Studying Scotland through Social Studies – Stirling Castle learner journey
Second level - Focus on Social Studies
Learning Journey
Overview
The context for study is Stirling Castle and its history, people and environment. Although Stirling Castle has been used
as the context in this example, any Scottish Castle (or number of Castles) could be considered depending on geographic
area or interests. This learner journey is aimed at learners working within the second level and aims to develop learner
skills in researching, discussing, analysing and comparing information. Learners will research and investigate this
Scottish context drawing on information from a variety of texts and discuss and analyse the information considering its
validity.
Stirlin g Cas tle 260
Social Studies experiences and
outcomes explored
I can investigate a Scottish historical theme to
discover how past events or the actions of
individuals or groups have shaped Scottish
society.
SOC 2-03a
I can compare and contrast a society in the past
with my own and contribute to discussion of the
similarities and differences.
SOC 2-04a
Responsibility of all areas which
could be addressed in this learner
journey:
Using what I know about the features of different
types of texts I can find, select and sort
information from a variety of sources and use it
for different purposes.
LIT 2-14a
I know that friendships, caring, sharing, fairness,
equality and love are important in building
positive relationships as I develop and value
relationships I care and share respect for myself
and others.
HWB 2-05a
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Interdisciplinary opportunities
English and Literacy
Health and wellbeing
Technology
Expressive Arts
RME
Studying Scotland through Social Studies – Stirling Castle learner journey
Second level - Focus on Social Studies
Learning Journey
An interdisciplinary approach
Interdisciplinary learning is an important element within Curriculum for Excellence. It constitutes one of the four contexts for learning in 'Building the Curriculum 3':
o
o
o
o
Life and ethos of the school as a community
Curriculum areas and subjects
Interdisciplinary Learning
Opportunities for personal achievement
All of these contexts are crucial if the potential of children and young people as successful learners, confident individuals, effective contributors and responsible citizens is
to be fully developed.
Interdisciplinary learning enables practitioners and learners to:

Make connections across learning through exploring clear and relevant links across the curriculum.

Support the use and application of what has been taught and learned in new and different ways.

Provide opportunities for deeper learning, for example through answering big questions, exploring an issue, solving problems or completing a final project.

Focus on curricular areas where there are coherent links and an opportunity to deepen understanding. (not all curricular areas working together or suspension of
timetables.)
On the next page, the summary of learning opportunities builds on the overview document and exemplifies a possible interdisciplinary approach which could be used
when planning. This links directly to the scene setter for this context and the experiences and outcomes explored. These suggested learning opportunities explore only
aspects of the experiences and outcomes identified. However, each experience and outcome should be revisited in other ways and contexts for depth of learning.
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Studying Scotland through Social Studies – Stirling Castle learner journey
Second level - Focus on Social Studies
Learning Journey
LITERACY AND ENGLISH
SOCIAL STUDIES
Research Stirling Castle using a range of
texts
*Investigate the theme of Stirling Castle as a stimulus to discover
how past events and people have shaped Scotland’s society.
Take notes using a variety of stimuli to
shape their knowledge and understanding
about an event.
Create a timeline for Stirling Castle from its earliest to present day.
Write a diary entry in the role of a person
who lives in the castle using all of their prior
learning.
Explore why castles around Scotland were built where they are.
EXPRESSIVE ARTS
Art and Design
Create a Stirling Castle tapestry.
Drama
Compare a variety of castle jobs to their own life.
Study maps to locate Stirling and where it is in comparison to where
they are.
Take on different roles in a castle for a
sustained period of time.
Music
*Use music (Sound story) to tell the story of The
Battle of Stirling Bridge.
Related experiences and outcomes LIT 204a and LIT 2-15a, LIT 2-14a, ENG 2-27a
RELIGIOUS AND MORAL EDUCATION
*Consider the similarities and differences
between Christian beliefs.
Study the influence of religion on the
shaping of Scotland.
Related experiences and outcomes SOC 2-02a, SOC 2-03a, SOC 204a, SOC 2-13a, SOC 2-14a
Listen to music from the time period and make a
comment on it.
HEALTH AND WELLBEING ACROSS THE CURRICULUM
Related experiences and outcomes EXA 2-04a,
EXA 2-12a, EXA 2-18a
Develop empathy for the characters in their writing and research.
Consider the rights, responsibilities and inequalities of the past and
present.
TECHNOLOGIES
Animate drawings to tell a character’s story.
Related experiences and outcomes HWB 2-05a, HWB 2-09a
Related experiences and outcomes RME 203a, RME 2-01c
Build a castle to skill using 3D shapes.
Related experiences and outcomes TCH 2-04b,
TCH 2-14a
*These learning opportunities are further exemplified and broken down into the learning, skills taught and possible evidence on pages 5, 6 and 7.
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Studying Scotland through Social Studies – Stirling Castle learner journey
Second level - Focus on Social Studies
Learning Journey
Overview of learning in lead curriculum area
Possible prior experiences
A learner may have visited Stirling
Castle and brought back a variety
of souvenirs to share.
Learners are aware that there are
castles in Scotland.
Learners are aware that there
have been battles in Scotland for
a variety of reasons.
Possible learning
opportunities
Skills for learning, life and
work
Possible evidence
Mapping – Where is Stirling?
Comparing
Presentation of findings
Timeline of Stirling Castle
Analysing
Observation of interactions
The environment and
people who lived in the time
period and their relevance to
Scottish History.
Researching
Problem Solving
Co-operating
Communicating
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Sound story will portray the
beginning middle and end of the
story
Studying Scotland through Social Studies – Stirling Castle learner journey
Second level - Focus on Social Studies
Learning Journey
Learning opportunity A: Studying Stirling Castle and its artefacts, maps and pictures
Trigger for learning
Resources
One learner went to visit Stirling Castle at the weekend and brought
back souvenirs to share with the class.
Many museums and libraries in your local area will loan artefact
packs to schools. Contact ‘Library Services’ in your local area.
Stirling Castle becomes a Scottish context for learning.
Stirling Castle
http://www.stirlingcastle.gov.uk/home/experience.htm
Learning opportunities
Skills
Learners explore a box of artefacts, maps and plans of Stirling
Castle. Each group researches a different artefact and presents
their findings in an appropriate way to the rest of the class.
Researching, analysing, communicating and presenting.
Possible evidence
Learning
Presentation of findings e.g. poster, notes, PowerPoint, verbal
feedback
Setting a piece of evidence in place and time.
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Studying Scotland through Social Studies – Stirling Castle learner journey
Second level - Focus on Social Studies
Learning Journey
Learning opportunity B: Write in the role of Mary Queen of Scots
Trigger for learning
Resources
During research the learners discovered information about Mary
Queen of Scots and her relationship with John Knox.
Stirling Castle – Mary Queen of Scots
http://www.stirlingcastle.gov.uk/home/experience/courtlife/maryqueen
ofscots.htm
This led to discussion about Christianity and the similarities and
differences between Catholicism and Protestantism.
Scotland’s History – John Knox
http://www.ltscotland.org.uk/scotlandshistory/renaissancereformation/
johnknox/index.asp
Learning opportunities
Learners could write in the role of Mary Queen of Scots after she
has had an encounter with John Knox, drawing on the religious
tensions at the time.
Skills
Learning
Possible evidence
Differences between Catholicism and Protestantism
Discussion in class about the similarities and differences, diary
entries, application of the values and equality
Discussing, reflecting, evaluating
The tensions between the religions at the time
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Studying Scotland through Social Studies – Stirling Castle learner journey
Second level - Focus on Social Studies
Learning Journey
Learning opportunity C: Use music to tell the story of a castle battle
Trigger for learning
Resources
The class have been asked to share some of their learning at
assembly, so they decide to make a sound story of a battle in the
history of Stirling Castle.
BBC – The Battle of Stirling Bridge – 1297 (Video)
http://www.bbc.co.uk/scotland/history/wars_of_independence/the_bat
tle_of_stirling_bridge/
Scotland’s History - Battle of Stirling Bridge
http://www.ltscotland.org.uk/scotlandshistory/warsofindependence/ba
ttleofstirlingbridge/index.asp
Learning opportunities
Learners work in groups and use musical instruments and/or other
sounds to portray the story of the battle. (The learners may then
notate it.)
Skills
Communicating, co-operating/negotiating, creating, evaluating,
remembering, justifying
Learning
Expressing knowledge of a story through music.
Possible evidence
Observation of interactions, sound story will portray the beginning
middle and end of the story.
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