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 - Scotland on Stage
Focus: International / Citizenship
CfE Level: First / Second
Introduction:
This learning journey will support the learning and teaching of international education and citizenship through the real life context of the Commonwealth
Games, where Games organisers have promised to leave a legacy of greater intercultural understanding, links and exchanges. It will focus on
Scotland’s place in the world and encourage learners to critically appraise perceptions and predictions. Through the use of a variety of resources
learners will consider factors such how perceptions are generated, the promotion of Scotland and what happens when the Games are over. Although
aimed at learners aged 5-11, the content and themes could be adapted to suit a range of ages.
The Commonwealth Games provides a real and valuable context through which learners are supported in their understanding of key curricular areas
which are the ‘responsibilities of all’ teachers, such as Literacy and Health and Wellbeing, as well as specific subject areas such as Social Studies.
This learning journey contains the following learning experiences:
 How are we perceived?
 Promoting Scotland
 When the Games leave town
Prior learning:
Interdisciplinary opportunities:
Capabilities:
In their other learning pupils will have been
exposed to concepts contained within this
learning journey. The Glasgow
Commonwealth Games 2014 allows
learners to apply knowledge and skills in a
new and relevant real-life context.
Possible IDL ideas:
Successful learners: Thinking creatively and
independently.
Learners could promote their local area through
an advertisement campaign. What features
would they highlight?
Confident individuals: Develop and communicate their
own beliefs and view of the world.
Learners could use ICT to promote positive
messages about their region.
Responsible citizens: Knowledge and understanding of
the world and Scotland’s place in it.
Effective contributors: Create and develop.
www.gameonscotland.org
1
Learning journey - Scotland on Stage
Focus: International / Citizenship
CfE Level: First / Second
Relevant Experiences and Outcomes:
Literacy:

To help me develop an informed view, I am learning to recognise the difference between fact and opinion. LIT 1-08a

To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful
these are. LIT 2-08a

To help me develop an informed view, I can recognise the difference between fact and opinion. LIT 1-18a

To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced, and have
assessed how useful and believable my sources are. LIT 2-18a

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

I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a
Social Studies:

By exploring places, investigating 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 interpret historical evidence from a range of periods to help to build a picture of Scotland’s heritage and my sense of chronology. SOC 2-02a

I can use evidence to recreate the story of a place or individual of local historical interest. SOC 1-03a

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

Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2-010a

By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences. SOC 2-019a
www.gameonscotland.org
2
Learning journey - Scotland on Stage
Focus: International / Citizenship
CfE Level: First / Second
C
Learning experience A: How is Scotland perceived?
Introduction
Possible learning opportunities / tasks
Possible evidence
In a recent 2012 Perceptions Study, Scotland
was seen as being an attractive place to live.
The way in which we are perceived by others is
influenced by the contribution we make on the
global stage.

Learners can:
Create a display of positive and negative perceptions


That is our advertisement, what does it say about
us as a nation?
Stimulus:
View the Visit Scotland promotional video about
Scotland. Consider the accuracy of this
portrayal.


Write tourist information entries for a local
landmark or place of interest.
Create a collage showing positive and
negative images of Scotland.
Using an image from the Scottish news, and
annotate with key words and phrases which
foreigners might associate with it. What
assumptions could be made based on a
single image?
Research Scottish scientists, engineers and
explorers (e.g. David Livingstone) and write
about their achievements.
Look at quotes regarding Scotland; what
positive and negative assumptions could be
made by others?
Key learning
Learners can:
 Research and make notes using images and
text from a range of sources
 Identify the perceptions of Scotland
 List reasons for the perceptions of others
based on evidence collected.
www.gameonscotland.org
Useful resources
http://www.educationscotland.gov.uk/studyingsco
tland/
http://www.educationscotland.gov.uk/scotlandshis
tory/
http://www.educationscotland.gov.uk/scottishenlig
htenment/
http://www.visitscotland.org/
http://home.scotland.gov.uk/home
http://www.talentscotland.com/employers/employ
er-resources/advice-for-employers/2012perceptions-survey.aspx
3
Write about assumptions made by others and
suggest reasons for this.
Present a talk on the positive aspects of life in
Scotland.
Behave in a manner which promotes positive
perceptions of Scotland.
Reflecting on learning
What perceptions do we have of other nations and
what do we base this upon?
Taking it further
Learners consider their involvement and
responsibility in creating a positive image of Scotland.
Learning journey - Scotland on Stage
Focus: International / Citizenship
CfE Level: First / Second
Learning experience B: Promotion of Scotland
Introduction
With the Commonwealth Games coming to
Glasgow in 2014 the spotlight will be on us.
What messages about Scotland do we want to
promote and how do we want to do this? The
values and mission statement of the 2014
Games can be seen to underpin the
opportunities available for our nation.
Possible learning opportunities / tasks



Stimulus
Learners should consider what positive
messages they would like to promote about
themselves, their school and their communities.

Choose an aspect of the Games such as
transport, venues, spectator experience, or
competitor participation, and design ways in
which the image of Scotland could be promoted.
Consider which elements of Scotland should be
used in the opening ceremony and plan the
event accordingly.
Design an opening ceremony which welcomes
and celebrates the cultural contributions of
Commonwealth nations.
Design, plan and implement a school ceremony
highlighting the best of Scotland and
showcasing the other nations of the
Commonwealth.
Write a persuasive text highlighting the benefits
of living
Key learning

Learners can:

Evaluate the aspects of Scotland which
need promotion.

Identify key messages about Scotland to
be promoted during the Games
Useful resources
Learners can:
Create presentations about their community/local
area or country, promoting its best features.
Create a word-cloud displaying key words and
phrases linked to Scotland.
Choose an aspect of the Games such as transport,
etc. and create an appropriate advertisement or
promotion for Scotland
Reflecting on learning
Learners could design a mascot/logo for their class,
school or community. What features would they like
represented?
http://www.glasgow2014.com/
http://www.visitscotland.org/
Taking it further
http://www.scotland.org/
What perceptions do we have of Australia prior to
the 2018 Games?
http://www.historic-scotland.gov.uk/
http://www.glasgow2014.com/about-us/missionvision-and-values
http://www.glasgow2014.com/about-us/ceremoniesand-culture
www.gameonscotland.org
Possible evidence
4
Learning journey - Scotland on Stage
Focus: International / Citizenship
CfE Level: First / Second
Learning experience C: When the Games leave town!
Introduction
Possible learning opportunities / tasks
Possible evidence
The organizing committee of the 2014
Commonwealth Games analysed the legacy
left after previous Games. They concluded
that for the 2014 legacy to be lasting and
sustainable it had to place young people at the
heart of planning the event.
Research the concept of Legacy. What kind of legacy
would learners like to leave behind?
Learners can:
Choose a 2014 venue or a nearby facility and design
ways in which it can be adapted for other uses.
Stimulus
Consult plans or visit a 2014 venue and make a list
of the possible uses it may have beyond sports
facilities. Plan, design and draw potential
adaptations required.
Present the legacy from Manchester
http://www.bbc.co.uk/news/uk-englandmanchester-18983577
Key learning
Learners can:

Define a legacy.

Research former Games venues and
collect evidence as to their current usage.

Identify possible future uses for CG2014
venues including the sports facilities and
athletes village
Look at maps of previous Commonwealth Games
sites before, during and after and compare and
contrast land usage.
Research or visit the former Glasgow Garden
Festival site and consider how land use around this
area has changed.
Draw a picture of the 2014 site 20 years in the future;
compare this with images from the Garden Festival
site then and now.
Reflecting on learning

Useful resources
http://d2010.thecgf.com/
http://www.thecgf.com/games/games_index.asp#
http://www.thecgf.com/games/intro.asp
http://www.thecgf.com/games/2010/delhi2010-finalreport.asp
http://www.bbc.co.uk/news/uk-england-manchester18983577
http://www.glasgow2014.com/games/venues/athletes
-village
www.gameonscotland.org
Choose a previous host city/country and describe
how the landscape has changed following the
Games.
5
Young people can discuss their own roles in
ensuring a sustainable lasting legacy from
CG2014.