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 – Sectarianism in Scotland and globally
Focus: Gaelic, Social studies, Health and wellbeing
CfE Level: Fourth
Introduction:
This learning journey looks at the issue of sectarianism in Scotland and Northern Ireland whilst drawing on comparisons to other
Commonwealth countries affected by conflicts, in particular tribal conflict.
The learning journey focuses on using Gaelic as the medium and uses the issue of sectarianism as the stimulus for learning. It explores the
background and history to sectarian issues in Scotland and gives learners the opportunity to draw comparisons between the behaviours and
actions associated with both tribal conflict and sectarianism. Although the learning journey is focused for Gaelic speakers this learning journey
can be applied easily to non-Gaelic learners.
Pport learne rs to draw compar is ons between tribalis ms
This learning journey contains the following learning experiences:
•
Sectarianism in Scotland
•
Shared experiences - conflict in the Commonwealth
•
How can we make a difference?
Prior learning:
Interdisciplinary opportunities:
Capabilities:
Learners might have been introduced to issues
surrounding territorialism, sectarianism or ways
in which we are divisive in our communities from
personal experience e.g. community, home,
peers. Learners may also have participated in
previous lessons or wider school initiatives. To
contextualise learners' understanding,
practitioners may wish to consider looking at
different aspects of territorialism, sectarianism,
gang culture E.g. historical sectarianism,
football allegiance, geographical tensions.
The learning experiences will open
opportunities across literacy and Gaelic,
across Social Studies, in addition to RME,
Health and Wellbeing. Interdisciplinary
topics might include:
Successful learners – use literacy and research skills
to gather and evaluate information on sectarianism in
Scotland.
Confident individuals – gain sound knowledge of
sectarianism and an understanding of the issue at
home and abroad,
Responsible citizens – can make decisions to take
action to bring about equality. Awareness of Scotland’s
commitment to tackle sectarianism will increase their
sense of citizenship.
Effective contributors – contribute to the research
and class discussion as well as contribute to the wider
discussion across schools and countries.
www.gameonscotland.org
•
How do we create our identity?
•
How do we tackle conflict in our
community?
1
Learning journey – Sectarianism in Scotland and globally
Focus: Gaelic, Social studies, Health and wellbeing
CfE Level: Fourth
Relevant Experiences and Outcomes:
Social Studies:
•
•
•
•
By studying groups in past societies who experienced inequality, I can explain the reasons for the inequality and evaluate how groups or individuals addressed
it. SOC 4-04a
I can describe the main features of conflicting world belief systems in the past and can present informed views on the consequences of such conflict for
societies then and since. SOC 4-04b
I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the
heritage and identity of others. SOC 4-02a
I have investigated a meeting of cultures in the past and can analyse the impact on the societies involved. SOC 4-05c
Gaelic (Learners):
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•
•
•
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I can collaborate to prepare and present in Gaelic more open-ended role plays in a wide range of realistic settings, and I can engage with other speakers of
Gaelic. LGL 4-05a
I can write more extensively over a widening range of topics in a range of formats, using some variety of structures, tenses and linking words. LGL 4-12b
I can write about experiences, feelings and opinions and can offer reasons for having these opinions. LGL 4-12c
I can write about life or culture in countries where Gaelic and related languages are spoken. LGL 4-12a
Using a variety of resources, I can independently read texts which are more detailed and which contain complex language, including a range of tenses and
Gaelic idiom, and can demonstrate my understanding. LGL 4-08a
Literacy and English:
•
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When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of
others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or
adapt thinking. LIT 4-02a
I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and
organise appropriate resources as required. LIT 4-10a
Health and Wellbeing- Mental, emotional, social and physical wellbeing:
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I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care
and show respect for myself and others. HWB 4-05a
As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I
show respect for the rights of others. HWB 4-09a
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. HWB 4-13a
www.gameonscotland.org
2
Learning journey – Sectarianism in Scotland and globally
Focus: Gaelic, Social studies, Health and wellbeing
CfE Level: Fourth
C
Learning experience A: How do we identify ourselves in Scottish Society?
Introduction:
Possible learning opportunities / tasks
Possible evidence
We all identify ourselves in a variety ways. This
may be by name, nationality, family connection. It is
essential we all have an identity and a sense of
belonging. Often this identity can be used to
collude against and exclude others from the
perceived group that you identify with. This can be
done through gang affiliation, sectarian attitudes,
territorial isolation, groups of ethnicity.
Learners could:
• Research different ways in which we identify
ourselves in our society E.g. by class, religion,
gender, location. Explore the positive and
negatives of this. Positive: sense of belonging.
Negative: elitism.
• Research the history of sectarianism in Scotland as
an example of the impacts of negative thoughts and
actions connected to identification.
•
Pupils could produce evidence of their findings
using the Gaelic language.
• Research the changes in sectarianism in Scottish
Society. Learners could focus on changes in
employment, legislation, attitudes and behaviour
and their local community.
Learners can:
Communicate - Produce written materials in Gaelic/
English that shows an understanding of the history of
Sectarianism in Scotland
Make - Learners have produced a piece of work that can
be shared with others to inform them of the issue of
sectarianism in Scotland.
Say - Learners are able to discuss sectarianism in the
Scotland in the past and present in Gaelic/English
Stimulus:
Learners could be asked: How they identify
themselves? Do they belong to particular groups?
Are these groups exclusive e.g. membership only?
Does this impact on others? Do they see divisive
groups in their community, e.g. gangs,
sectarianism, ethnicity? Does this affect their lives?
Key learning
Learners can:
• understand what is meant by identity
• understand concepts surrounding
sectarianism, territorialism, tribalism
• can draw from varied examples of sectarianism
in society both historical and present and make
comparison. E.g. employment, football, family
life
• can successfully identify examples of
sectarianism in Scotland
• can reflect on the impact sectarianism has on
Scotland
• can report the impacts of sectarianism in their
local community
www.gameonscotland.org
Learners can also: produce information in Gaelic or
English that can be shared with schools in the other
countries they will be studying throughout the learning
journey. Learners should give consideration to how they
would display information, how they will collate the
information as a collective group, what forms of
information sharing will be engaging and interesting for
others. E.g. art, written reports, film and media.
Reflecting on learning:
Questions for learners:
• What are the differences/ impacts of sectarianism in
modern society as opposed to historically?
• What have you learned from the research into your
local community, about the views and values of the
local people and its role historically regarding
sectarianism?
• After researching sectarianism in Scotland how do
you think the issue reflects on Scotland as a country
as you as individuals, does it resonate with
territorialism or tribalism?
Taking it further
•
Useful resources
http://www.actiononsectarianism.info
http://www.educationscotland.gov.uk/supportinglearn
ers/positivelearningenvironments/inclusionandequalit
y/challengingsectarianism/index.asp
http://www.scotland.gov.uk/Resource/0044/0044038
6.pdf
http://www.nilbymouth.org
3
•
Tackling the issue of sectarianism in school and
local community by looking at local initiatives, or
taking action in school.
The opening ceremony for the Commonwealth
Games was held at Celtic Park. Learners could look
into the local opinions surrounding this and if any
opinions have been impacted by sectarian attitudes.
Learning journey – Sectarianism in Scotland and globally
Focus: Gaelic, Social studies, Health and wellbeing
CfE Level: Fourth
Learning experience B: Shared Experiences- conflict in the Commonwealth
Possible learning opportunities / tasks
Possible evidence
Learners can:
Communicate - use the Gaelic language to
produce information on sectarianism across the
commonwealth
Produce - information regarding sectarianism
across the commonwealth that can be shared with
others.
Say - reflect as a group on their feelings regarding
sectarianism and the impact it has on theirs and
others lives
Ask: What do you know about Northern Ireland and
sectarianism? Are there other countries where we see
sectarianism? Is there other religions that are affected
by sectarian divides?
Learners could:
• Research the history of sectarianism in Northern
Ireland. Learners can focus on the religious,
political and geographical history of
sectarianism. Learners can also make links to
the history of sectarianism in Scotland.
• Investigate and compare sectarianism in
Scotland and Northern Ireland in modern
society. This could be done using research or an
exchange of information if working with NI
schools or schools from Rwanda.
• Research and report on sectarianism or tribal
conflict in other commonwealth countries such
as the example given of Rwanda. Learners
could look at the wider context of a divisive
conflict and then focus on individual incidents
and the impact on day to day life.
Key learning
Useful resources
Learners can:
•
Discuss the impacts sectarianism has on a country
and the communities within it.
•
Identify comparisons between sectarianism in
Scotland and other countries.
•
Select information to produce thoughtful pieces of
work which demonstrate an understanding of
sectarian issues in Scotland and other countries.
•
Identify different ways in which sectarianism
manifests itself. E.g. a social, economic, religious
or cultural issue.
http://www.communityrelations.org.uk/resources/what-is-sectarianism/
http://www.bbc.co.uk/news/world-middle-east16047709
http://www.bbc.co.uk/northernireland/learning/eyewit
ness/sectarian/index.shtml
http://www.bbc.co.uk/history/troubles
http://www.globalissues.org/article/429/rwanda
http://www.bbc.co.uk/news/world-africa-13431486
http://www.rwanda-genocide.org/
http://www.rwandanstories.org/genocide.html
Introduction:
Sectarianism is experienced in different countries and
manifests itself in different ways. The issue of
sectarianism is evident in Northern Ireland. This
learning experience will allow learners to draw
comparisons and identify differences in sectarian
attitudes and behaviours geographically. Sectarianism
can be mirrored in tribal conflicts such as with the
conflict in Rwanda between the Tutsi and the Hutu
tribes. Learners with have the opportunity to draw
comparisons in behaviour and reflect on this in relation
to their own community.
Stimulus:
www.gameonscotland.org
4
Reflecting on learning
Questions for learners:
• What have been the developments in reducing
sectarianism and tribal conflict across the
Commonwealth?
• Do you feel there is still a big issue with
sectarianism in Scotland and other countries?
• Do you feel others are affected by
sectarianism in a different way from you?
• How do you feel about the links in behaviour
between sectarianism and tribalism?
Taking it further
•
•
Learners can contact other groups and
schools from countries they have studied to
share experiences.
Learners could hold peer learning events to
share their findings with others.
Learning journey – Sectarianism in Scotland and globally
Focus: Gaelic, Social studies, Health and wellbeing
CfE Level: Fourth
Learning experience C: How can we make a difference?
Introduction:
Possible learning opportunities / tasks
Possible evidence
The first two learning experiences allows
learners the opportunities to learn about the
history, impacts and draw comparisons
regarding sectarianism in different countries. As
responsible citizens this learning experience
allows learners the opportunity to explore ways
in which they can tackle sectarianism.
Learners could:
• Use the Equality Act 2010 to understand the
responsibility of all to tackle in equalities, and
specifically look at sectarianism.
• Identify key recommendations from the Advisory
Group for tackling sectarianism and identify where
they feel change needs to occur to tackle
sectarianism, and where they can take responsibility
for impacting change.
• Take positive actions to tackling sectarianism. This
could include looking at sectarianism in the local
community, national letter writing campaign or looking
at how they can raise awareness of international
issues across the commonwealth.
•
Using the Gaelic language, learners could produce
awareness raising materials that are relevant to the
Gaelic community.
• Adopt models from other countries such as Rwanda
and Northern Ireland for addressing conflict in the
community.
Learners can:
Communicate - discuss in Gaelic/English their ideas
for creating change
Make - produce materials in Gaelic/English to raise
awareness of sectarian issues and how to tackle
them.
Do - take action to tackle sectarianism in their local
community or school using different and effective
methods.
Stimulus:
Who is responsible for tackling sectarianism?
Could more be done to tackle sectarianism?
What are the consequences for those involved
in sectarian behaviour? Do you agree with the
consequences? How would you tackle
sectarianism?
Key learning
Learners can:
• Discuss the Equality Act 2010 and can look
at how it relates to sectarianism
• Identify key recommendation from the
Advisory Group on tackling sectarianism in
Scotland report, and relate them to their own
responsibilities.
• Identify ways in which they can have an
impact on tackling sectarianism in their
community and wider society.
• Confidently share their findings to educate
others on how to tackle sectarianism.
www.gameonscotland.org
Reflecting on learning:
Questions for Learners:
• What impact can we have on society as
individuals and as groups?
• Are there other areas of inequality in our
community?
• What social issues affect us and what can we do
to change them?
Taking it further
Useful resources
http://www.scotland.gov.uk/Publications/2013/12/6197
http://www.legislation.gov.uk/ukpga/2010/15/contents
https://www.actiononsectarianism.info/
http://www.youthworkessentials.org/stand-up-tosectarianism/news/local-action/school-responses.aspx
http://www.educationscotland.gov.uk/supportinglearners/
positivelearningenvironments/inclusionandequality/index.
asp
http://www.interpeace.org/programmes/rwanda
http://nicekids.org/
5
Learners can
•
Establish an anti-sectarian action group in school
•
examine equality issues in other Commonwealth
countries
•
organise an exchange trip to NI schools/
organisations to understand what they are doing
to tackle sectarianism and apply the knowledge
at home.
•
embark on a letter writing campaign