Scots language
‘Bundles’ of Experiences and Outcomes with lesson ideas
‘Bundles’ of Experiences and Outcomes with lesson ideas, using available Scots language resources
This document has been produced looking at existing Scots language resources and providing examples of ‘bundles’ of Experiences and Outcomes which
could be addressed together, with emphasis given to a particular Significant Aspect of Learning. These are simply initial examples to show how Scots language
can have a place in your planning. All the resources mentioned are available online at:
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When We Find the Gowd: http://www.educationscotland.gov.uk/resources/w/whenwefindthegowd/index.asp
The Gruffalo – A Scots language resource: http://www.educationscotland.gov.uk/resources/g/gruffalo.asp
Room on the Broom – A Scots language resource: http://www.educationscotland.gov.uk/resources/r/roomonthebroom.asp
Shetland ForWirds: http://www.shetlanddialect.org.uk/learning
Keen Tae Ken Yir Kin: http://bit.ly/1Ki0EN4 (Glow login required)
The bundles here refer to only one lesson/sequence from those detailed in the resources, but can be used as stand-alone exercises. All the resources were
created as a starting point for practitioners to plan their own Scots language activities and lessons. This document aims to show how the available resources
can be used, with a particular Significant Aspect of Learning in focus, to identify a bundle of Experiences and Outcomes which can be included in planning.
EARLY LEVEL
Es&Os
LIT 0-1a/LIT 0-11a/LIT 0-20a;
LIT 0-07a/LIT 0-16a/ENG 0-17a;
LIT 0-10a;
LIT 0-19a
EXA 0-1a;
EXA 0-16a
HWB 0-10a;
TCH 0-4b
S.A.L. and Learning
Statements
Listening & Talking
- Communicates
with others,
contributing ideas,
thoughts and
feelings,
demonstrating the
ability to take turns
LIT 0-1a/LIT 0-11a/LIT 0-20a;
Listening & Talking
Lesson Ideas
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Perform Scots songs, acknowledging the place of Scots as a language, and record the
results.
Compare, contrast and sing songs in each of the languages children bring to school,
including Scots. Record the results.
Listen to and talk about nursery rhymes in Scots. Dress up as the characters and take
photos to illustrate the story.
e.g. When We Find the Gowd Early/First Level: Lesson 1 involves sharing, exploring and learning
Scots songs.
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Listen to and perform rhymes to engage with Literacy and English outcomes. Design and
LIT 0-02a/ENG 0-03a;
LIT 0-10a;
LIT 0-14a
EXA 0-01a;
EXA 0-05a
EXA 0-12a
LIT 0-1a/LIT 0-11a/LIT 0-20a;
LIT 0-01c
LIT 0-07a/LIT 0-16a/ENG 0-17a
ENG 0-12a/LIT 0-13a/LIT 0-21a
EXA 0-2a
HWB 0-05a
- Finds and uses
information to learn
new things
Reading
- Recognises
patterns in language
and blends sounds
to decode unfamiliar
words
Listening & Talking
- Shares thoughts
about events and
characters in
different ways
Writing
- Understands that
writing conveys
meaning
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draw pictures related to the content.
Listen to and sing Scots songs. Draw or paint how the songs make you feel.
Sing Scots song and make a collage, in groups, to illustrate the words.
e.g. Peerie Cat by Rhoda Bulter, Lesson 9 in the Shetland ForWirds resource Da Ditty Box is a
Shetlandic version of “Pussy Cat, Pussy Cat.” A recording can be played from the Shetland
ForWirds website, suitable for Scots speakers and non-Scots speakers alike.
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Explore a Scots film and use the vocabulary therein to label a diagram.
Listen to a Scots text and, in groups, design a model inspired by it. Label the model.
Listen to a Scots song and design a work of art inspired by it. Incorporate words from the
song into the work.
e.g. Education Scotland’s Room on the Broom in Scots Early Level resource involves learners by
exploring the film text, as well as stereotypes of witches and how these are challenged by the
story. Learners explore and use the Scots vocabulary used in the text to label diagrams. They are
also encouraged to design and make a new “bizzum” for different animals and to present their
work to the class.
In groups and individually they analyse and evaluate the characters’ motives and evaluate the
writer’s craft.
FIRST LEVEL
Es&Os
LIT 1-06a;
LIT 1-07a;
LIT 1-14a;
LIT 1-15a;
S.A.L. and Learning Statements
Listening & Talking
- Plans and creates spoken texts and
delivers to a variety of audiences
Reading
Lesson Ideas
• Work in groups to research a given topic. Present findings to the class in Scots, using
computers and/or drawings.
• Discuss in Scots a class outing or experience. Use information leaflets/the internet as a
EXA 1-01a;
EXA 1-03a;
TCH 1-04a /
TCH 2-04a
-Makes notes under given headings,
using these to create texts
LIT 1-02a;
ENG 1-03a;
LIT 1-06a;
EXA 1-13a, 1-14a
SOC 1-03a, 1-04a
Listening & Talking
- Demonstrates a range of verbal
and non-verbal skills when
interacting with or presenting to
others
reminder. Give a group presentation to the class/ another group, using appropriate media.
e.g. When We Find the Gowd Early/First Level: Lesson 6 involves learners working in groups to
research Scottish birds. Learners are then asked to present the findings to the rest of the class
using the appropriate blend of performance and/or technology.
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Listen to poems in Scots on a topic to learn vocabulary and share experiences. Learn about
cultural traditions and use drama conventions to retell the story, poem or tradition in
Scots.
Compare and contrast traditions in the local area now and in the past. Use Scots as far as
possible to act out the group’s findings.
Find out about a place or person of local historical interest in groups. Use Scots to present
the information to the class.
e.g. Claes Poems by Laureen Johnson, Lesson 33 in the Shetland ForWirds First Level resource Da
Gaer Box. A series of three short poems in Shetlandic about clothes. A recording can be played
from the Shetland ForWirds website, suitable for Scots speakers and non-Scots speakers alike.
All three poems offer the opportunity to learn new Scots vocabulary, enjoy new Scots texts and
share experiences, such as going to fancy dress parties. The Activity sheets on the Shetland
ForWirds website offer further learning opportunities with activities such as dressing up and
acting, making a “Guy” for the 5th of November, learning about cultural traditions and how they
change across time and across the country.
LIT 1-14a
LIT 1-20a
ENG 1-31a
EXA 1-02a
TCH 1-03b
TCH 1-04a
Listening & Talking
- Asks and answers a range of
questions to inform understanding
of a variety of texts
Reading
- Finds, selects, sorts and uses
information from a variety of texts
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Use a Scots film as a stimulus for researching a topic on the internet. Work in groups to
create a labelled model to illustrate the findings.
Listen to a Scots text and choose a medium to explore the ideas raised. Write about the
experience.
Listen to/ read a Scots song. Explore any new vocabulary using online dictionaries and
share findings using an appropriate method.
for a specific purpose
e.g. The Gruffalo in Scots first level resource involves learners exploring the language and content
of the film.
Learners are required to design and label animal habitat, constructing models if appropriate.
The use of technology is encouraged through use of online dictionary, links to information,
internet browsing and electronic menu design.
SECOND LEVEL
Es&Os
LIT 2-02a;
LIT 2-20a;
LIT 2-23a;
EXA 2-01a;
EXA 2-03a;
SOC 2-16c;
HWB 2-10a;
LIT 2-04a,
LIT 2-06a,
LIT 2-07a,
LIT 2-09a
SCN 2-02b
SOC 2-13a
S.A.L. and Learning Statements
Writing
- Uses and applies knowledge of
conventions of genre, form, structure
and style when creating a variety of
texts, using language to suit purpose
and engage the audience
Listening & Talking
-Engages respectfully with others in
different context by responding,
questioning, contributing
appropriately and building on ideas
Reading
- finds, selects, sorts and uses
information from a variety of sources
for a range of purposes
Lesson Ideas
• Work in groups to create a series of pieces of writing in Scots on a linked theme. Present
the results to the class.
• Discuss rules and how to make these inclusive and appropriate for all. Choose a medium
for presenting the resulting ideas in Scots.
• Create and illustrate a picture book, in Scots, for children about to start school. Present
the text to the class.
e.g. When We Find the Gowd Second Level: Lessons 9-14 involve learners working in groups to
create an imaginary community which they will describe in writing. Learners are then asked to
present their work to the class in an appropriate way.
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Read a Scots poem about the local area and contrast the use of land described with that in
another area.
Read a Scots poem about local plants and conduct research about the ideas raised.
Compare with another area.
Compare and contrast wildlife in the local area with that of a different place. Discuss
findings using Scots.
e.g. Hjalta by Vagaland, Lesson 16 in the Shetland ForWirds resource Da Tinder Box is a poem in
Shetlandic about summer wildlife. It can be read to further develop Scots language skills as well as
improving skills relating to gathering and discussing information.
Learning can also link to Textiles, Planet Earth and People, Place and Environment by researching
how flowers and plants have been used to produce dyes and how types of wildlife varies across
the country.
LIT 2-07a
LIT 2-14a
LIT 2-24a
LIT 2-26a
EXA 2-02a
TCH 2-04b
THIRD LEVEL
Es&Os
LIT 3-02a;
ENG 3-19a;
HWB 3-10a;
SOC 3-16a;
Listening & Talking
• Explore and analyse the language and structure of Scots film, using vocabulary to label
- Identifies and discusses the main
models inspired by the content.
features of texts, makes and organises
• Listen to a Scots text and use technology to create written texts on a related theme.
notes, using these to create texts
• Sing a Scots song and use technology to create captioned illustrations to accompany it.
appropriate to audience and purpose
Writing
e.g. The Gruffalo in Scots second level resource involves learners exploring and analysing the
- Uses layout and presentation to
language and structure of the film.
engage the reader
Learners are required to design and label animal habitat, constructing models as appropriate.
Learners are invited to research and create Wanted posters, using technology.
S.A.L. and Learning Statements
Listening & Talking
- Engages respectfully with others in
different contexts by responding,
questioning, contributing
appropriately, building upon, and
challenging opinions and ideas
Reading
- Discusses structure, characterisation
and setting using evidence.
Understands how the theme is
Lesson Ideas
• Read and analyse a Scots story, discussing theme.
• Read and analyse a Scots text on the theme of community.
• Read materials about discrimination and discuss these in Scots, analysing the writer’s style
as well as the ideas.
e.g. When We Find the Gowd Third Level: Lesson 10 involves learners reading the story “Vampire”
for enjoyment.
In groups and individually they analyse and evaluate the characters motives and evaluate the
LIT 3-21a
LIT 3-22a
LIT 3-23a
LIT 3-24a
MLAN 3-08a
MLAN 3-11a
MLAN 3-14a
TCH 3-04a
FOURTH LEVEL
Es&Os
LIT 4-16a
LIT 4-19a
LIT 4-26a
LIT 4-31a
LIT 4-02a
developed and links to own and
others’ experiences
Writing
- Reviews and edits work throughout
the writing process to ensure meaning
and purpose
Listening & Talking
- Communicates clearly and
confidently using appropriate
language and register, verbal and
non-verbal skills as appropriate to
purpose and audience
writer’s craft.
S.A.L. and Learning Statements
Reading
- Selects and discusses a range of
texts, justifying personal preference
and evidencing personal response
Listening & Talking
- Compares a variety of complex texts,
makes and organises notes, using
these to create texts appropriate to
audience and purpose
Writing
- Writes independently in a variety of
genres and forms, taking account of
purpose and audience
Listening & Talking
Lesson Ideas
• Read, analyse and compare Scots texts. Use these as stimuli for writing.
• Answer questions on different texts, from different genres in English. Choose one to rewrite in Scots.
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Choose and translate a text from English to Scots, in groups, using a computer.
Choose and translate a text from Scots to English, in groups, using a computer.
Discuss an unfamiliar Scots text, identify any new vocabulary and use an online Scots
dictionary to find the meanings. Create a new text using some of the new words learned.
e.g. Keen Tae Ken Yir Kin Lesson 2: ‘Translating Fiction’ involves learners taking a closer look at
their regional variety of Scots language and translating an excerpt from a piece of popular fiction.
The text they create can either be in written Scots, or recorded in spoken Scots.
e.g. When We Find the Gowd Third/Fourth Level: Lessons 15-17 involve learners reading,
discussing and analysing two short stories.
The understanding of genre developed is then used by learners to create their own stories.
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Use technology to prepare and present information in Scots on your local area.
LIT 4-06a
LIT 4-10a
ENG 4-27a
LIT 4-28a
EXA 4-01a
HWB 4-01a
HWB 4-05a
HWB 4-10a
SOC 4-02a
SOC 4-16c
TCH 4-03b
TCH 4-04a
- Communicates clearly and
confidently, using appropriate
language and register, verbal and
non-verbal skills as appropriate to
purpose and audience in an
independent and sustained way
Writing
-Justifies choice of layout and
presentation in terms of impact on
purpose and audience
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In groups, prepare a presentation including some Scots for pupils new to your school, from
another area or country. Use technology as appropriate.
Prepare information for your school website about the culture and heritage of all the
pupils in your school. Use Scots and other languages as appropriate.
e.g. Keen Tae Ken Yir Kin Lesson 1: ‘Handsel’ involves learners preparing and presenting
information about their own locality for their partners in a different area, using appropriate
technology.
Learners are then required to view, examine and constructively comment upon the handsel they
receive in turn.