Disclaimer:
This learning journey was originally created as part of the Game On Scotland
programme. Although the original purpose was to support learning around the
Commonwealth Games it can be applied to other educational contexts
Learning journey – Gaelic culture
Focus: Gaelic learners
CfE Level: First / Second
Introduction:
This learning journey aims to increase pupils’ knowledge of Gaelic culture through the theme of the Highland Games in Scotland and other
Commonwealth countries.
Learners will research the origins of the Highland Games and the popularity within other Commonwealth countries. They will identify the
different countries that celebrate the Highland games and investigate the various events that take place.
Learners will become more familiar with the Gaelic culture and how it features within the games. They will gather information and compare the different
styles of games, music and dance within other countries and present their findings in a variety of ways
Finally, learners will have the opportunity to create their own Highland Games event, within their school setting, applying the knowledge they have
gained.
This learning journey contains the following learning experiences:
• Origins of the Highland Games
• Investigating music within other cultures
• Creating dance
• Planning own Highland Games
Prior learning:
Interdisciplinary opportunities:
Capabilities:
Pupils should have an awareness of
traditional Scottish culture and national
celebrations, such as Burns’ Day, St
Andrew’s Day. Pupils should also know
the countries within the Commonwealth.
Numeracy and Maths
Developing skills in reading maps of Scotland, Europe and the
wider world - using appropriate terminology.
Literacy
Designing and creating posters, leaflets and programmes for
the Highland Games.
Expressive Arts
Exploring Scottish dancing through demonstrations and
participation, co-operating with peers.
Health and Wellbeing
Participating in Highland Games events individually and with
others.
Successful learners: Thinking creatively
and independently.
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Confident individuals: Develop and
communicate their own opinions.
Responsible citizens: Knowledge and
understanding of different cultures around
the world, including Scotland.
Effective contributors: Work in
partnership and in teams.
Learning journey – Gaelic culture
Focus: Gaelic learners
CfE Level: First / Second
C
Relevant Experiences and Outcomes:
Social Studies:
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By exploring place, investigation 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 investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society.
SOC 2-03a
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
To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features
within Scotland, UK, Europe or the wider world. SOC 2-14a
I can discuss issues of the issues of the diversity of cultures, values and customs in our society. SOC 2-16c.
Mathematics and numeracy:
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I can describe, follow and record routes and journeys using signs, words and angles associated with direction and turning. MTH 1-17a.
Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and
angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary. MTH 2-17c.
Literacy:
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I can present my writing in a way that will make it legible and attractive for the reader, combining words, images and other features. LIT 1-24a.
I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 224a.
By considering the type of text I am creating, 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 1-26a.
By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and
use suitable vocabulary for my audience. LIT 2-26a.
I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a /LIT 1-29a.
I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a.
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Learning journey – Gaelic culture
Focus: Gaelic learners
CfE Level: First / Second
Expressive Arts:
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I am becoming aware of different features of dance and can practice and perform steps, formations and short dance. EXA 1-10a
I have taken part in dance from a range of styles and cultures, demonstrating my awareness of the dance features. EXA 2-10a
I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my
own and others’ work. EXA 1-19a / EXA 2-19a.
Health and Wellbeing:
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Within and beyond my place of learning, I am enjoying daily opportunities to participate in physical activities and sport, making use of available
indoor and outdoor space. HWB 1-25a
I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing,
including sport and opportunities for outdoor learning, available at my place of learning and in the wider community. HWB 2-25a.
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Learning journey – Gaelic culture
Focus: Gaelic learners
CfE Level: First / Second
Learning experience A: The origins of the Highland Games
Introduction
Possible learning opportunities / tasks
Possible evidence
Pupils will be researching the origins of the
Highland Games and locating what
Commonwealth countries hold these events.
•
Learners can:
Say - Demonstrate knowledge of Highland Games
within Commonwealth countries through class
discussion
Stimulus
Look at Visit Scotland website and discuss
http://www.visitscotland.com/about/artsculture/uniquely-scottish/highland-games
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Key learning
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Learners can:
• Research and locate key information using
ICT
• Working co-operatively in pairs/small groups
• Read and interpret maps
• Collect and organise information
Use ICT to find out the history of the Highland
Games and record where and when the first
Highland games took place. Pupils could list
the events. Pupils can do further research of
the events if required
Find out which Commonwealth countries hold
Highland Games and record this in
pairs/small group. Pupils could then label the
countries on a world map
Pupils could find out the location of their
closest Highland Games and the events that
will take place.
Useful resources
Video clip about the Braemar Games in 1926
http://www.britishpathe.com/video/braemargathering-5
Some facts about The Highland Games
http://www.scotland.org/features/highland-gamesdid-you-know
The Scottish Highland Games Association
Information about what to expect at an event.
Interactive map and information about official
Highland Games within Scotland
http://www.shga.co.uk/visitors.php
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Make – Map of world with Commonwealth countries
that hold Highland games in 3D
Write – Record accurate information in a table
Do – Label World Map.
Reflecting on learning
Reflective questions for learners:
Did you share responsibility equally within your
pair/group?
Did you use a range of sources?
Did you write down your findings in your own words?
Taking it further
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Make a 3D map of Scotland
Link up with a school within a place in the
Commonwealth that holds Highland Games
Learning journey – Gaelic culture
Focus: Gaelic learners
CfE Level: First / Second
Learning experience B: Investigating music within other cultures
Introduction
Pupils will familiarise themselves with
traditional Scottish music, within the Highlands
and other cultures.
Possible learning opportunities / tasks
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Stimulus
Red Hot Chilli Pipers clip
http://www.youtube.com/watch?v=Pn2tj49DO
WY&list=ALHTd1VmZQRNqqzsQ_jjqmLiP4qU
hpIO4o
Key learning
Learners can:
• Demonstrate awareness that music varies
from culture to culture and that there are
some features e.g. rhythm and
instrumental timbre that characterise this
music
• Listen carefully and be able to recognise
identifying features in music from Scotland
and from other countries and cultures
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Listening to Scottish music excerpts as a class
and discuss the key features eg, tempo, rhythm
and instruments.
Identify and record specific instruments within a
piece of Scottish music in pairs
Listen to music from other countries within the
Commonwealth and discuss the key elements
eg, tempo, rhythm and instruments
Compare Scottish music with music from another
culture
Useful resources
Examples Scottish music for a variety of purposes
http://www.educationscotland.gov.uk/scotlandssongs
/primary/index.asp
African culture
http://www.africanculturalcenter.org/5_4_2music.html
Music from Ghana and information
http://www.african-musicdance.com/#music%20and%20sound%20effects
Possible evidence
Learners can:
Say - Describe the key features within a piece of
Scottish Music
Make – Create a Powerpoint to show differences
between Scottish music and music from another
country
Write – recording instruments within a piece of
Scottish Music
Do – Listen and record key elements in pieces of
music.
Reflecting on learning
Did you find it challenging to hear multiple
instruments within a piece of music?
What was your opinion about music from other
cultures?
Taking it further
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Investigate other country’s national dress and
traditions
Different groups/pairs learn different national
song within the Commonwealth and then
showcase them at an assembly.
Learning journey – Gaelic culture
Focus: Gaelic learners
CfE Level: First / Second
Learning experience C: Creating dance
Introduction
Pupils will be familiarising themselves with
traditional Scottish dance within the Highlands
and within other cultures.
Possible learning opportunities / tasks
• Watch performances of Scottish dancing, such
Stimulus
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Video clip of Highland Dancing
http://www.bbc.co.uk/learningzone/clips/highla
nd-dancing/12328.html.
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Key learning
Learners can:
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Be aware that Scottish dance consists of
movements and gestures put together in a
special way and performed with music or
a beat
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Learn and perform a variety of different
styles of dance from different cultures.
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Compare Scottish dance with other
national dances
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Learn, rehearse and perform a simple
dance sequence
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Reflect on their own and others’
performance and composition.
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Possible evidence
Learners can:
Say- Discussion about comparison of Scottish dance
and another country's national dance
as Highland fling, Sword dance and the Flora.
Record key movement eg, footwork and hand
positions
Investigate national dances of other
Commonwealth countries and discuss the
differences with Scottish Dancing.
Learn a national dance from another country
eg, The Haka
Make – a comparison between Scottish dance and
another national dance
Learn the Highland Fling and other Scottish
dances
Were you surprised at the number and range of
different Scottish dances?
Useful resources
The Haka and Maori culture
http://www.newzealand.com/uk/feature/haka/
Dance from Ghana
http://video.nationalgeographic.com/video/exploreorg
/ghana-drum-dance-eorg
Scottish dancing clips and information
http://www.electricscotland.com/dance/intro.htm
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Do – Perform the Highland Fling.
Reflecting on learning
Which other national dance stood out to you? Justify
your answer
Taking it further
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Write a newspaper report about the day
Class trip to Highland Games or similar event
Consider inter-school Highland Games.
Learning journey – Gaelic culture
Focus: Gaelic learners
CfE Level: First / Second
Learning experience D: Planning own Highland Games
Introduction
Pupils will plan and run their own Highland
Games event at class, school or Authority
level.
Possible learning opportunities / tasks
•
Stimulus
Pupils should reflect on what they have
learned so far about the Highland Games and
take that forward into their own planning..
Key learning
Learners can:
• Use literacy, communication and
numeracy skills
• Work in partnership and teams
• Demonstrate enterprising attitude.
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Gather information about current Highland game
set up from prior research and ICT. From this,
pupils can choose what events they wish to
include within own class/school event. Pupils to
then create detailed plans for each event ie,
minimum/maximum number of participants,
rules and locations. Possible events could
include athletics ( 100m, 200m,400m and relay
race), tug of war, toss the welly, highland
dancing, chanter etc
Pupils should practice the events through PE
time and/or at a lunch time/after school club.
Pupils could write a letter to their headteacher
to discuss arrangements and finer details about
their plans for the Games.
Design and create advertisement to promote the
Highland Games, including a programme for
the day
Useful resources
Examples of programmes of event and a poster
http://www.aberdeencity.gov.uk/nmsruntime/saveasdi
alog.asp?lID=50956&sID=5842
http://www.braemargathering.org/events.htm
http://www.arisaighighlandgames.co.uk/runningorder.html
http://mileendpc.co.uk/pta-picnic-tickets-onsale.html/pta-poster-highland-games-1a3-poster
www.gameonscotland.org
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Possible evidence
Learners can:
Say - Class discussion about what events to include
Make – Create a programme and posters for event
Do – Participate in the games
Write – Letter to headteacher
Reflecting on learning
Were your events age appropriate?
How effective did you work with your team?
Taking it further
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Learn a variety of different country’s national
dance and perform to an audience
Have a Scottish ceilidh.