An Introduction to Storyline
Yvonne McBlain
Support Teacher – Effective Learning
and Teaching
Format :
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Welcome
Brief presentation
Practical experience of storyline – wee taster
Tour of Storyline Glow group
Study of Storyline plans
Evaluation
What is Storyline?
• Uses a story to frame context-based teaching
• A framework for interdisciplinary learning
• Partnership between teacher/pupil – teacher
controls the line
• Pupil ownership of elements ensures their
engagement
Brief History
• 1960s new educational research/reports
recommended more integration within the
curriculum.
• Introduction of Environmental Studies and
Aesthetic Subjects.
• 1967 In-service Tutor Team formed at
Jordanhill College of Education investigate/
experiment with Topic Studies as a form of
integration.
• Storyline evolved from topic studies & grew in
popularity over next two decades .
STORYLINE SCOTLAND
Sallie Harkness
Steve Bell – Educational Consultant
www.storyline-scotland.com
“A strategy for teaching in an enterprising and
creative way”
THE EPISODES
1)
2)
3)
4)
5)
6)
The Setting
The Characters
An Initiating Event
Incidents
Culminating Event
A Review Process
STORYLINE PLANNING FORMAT
The Storyline
Episodes
1. The Setting
2. The
Characters
3.Initiating Event
4. Incidents
5. Culminating
Event
6. Review
Key Questions
Pupil Activity
Class
Organisation
Resources
Required
Outcome
Key Questions are vital
• Are phrased in language suitable for learners
• Contain the required learning
• Allow the teacher to control the learning or “line”
contained within the story
• Lead to activities which develop skills and/or
knowledge
• Can come from pupils too of course!
Let’s Have a Go!
What do you notice about storyline?
• Which curricular areas could this storyline
target?
• Which skills within these areas can your
activities target?
• How much control do you need to retain? What
benefits are there to supplying information?
What drawbacks can you see – is it better to
allow more pupil choice?
Curriculum for Excellence – Why Storyline?
In what ways could storyline methodology help
you implement Curriculum for Excellence?
Curriculum for Excellence – Why Storyline?
• Integrates creativity & independent learning – development of
pupil critical & creative thinking for future economic/national
success.
• Interdisciplinary opportunities allows stream-lining desired by
the new curriculum.
• Possible impact of increased pupil engagement on attainment.
• Offers a framework for the principles of Curriculum Design
(Building the Curriculum 3).
• Match between educational philosophy & methodology desired
by CfE.
Links with Learning to Achieve?
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Principles of curriculum design
Learning and Teaching
Curriculum Outcomes
Learning Entitlements
• Other sections depending on implementation
Storyline – Latest Developments
• World War II, Scottish Wars of Independence, When
Gran was a Girl, Romans @ first level & Toys @ early
social studies pilot project materials being finalised and
added to storyline GLOW group documents
• GLOW group collection of storyline materials in the
documents section to provide and support teachers –
please contribute if you can!
• Many schools now delivering one topic per session using
storyline in preparation year for Curriculum for
Excellence
• CPD each session will include an opportunity for the
evaluation and planning of teacher-created storylines as
well as introductory sessions
Storyline – How should I use it?
• Try an existing plan initially to gain confidence
and experience
• Ensure your storyline devices are suitable for
your pupils – if unsure get advice from SMT
• One storyline per class per session is enough
• As you gain experience adapt your storylines to
allow pupils to lead as much as possible
• Enter into the spirit of storyline and make it
enjoyable for your pupils – and you! 
What storyline support is there?
• Tour of Storyline Glow group
• Study of existing plans & materials – group
discussion
• yvonne.mcblain@falkirk.gov.uk
• 01324 501985
Evaluation
• Review of learning intentions
• Completion of evaluation forms