I would use the circles of influence model to help pupils visually map and better understand their personal connections with Scots. Starting with a small inner circle labelled “Me / My immediate language use”, pupils would note any Scots words they naturally use or recognise. The next circle would focus on family and close relationships, encouraging them to think about the language of parents, grandparents, carers or siblings. The third circle would expand to school and community, capturing playground language, local dialect features, or Scots used by teachers and neighbours. The outer circle would explore broader influences such as Scottish culture, media, geography and history, linking back to Stevenson’s own experiences of hearing Scots in her village, through her father’s music, and via the women she writes about. This structure helps pupils see that, like Stevenson, their relationship with Scots is shaped by layered, overlapping influences rather than a single source, and gives them a clear, reflective framework for discussing and presenting their findings.