for a specific purpose.
LIT 1-04a & LIT 1-16a
As I listen, watch or read, I am learning to make notes
under given headings and use these to understand
information, generate and develop ideas, explore issues
and create new texts.
LIT 1-05a, LIT 1-15a & LIT 1-25a
By exploring places, investigating artefacts and locating them in
time, I have developed an awareness of the ways we remember
and preserve Scotland’s history.
SOC 1-02a
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
Using what know about the features of different types of
text, I can find, select, sort and use ideas and relevant
information, organise these in a logical sequence for a
specific purpose, using words which will be interesting
and/or useful for others.
LIT 1-06a, LIT 1-14a & LIT 1-26a
To help me develop an informed view, I can recognise
the difference between fact and opinion.
LIT 1-08a & LIT 1-18a
CfE Experience/Outcome
Planned Assessment
I am developing an interest, confidence and enjoyment in using
drawing and colour techniques, manually or electronically, to
represent ideas in different learning situations.
TCH 1-15a
CfE Experience/Outcome
How do conflicts
affect
communities?
I can communicate clearly when engaging with others
within and beyond my place of learning, using selected
resources as required.
LIT 1-10a
Planned Assessment
My learning in, through and about the expressive arts is enhanced
and enriched through partnerships with professional arts
companies, creative individuals and cultural organisations.
EXA OA
I have experienced the energy and excitement of
presenting/performing for audiences and being part of an audience
for other people’s presentations/performances.
EXA 1-01a
I can use exploration and imagination to solve design problems
related to real-life situations.
EXA 1-06a
I can sing and play music from other styles and cultures, showing
growing confidence and skill while learning about musical notation
and performance directions.
EXA 1-16a
Having explored the elements which writers use in
different genres, I can use what I learn to create my own
stories, poems and plays with interesting structures,
characters and/or settings.
ENG 1-31a
CfE Experience/Outcome
Planned Assessment
I can show my understanding of values such as caring, sharing,
fairness, equality and love.
RME 1-09b
First Level
7
Learning Opportunity
Learning Intention/
Success Criteria
Planning for the Big Questions
Using a range of sources, find
out about the background to
Lady Haig’s Poppy Factory.
Design, create, advertise and
market Remembrance cards for
people to let family and friends
know that they are in their
thoughts.
Design, create, advertise and
market ‘Grow your own poppies’
kits to be sold at events.
Design, create, advertise
and market a t-shirt which
includes the Poppyscotland
logo, considering the
different materials that could
be used. Learners will be
responsible for
marketing/advertising and
budgeting for production and
selling. Learners will
research t-shirts from other
companies to provide
models.
Learning Intention/
Success Criteria
What is the
significance of
the poppy?
Design and create a new logo for
the schools part of the
Poppyscotland website which
could be used by learners and
practitioners from all over
Scotland.
Design and create a new
flag, representing Peace,
which could be flown at all
Remembrance Parades
throughout Scotland.
Learning Opportunity
Learning Intention/Success Criteria
Learners adopt a role during a
‘Poppy Tea’ for those who live locally
and/or those who may have been
affected by conflicts. This will provide
opportunities to display work about
Poppyscotland, sell products and
refreshments and entertain.
Design, create, advertise and
market a calendar which
combines appropriate images and
messages.
Make creative use of the poppy
paper obtained from
Poppyscotland.
Learning Intention/
Success Criteria
Design, create, advertise
and market a new product
for Poppyscotland, e.g.
jewellery, wrapping paper, tshirts, cards, events posters,
bookmarks, calendars
(showing local people and
places) etc.
Using a range of sources, find
out the significance of the
poppy on Remembrance Day
and the role of Poppyscotland.
Learning Opportunity
Learning Opportunity
First Level
8
CfE Experience/Outcome
Planned Assessment
Learn how to locate, explore and link periods, people and events
in time and place.
SOC OA
CfE Experience/Outcome
Links to CfE
Experiences and
Outcomes
When I engage with others, I know when and how to
listen, when to talk, how much to say, when to ask
questions and how to respond with respect.
LIT 1-02a
Learn how to locate, explore and link features and places locally
and further afield.
SOC OA
As I listen, watch or read, I am learning to make notes
under given headings and use these to understand
information, generate and develop ideas, explore issues
and create new texts.
LIT 1-05a, LIT 1-15a & LIT 1-25a
By exploring places, investigating artefacts and locating them in
time, I have developed an awareness of the ways we remember
and preserve Scotland’s history.
SOC 1-02a
Using what know about the features of different types of
text, I can find, select, sort and use ideas and relevant
information, organise these in a logical sequence for a
specific purpose, using words which will be interesting
and/or useful for others.
LIT 1-06a, LIT 1-14a & LIT 1-26a
I have experienced the different jobs involved in running a
business enterprise and understand the role each one plays in
its success.
SOC 1-22a
I can consider ways of looking after my school or community and
can encourage others to care for their environment.
SOC 1-08a
CfE Experience/Outcome
Planned
Assessment
To help me develop an informed view, I can recognise
the difference between fact and opinion.
LIT 1-08a & LIT 1-18a
Planned Assessment
What is the
significance of
the poppy?
I can use money to pay for items and can work out how much
change I should receive.
MNU 1-09a
I have investigated how different combinations of coins and
notes can be used to pay for goods or be given in change.
MNU 1-09b
CfE Experience/Outcome
Planned
Assessment
I can show my understanding of values such as caring,
sharing, fairness, equality and love.
RME 1-09b
CfE Experience/Outcome
Planned Assessment
I can access, retrieve and use information from electronic sources
to support, enrich or extend learning in different contexts.
TCH 1-03b
CfE Experience/Outcome
I can create, capture and manipulate sounds, text and images to
communicate experiences, ideas and information in creative and
engaging ways.
TCH 1-04b
Planned Assessment
My learning in, through and about the expressive arts allows
me to develop skills and techniques that are relevant to specific
art forms and across the four capacities
EXA OA
First Level
I can use exploration and imagination to solve design problems
related to real-life situations.
EXA 1-06a
9
Learning Opportunity
Learning Intention/
Success Criteria
Planning for the Big Questions
Pupils set up a committee to coordinate a fundraising event which will
support the fundraising appeal
organised by Poppyscotland..
Learning Opportunity
Learning Intention/
Success Criteria
Those members of the
committee who wish to be
involved in managing the
financial aspects of the fundraiser set up a link with
school office and local bank
manager.
The committee consult with pupils,
staff and parents to decide on the
nature of the fund-raising event and to
provide information about
Poppyscotland.
Members of the committee
create a spreadsheet to track
income and expenditure.
The committee decide on the different
roles its members will adopt.
Members of the committee
take responsibility for liaising
with Poppyscotland to
ensure the transfer of funds.
The committee draw up a plan for the
organisation of the event.
Explore the employment opportunities
that are offered by Poppyscotland and
organise and carry out interviews of
members of the community who are
employees.
Pupils explore their local community to
find out what social enterprise
organisations exist and how they
support their local community.
Learning Opportunity
Learning Intention/
Success Criteria
How can
we support
Poppyscotland?
Those members of the committee
who wish to be involved in
advertising the fund-raiser set up
a link with local press and radio.
Learning Opportunity
The committee liaises with members
of the community who may be able
to support the fund-raising event.
Members of the committee coordinate a school competition for
the design of poster/flyer to
advertise the fund-raising event.
Co-ordinate distribution of
posters/flyers including to local
press.
Members of the committee
compose and record a jingle to
advertise the event which is used
by local radio.
Learning Intention/Success Criteria
The committee ensures personal
invitations are sent to relevant
members of the community
First Level
The committee decides on the most
appropriate use of technology and
records the event.
10
CfE Experience/Outcome
Planned Assessment
Develop an understanding of concepts that
stimulate enterprise and influence business.
SOC OA
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
CfE Experience/Outcome
Links to CfE
Experiences and
Outcomes
When I engage with others, I know when
and how to listen, when to talk, how much
to say, when to ask questions and how to
respond with respect.
LIT 1-02a
I can communicate clearly when engaging
with others within and beyond my place of
learning, using selected resources as
required.
LIT 1-10a
I have experienced the different jobs involved in
running a business enterprise and understand
the role each one plays in its success.
SOC 1-22a
CfE Experience/Outcome
Planned
Assessment
I can present my writing in a way that will
make it legible and attractive for my
reader, combining words, images and
other features.
LIT 1-24a
Planned Assessment
I can use money to pay for items and can work
out how much change I should receive.
MNU 1-09a
How can
we support
Poppyscotland?
I have investigated how different combinations
of coins and notes can be used to pay for goods
or be given in change.
MNU 1-09b
CfE Experience/Outcome
CfE Experience/Outcome
Planned
Assessment
I can expect my learning environment to
support me to experience personal
achievement and build my resilience and
confidence.
HWB OA
Planned Assessment
CfE Experience/Outcome
I can access, retrieve and use information from
electronic sources to support, enrich or extend
learning in different contexts.
TCH 1-03b
Planned Assessment
I have experienced the energy and excitement of
presenting/performing for audiences and being
part of an audience for other people’s
presentations/performances.
EXA 1-01a
I can create, capture and manipulate sounds, text
and images to communicate experiences, ideas
and information in creative and engaging ways.
TCH 1-04b
First Level
I can use exploration and imagination to solve
design problems related to real-life situations.
EXA 1-06a
11