Learning
about
Scotland
Guidance note for all educational establishments
March 2012
Learning about Scotland
Learning about Scotland
Guidance note for all educational establishments
The Scottish Studies Working Group was established to provide strategic advice and direction
to support the implementation of the 2011 manifesto commitment to develop the concept of
Learning about Scotland in our educational establishments. Within the context of Curriculum
for Excellence, this represents a renewed emphasis on learning about Scotland and all its
dimensions across all levels of learning. The Group gave particular consideration to ensuring
that all children and young people in Scotland experience meaningful learning about Scotland
as it is embedded in the curriculum. This guidance note expands upon the Group’s advice.
Objectives and benefits of Learning about Scotland
The study of Scotland is right at the heart
of Curriculum for Excellence. Across the
curriculum, at all stages and levels, there
is explicit and implicit reference in the
experiences and outcomes to learning
and teaching about our country, providing
numerous opportunities to develop relevant
and engaging study about Scotland in areas
such as literacy across learning, expressive
arts, sciences, social studies, health and
wellbeing, languages, religious and moral
education and more. So why the need to
introduce Learning about Scotland?
Understanding Scottish culture, people,
history, achievements and language and
connecting with Scotland as a place, through
our landscape and natural heritage, are
important parts of developing a sense of
identity, confidence and wellbeing which
in turn helps enable people to succeed in
learning, life and work. It is that sense of who
we are and our place in the world – past,
present and future which aims to underpin
Learning about Scotland, providing a more
pertinent and connected learning experience
which raises ambition and attainment for
all. The public has warmly welcomed the
commitment to Learning about Scotland with
recent research showing over 90% support.
Moreover, a survey was recently carried
out by Education Scotland on the evidence
of existing practice around the country
surrounding the study of Scotland. Much
excellent, innovative and challenging practice
has been identified. However, while it is
apparent that many children and young
people have benefited from rich and diverse
learning experiences relating to the study
of Scotland, those learning experiences are
sometimes dependent upon the passion of
individual practitioners. There has also been
a significant tendency to restrict study to
famous people and important events - for
example, Robert Burns or St Andrew’s Day.
Many practitioners therefore expressed
a desire to see good practice built upon
to allow all children and young people to
experience learning and teaching about
Scotland in a more coherent, interdisciplinary
and consistent way. Importantly, this should
be done not as an addition or ‘bolt-on’ to
the curriculum, but rather as an integral part
of current teaching and learning practice,
involving principles of curriculum design
such as breadth, relevance, progression,
and personalisation and choice, supported
in many instances through regular, quality
outdoor learning opportunities.
The introduction of Curriculum for Excellence
means that now is the ideal time to develop
modern and holistic approaches to the study
of Scotland in all settings.
Coherence, consistency, connected and
systematic learning are the main features
which underpin this new approach to
Learning about Scotland as an integral
and important part of the curriculum.
Learner entitlements, promoting interdisciplinary learning and embedding practice in Learning
about Scotland
In a broad general education, all children and
young people in Scotland have an entitlement
to a curriculum which will support them in
developing their values and beliefs and
enable them to:
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achieve the highest possible levels of literacy and numeracy and cognitive skills
develop skills for learning, skills for life and skills for work
develop knowledge and understanding
of society, the world and Scotland’s
place in it
experience challenge and success so that they can develop well-informed views and act responsibly.
This entitlement sets the basis for
interdisciplinary learning, one of the key
platforms of Curriculum for Excellence.
Learning about Scotland provides an
excellent vehicle in this regard, based as
it is around linkages of experiences and
outcomes drawn from different curriculum
areas and subjects within them, from early
level through to fourth level. Learning about
Scotland should also incorporate the areas
which are the responsibility of all (literacy,
numeracy and health and wellbeing), and
themes across learning, and should contain
effective progression in skills, knowledge
and understanding. Further, there will
be opportunities for learners to continue
their studies within a Scottish context in
the senior phase and beyond. This will
include recognition of such learning with
the opportunity to gain qualifications which
incentivise progression and attainment.
See a paper about interdisciplinary
learning at http://www.ltscotland.org.uk/
resources/i/genericresource_tcm4620621.
asp?strReferringChannel and you can find
examples of connecting learning about
Scotland and embedding that practice at the
Studying Scotland national online resource
(see link).
Transitions and partnership working
Making connections and building in
progression across key transition points
is an important feature of ensuring the
study of Scotland develops in a coherent
manner. The survey carried out by Education
Scotland suggests that many practitioners
are already making strong use of local
opportunities for Scottish study, so for
instance there is potential to develop those
opportunities further via cluster work between
local early years, primary, secondary
and further education establishments.
Learning about Scotland and the national
online resource Studying Scotland will
help to build partnerships by showcasing
collaboration between national educational
and representative organisations to make the
study of Scotland as holistic as possible.
You can see a Curriculum for Excellence
factfile on Transitions at
http://www.ltscotland.org.uk/publications/c/
publication_tcm4660285.asp?strReferrin
gChannel=search&strReferringPageID=t
cm:4-615801-64
The place of Gaelic and Scots languages in Scottish Studies
The promotion of the use of Gaelic and
Scots languages – with the intent to help
them flourish - will be an integral part of
Learning about Scotland. The Studying
Scotland national online resource will
highlight promotion of learning and teaching
in both languages, seeking to help extend
their usage and application in a range of
educational settings.
Opportunities to raise awareness of Gaelic
and Scots languages and strengthen national
and local linguistic traditions through different
curriculum areas will enable learners to
identify different influences of Gaelic and
Scots in the Scotland of today, having
particular relevance in relation to aspects
of landscape, history and culture.
Learning about Scotland
Studying Scotland
We know that there is already strong
evidence of good practice available on
the study of Scotland. The new national
online resource, Studying Scotland, aims
to enhance this further and bring together
learning and teaching about our country in
a structured and accessible fashion by:
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Studying Scotland encompasses Scottish
arts, culture, history, languages, people and
places, and Scotland’s place in the world.
Its aims are simple: to help build confidence
around the learning and teaching of the
study of Scotland, and to make learning
about Scotland an enjoyable, rewarding
and valuable experience for both learner
and practitioner.
bringing together those resources with
You can see Studying Scotland at
a theme of Scottish study already www.educationscotland.gov.uk/
developed by Education Scotland studyingscotland
(e.g Scotland’s History, Scotland’s Songs, Scotland’s Stories, Scots in Canada, Scottish Enlightenment, Knowledge of Conclusion
Language: Scots);
showcasing existing materials and The study of Scotland already runs through
resources, and developing new and Curriculum for Excellence. Learning about
significant models of how the study
Scotland will amplify and expand that study
of Scotland might be undertaken;
and ensure that it is presented in coherent
linking to resources developed by and meaningful ways.
learners, providers and practitioners around Scotland
T +44 (0)141 282 5000
E enquiries@educationscotland.gov.uk
Wwww.educationscotland.gov.uk
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