Listening and Talking 5.

5. Using what I know about the features of different types of texts, I can find, select and sort information
1. I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why from a variety of sources and use this for different purposes. LIT 2-14a
I prefer certain sources. I regularly select subject, purpose, format and resources to create texts of 6. I can make notes, organise them under suitable headings and use them to understand information,
my choice. LIT 2-01a develop my thinking, explore problems and create new texts, using my own words as appropriate.
2. I can recognise how the features of spoken language can help in communication, and I can use what LIT 2-15a
I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a 7. To show my understanding, I can respond to literal, inferential and evaluative questions and other
3. When listening and talking with others for different purposes, I can: close reading tasks and can create different kinds of questions of my own. ENG 2-17a
• share information, experiences and opinions Writing
• explain processes and ideas 8. I can use my notes and other types of writing to help me understand information and ideas, explore
problems, make decisions, generate and develop ideas or create new text. I recognise the need to
• identify issues raised and summarise main points or findings acknowledge my sources and can do this appropriately. LIT 2-25a
• clarify points by asking questions or by asking others to say more. LIT 2-09a 9. I am learning to use language and style in a way which engages and/or
Reading influences my reader. ENG 2-27a
racy a nd Eng lis
4. I can select and use a range of strategies and resources before I read, and as I Lite h 10. I can convey information, describe events, explain processes or combine
read, to make meaning clear and give reasons for my selection. LIT 2-13a ideas in different ways. LIT 2-28a

1. I understand that my feelings and reactions can change depending 1. Throughout all my learning, I can use search facilities of electronic
upon what is happening within and around me. This helps sources to access and retrieve information, recognising the
me to understand my own behaviour and the way others importance this has in my place of learning, at home and in the

d
Natural
behave. HWB 2-04a workplace. TCH 2-03b

We l l being

Tech n
H ea lt h a n
2. I am learning to assess and manage risk, to protect myself 2. I can create, capture and manipulate sounds, text and images to
and others, and to reduce the potential for harm when
Disasters communicate experiences, ideas and information in creative and

o logies
possible. HWB 2-16a engaging ways. TCH 2-04b
3. I know and can demonstrate how to keep myself and others safe 3. Having evaluated my work, I can adapt and improve, where
Experiences and Outcomes
and how to respond in a range of emergency situations. HWB 2-17a appropriate, through trial and error or by using feedback. TCH 2-11b
Second Level
4. Through discovery and imagination, I can develop and use
problem-solving strategies to construct models. TCH 2-14a
People, past events and societies
1. I can use primary and secondary sources selectively to research

Ex
es
di pr Art and design
events in the past. SOC 2-01a Stu cial es
s iv 1. I have the opportunity to choose and explore an extended range of
2. I can discuss why people and events from a particular time in the past were So eA
r ts media and technologies to create images and objects, comparing and
important, placing them within a historical sequence. SOC 2-06a
combining them for specific tasks. EXA 2-02a
People, place and environment 2. Through observing and recording from my experiences across the curriculum,
I can create images and objects which show my awareness and recognition of
3. I can describe the major characteristic features of Scotland’s landscape and explain how
detail. EXA 2-04a
these were formed. SOC 2-07a
3. I can develop and communicate my ideas, demonstrating imagination and presenting at least one
4. I can describe the physical processes of a natural disaster and discuss its impact on people and
possible solution to a design problem. EXA 2-06a
the landscape. SOC 2-07b
Drama
5. By comparing my local area with a contrasting area out with Britain, I can investigate the main
features of weather and climate, discussing the impact on living things. SOC 2-12a 4. I have created and presented scripted or improvised drama, beginning to take account of audience
and atmosphere. EXA 2-14a
6. I can explain how the physical environment influences the ways in which people use land by
comparing my local area with a contrasting area. SOC 2-13a Music
7. To extend my mental map and sense of place, I can interpret information from different types of maps 5. Inspired by a range of stimuli, and working on my own and/or with others, I can express and
and am beginning to locate key features within Scotland, UK, Europe or the wider world. SOC 2-14a communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a
• explain the physical impact that some natural disasters have had on the earth; (1)
• highlight the fault lines on a map of the earth, identifying ‘high-risk’ countries are areas; (1, 7)
• talk about the site of a famous natural disaster, such as Pompeii; (1, 2)
• I know that we can learn a lot from what is left behind after a natural disaster; (1, 2) • discuss the effect that disasters such as Hurricane Katrina can have in the weeks, months and years
afterwards; (4)
• I know that people today have lived through natural disasters, and can listen to or read first-hand,
eye-witness accounts; (1) • discuss the devastation for living things caused by natural disasters; (5)
• locate the site of many natural disasters on a map; (1, 7) • explain why the position of Scotland and the UK on a map lessens the risk of a natural disaster; (5, 7)
• create a timeline of significant natural disasters; (2) • consider why people choose to live in areas which are categorised as ‘high-risk’; (6)
• give a timeline of events leading up to, during, and after an earthquake, volcano, or tsunami; (4) • suggest some safety measures that people living in high-risk areas take. (6)
• make links between the features of the physical environment and natural disasters; (4)
• research the ways in which buildings in high-risk areas have been adapted to be
earthquake-proof; (4) Socia l Studies

• understand that things happen in my life, and in society and the wider
world that are out with our control; (1)
• talk about ways to cope with life-changing situations; (1)
• discuss the impact that such disasters could have on their mental,
social, emotional and physical wellbeing; (1)
Natural

Hea lth a nd
The Olympics

We l l being
• research the role of humanitarian agencies; (2) • design a poster to show people what to do during a natural
• understand the need for humanitarian agencies, particularly
during natural disasters and other times of great need; (2, 3)
Disasters
Experiences and Outcomes
disaster; (1)
• create a natural disaster scene of my choosing; (1)

Expre
• understand that when a natural disaster occurs, the input from I Can Statements
First Level • blend pastels, chalks or watercolours to show the effect of a
humanitarian agencies is long term; (2, 3) Second Level hurricane or tsunami; (1, 2)
• make models of some disasters (volcano, earthquake scene,

ss
• briefly talk about the ways that we minimise risk and keep

ive
ourselves safe; (2, 3) tornado in a bottle etc); (1, 2)

A
• explain what I would do in a range of emergency situations. (2, 3) • design a survival kit which would help someone caught up in a natural

rt
disaster; (1, 3)

s
s
g ie • role play as a news reporter at the scene of a disaster; (4)
lo
• work with my group to make a seismograph; (3, 4) h no Tec • use musical instruments to represent the journey that a natural disaster
• use a video camera to film a news report about a disaster; (2) takes, from the first signs of trouble, to the aftermath. (6)
• make a mini model of a volcano; (3, 4)
• complete a design task to make the tallest structure able to withstand a classroom table
shaking ‘earthquake’; (3, 4)
• research the cause of some natural disasters; (1)
• contribute 2 slides to a PowerPoint presentation. (1, 2)
Listening and Talking • highlight subject-specific language in a passage or excerpt; (4)
I can • use the features of non-fiction and information texts to locate specific information that I will then use
• watch news reports of natural disasters, taking notes that will help me with my writing; (1) for a specific purpose; (5)
• summarise the main points of a news report; (1, 3) • read for information, and use what I learn to create texts or involve myself in group discussions; (5, 6)
• discuss disaster report news articles and share my opinions with my peers; (1) • show my understanding of what I have learned as I take part in comprehension activities; (7)
• take notes during group discussions, and use these notes to inform my writing; (1) • create my own questions for a classmate to research and answer; (7)
• use subject-specific vocabulary as I talk; (2, 3) • read newspaper articles about real-life natural disasters and take notes; (5, 6)
• ask questions about what I have learned; (2, 3) • evaluate the potential usefulness of a text by looking at the front cover, cover illustrations, and
reading the blurb; (4)
• show my understanding of content discussed by my active participation in group and class
discussions; (2, 3)
Writing
• summarise findings from my own research, and present it to the class in the style I can
of a news report; (2, 3) racy a nd Eng lis
• maintain excellence communication skills as I discuss the impact that
Lite h • use the notes that I made whilst reading to help me with my writing; (8)
• write a sense poem about a natural disaster; (8, 10)
natural disasters have on everyday life; (2, 3)
• use alliteration and onomatopoeia in my writing to make it interesting
• give a short solo talk to my class on a natural disaster that I have
for the reader; (8, 9)
researched. (2, 3)
• create a disaster information leaflet, outlining the steps to take to
Reading stay safe and minimise risk; (9, 10)
I can • write a script for a news reporter at the scene of a disaster; (8, 10)
• skim and scan before I read, to make sure that I am effective as I
read for specific information; (4)
Natural • create a piece of persuasive writing asking a humanitarian agency
for assistance; (9, 10)
Disasters
I Can Statements
Second Level