Unit 6 Application Task - Bruce's group
At Miss Eardley's Poem - a stimulus for a play based lesson on 'Oot to play'
The children listened to the poem again and again the two children who had picked up on ‘the big mess’ and the ‘throwing pies at the police’ picked up on the same two points. There was not much more understanding of the poem other than individual words or phrases ‘snotters’ ‘chuckin it doon’ were interpreted with some help and context given. We talked about going 'oot tae play' and what roles children wanted (mither/maw, faither/da, weans, wee babby). When lining up to go out to play, we incorporated some more language. You’ll no need a jaiket – as the weather is …? Waiting on the children response- ‘roastin’ .
We have a dirt patch which a lot of children have been rolling in this past week. The dirt is dry and they have ended up covered in dry-mud dust. Before going outside we reminded children ‘Mind no in the muck, its dried oot, we don’t want your claes caekit, we don’t want you to be mockit comin in tae class. The children understood this well and some repeated the words and laughed with one saying ‘me no dirty’ showing an understanding of the language. Outside – children ran to the playhouse, adults prompted speech and words. I was a little disappointed that I had to remind them repeatedly of the Scots, I suppose my expectations were maybe a little too high. Conversation was natural and when opportunity arose words would be prompted. Example: one child opening and closing the small window. Every time I peered in, I said, ‘open wee windae’, and when they slid it closed. I said, ‘shut or close wee windae’. This became a game. The next time I said open wee…. and they said window. I said, ‘in Scots?’ – they said ‘windae’. The same happened when they took the play into playing ‘Polis’ some pretended to be dogs. I asked, ‘what are you now?’. The pupil said I am the police dog. I said, ‘and in Scots what are you?’ The immediate response a ‘polis dug’. Other occasions where I asked certain pupils there was no response. The children asked for the scooters and ride-on cars to be brough out. I asked, ‘what the Scots word for car?’ I was met with 'coor', I said aye well caur or motor. The child proceeded with ‘In ma wee rid motor I can gang for miles’. Referencing Sandy Thomas Ross poem. He then continued with a random version. I was impressed that parts/elements had stuck with them, as that was our Burns poem in January 2024!
Other vocabulary prompted by adults: washin windaes,
Spontaneous vocabulary: ‘that hingy’, ‘crabbit’ ‘bellies’ ‘daft’, ‘get oot the hoose’ ‘wee’
Assessment was picture cards and asking for Scots words. However, as some natural responses were given, I asked what those words meant. Verbal children were able to give meanings. What amazed me most was that two children in particular were able to translate short sentences into English. Next steps are to continue to incorporate Scots in our daily play sessions and celebrate its use, emphasising and repeating vocabulary to embed language.
Activity 6/7/8
Lesson Plan: At Miss Eardleys – Painting in Scots
Stage: Primary 6
Duration: 1.5 hours
Context: Literacy and Expressive Arts (Scots Language focus)
Learning Intentions
I can explore a poem written in Scots and discuss the feelings it creates.
I can respond to a poem using expressive arts.
I can create my own Scots verse inspired by an image or memory.
Success Criteria
I can describe the mood and setting of the poem.
I can create artwork in the style of Joan Eardley.
I can write a short verse in Scots linked to my artwork.
Curriculum for Excellence – Experiences and Outcomes
Literacy and English:
LIT 2-01a: I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.
LIT 2-10a: I can recognise how the features of spoken language can help in communication and I use this knowledge to make my own speech clear.
ENG 2-17a: I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts.
ENG 2-19a: I can discuss structure, characterisation and/or setting; recognise the relevance of theme; and comment on the writer’s style.
LIT 2-20a: I can write in a variety of different forms and genre.
ENG 2-27a: I can convey information, describe events, explain processes or combine ideas in different ways.
Scots Language (as part of Literacy and English):
LIT 2-02a (adapted): When I engage with others, I can demonstrate my understanding of Scots language and its place in Scottish culture.
ENG 2-03a (adapted): I can understand and respond to poetry written in Scots, using a word bank or other strategies to support meaning.
Expressive Arts – Art and Design:
EXA 2-02a: I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.
EXA 2-03a: I can create and present work that shows developing skill in using the visual elements and concepts.
EXA 2-05a: I can respond to the work of artists and designers by discussing my thoughts and feelings.
Lesson Outline
1. Introduction (15 mins)
Introduce Joan Eardley and show a selection of her artwork (portraits of Glasgow children, expressive seascapes).
Listen Gerda Stevenson’s poem “At Miss Eardleys” aloud.
Discuss:
Who is telling the story?
What emotions and images come across?
How does the poem make you feel?
Can we translate some of our favourite words we heard in the poem?
2. Art Activity (30 mins) – “Paint What Ye Feel”
Pupils create Joan Eardley–inspired artwork, choosing:
A self-portrait in her expressive style
An image from the poem
Use expressive media: pastels, chalks, mixed media to encourage bold lines and emotion.
3. Scots Verse Writing (30 mins) – “Ma Wee Poem”
Pupils write a short verse in Scots (3–4 lines) inspired by their artwork.
Provide a Scots word bank and suggested sentence starters:
“Ah mind...”, “Ah wis sittin...”, “The windae wis...”
Encourage them to describe mood, setting or image.
4. Gallery Walk (10 mins)
Display artworks with poems attached.
Pupils do a “silent gallery walk” to view and appreciate others’ creations.
Optional: pupils write a positive note or “peer postcard” to one another.
Optional Extensions
Record audio of pupils reading their Scots poems to accompany their images using iPads.
How the lesson went
The lesson went really well and brought a really different energy into the classroom. The children were immediately drawn to Joan Eardley’s artwork — they were surprised by how “messy” or “wild” some of it looked and loved that it didn’t have to be neat to be expressive. When we read At Miss Eardleys together, a lot of the children connected with the child’s voice in the poem — especially the references to the weather and the slightly chaotic studio, which they found quite funny and real. There was a great balance between calm focus and creative freedom during the art part of the lesson. Pupils really engaged with the challenge of using Scots in their writing and enjoyed learning and choosing words from the word bank. Some even went beyond the suggested length and added more verses. Their final pieces — combining art and Scots verse — felt really personal and meaningful.
What do you think worked particularly well?
The cross-curricular nature of the lesson worked especially well — the combination of poetry, art, and Scots language allowed different pupils to shine in different ways. Those who usually struggle with writing found confidence through the artwork, and it gave them something concrete to write about. Providing a Scots word bank and some starter phrases really helped, as did sharing some ideas aloud before writing. Pupils enjoyed having choice in what to draw — either a self-portrait, or an image from the poem — and that led to some very creative and thoughtful responses. The gallery walk at the end gave them a real sense of pride, and some pupils even asked if they could show their work to younger classes.
Is there anything you would do differently if you were to repeat this lesson?
If I were to do it again, I’d probably spend a little more time exploring Scots vocabulary beforehand particularly the words in the poem — maybe through a short warm-up game or a quick draw task — just to boost confidence before they write. A few pupils were a bit unsure at first, although they warmed up quickly once they got going. I’d also consider extending this over two sessions to give more time for peer feedback on their poems and perhaps even a chance to redraft or record them.
What are the next steps for your learners?
As a follow-up, I’d like to build on the idea of writing in Scots from a personal perspective. We could create a class collection of poems and illustrations — maybe themed around memories, weather, or place — to further explore voice and dialect. Another idea would be to revisit Joan Eardley’s art style in another context, encouraging pupils to reflect in Scots again or using a different poem from Quines. We might even record some of the verses as audio or video to build fluency and confidence with Scots aloud.
How will you provide further opportunities to practise and reinforce the use and awareness of the Scots language?
I'd also like to revisit the buddying approach we used in a previous Scots lesson, where the older pupils taught something to the younger classes. It could work really well here too — for example, the P6 pupils could read their Scots poems to P2s, the P2s could respond to this artistically and we could compare with what the P6s initially created. Or we could use some P2 or certainly younger pupils art and respond to those creating our own poems that fit.
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Hiya David
Once again you have created an amazing lesson! Your work throughout this course continues to be of the highest quality – always blending Scots with Literacy and Expressive Arts and other outcomes effortlessly.
And the resulting atmosphere in the classroom as well as the educational outcomes from all your planning is clear to see, “There was a great balance between calm focus and creative freedom during the art part of the lesson. Pupils really engaged with the challenge of using Scots in their writing and enjoyed learning and choosing words from the word bank. Some even went beyond the suggested length and added more verses.”
Whatever the focus of a lesson it always wonderful to hear the learners went beyond what they were asked to do! But particularly so when there is an element such as Scots language being included.
What you say about the lesson ending with the gallery walk and the feelings of pride are fantastic to read about. I hope the class do get a chance to share their work with others in the school, and continue the journey.
I’m also very taken with your “creative” approach to the Es&Os:
Scots Language (as part of Literacy and English):
LIT 2-02a (adapted): When I engage with others, I can demonstrate my understanding of Scots language and its place in Scottish culture.
ENG 2-03a (adapted): I can understand and respond to poetry written in Scots, using a word bank or other strategies to support meaning.
We will be discussing this much more in the future and in tutorials as I think it is something we can get all the teachers on this course doing!
Well done again,
Bruce
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Hiya Diane
Oot to play is a good choice – but yes, the language can be tricky – I really like reading though about how you began incorporating the language into every day activities and getting listening and talking skills engaged! It’s great to see this approach working well. It shows how even quite distinct Scots vocabulary like ‘muck’, ‘mockit’, ‘crabbit’ etc can be grasped and understood in the correct context. And we see this developing excellently as you embrace the opportunity to use the language in natural ways. The learners are definitely getting the hang of what you are trying to introduce and you should be really pleased with the results!
The story of the ‘wee rid motor’ that hadn’t been mentioned since the previous Burns Day is a brilliant detail! You are well and truly off on a great path with your Scots work, Diane. Learning is being introduced and reinforced constantly, and your plans for further development are spot-on. I can’t wait to hear more about what you do next. I’m very impressed with everything so far,
Bruce
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