I used Finding Your Voice Through Scots and Shaetlan used Wilder and the Nyuggel by Jane Cockayne as a context to explore Shaetlan language as a living part of literature and identity. It provided opportunities for learners to engage in creative writing inspired by bilingual storytelling, while also making meaningful cross-curricular links with history, geography, mythology and expressive arts. A strong emphasis was placed on community and family involvement, recognising the value of local dialect and oral storytelling traditions in shaping pupils’ understanding of language and culture as part of a home-link task.
Through this learning, pupils were encouraged to explore how Scots and Shaetlan language shaped character, setting and mood within a text. They compared English and Shaetlan versions of the story, developing an understanding of how regional language preserved culture and oral traditions. Building on this, learners created their own pieces of writing and drew on Scots and Shaetlan vocabulary and imagery, extending their learning beyond the classroom by gathering words and stories from family and community members.
Success in this lesson was demonstrated when pupils could identify Scots and Shaetlan vocabulary and infer meaning from context, discuss the author’s choice to write bilingually, and use dialect creatively in their own work. They collaborated to produce imaginative pieces inspired by local myth or place, while reflecting on how language connected people, places and identity.
The lesson linked strongly across the curriculum. In literacy, pupils engaged in reading for understanding and comparison, vocabulary development through the creation of a shared Shetland dictionary, creative writing, and opportunities for speaking and listening. In social studies, learning focused on Shetland heritage, folklore and local identity, while expressive arts were developed through illustration and storytelling performance. There were also clear links to health and wellbeing, particularly in exploring belonging, identity and self-expression, with Wilder’s feelings of not fitting in providing an accessible emotional theme.
The lesson began with a recap of the rich discussion from a school visit, during which a class set of books had been kindly gifted by Shetland ForWirds and are available for all through the school library. As class readers written in Shetland were limited, these new texts were a particularly valued addition. A “mystery words” hook activity introduced pupils to a selection of Shaetlan words, which were explored before being checked against the glossary unusually found in the middle of the book as it is written in both Shaetlan and English depending on which side you wish to read. Through discussion, pupils considered possible meanings, identified clues and reflected on words used in their own homes, these words were usually linked to activities around the home or traditional pursuits of crofting and fishing – moorit, caain da hill, caadie lambs and trootin, all frequently used but maybe less so in a school context. This opened up meaningful conversation about home language, language identity and the status of Shaetlan as a valid language rather than “incorrect English”.
This was followed by a shared reading session, where pupils read Wilder and the Nyuggel, choosing either the Shetland version or the English version with Shetland dialogue, while the teacher modelled reading in Shaetlan. Building on prior engagement, pupils explored how the different versions affected mood and tone. Through guided questions, they considered which words created the strongest imagery, which version felt most musical, and why preserving Shaetlan in literature mattered. Pupils were encouraged to notice rhythm, sound, imagery and emotional tone, helping them to recognise Scots and Shaetlan as powerful literary tools rather than simple vocabulary substitutions.
The lesson then moved into a folklore and place-based discussion, exploring the myth of the Nyuggel alongside wider Shetland traditions. Connections were made to A Stranger Came Ashore by Molly Hunter, the class reader about selkie folk coming ashore on Shetland, which although set is not written in Shaetlan helps link understanding of folklore, community and what island life would have been like 100+ years ago. Pupils reflected on why communities created myths, what stories belonged to their own area, and how landscape influenced storytelling. This provided further opportunity for cross-curricular learning through mapping Shetland, discussing island life and comparing local legends across Scotland.
Main Creative Writing Task
2 – 3 sessions including time for editing, can have extension time if required
“The Map”
Children create a short story or poem about:
- a map (discuss whether treasure, old, new, torn, hand-drawn, magical …)
- discovering a hidden place in Shetland
The main creative writing task, delivered over two / three sessions, invited pupils to respond to the theme “The Map” , this years theme of The Shetland Young Writer competition. They created a story or poem centred on discovering a hidden place in Shetland, using a map as a stimulus. Pupils were encouraged to include Scots or Shaetlan vocabulary where appropriate, use rich sensory description, and incorporate dialogue or sound effects. Support was provided through classroom word banks, Shetland dictionaries, and the creation of a shared illustrated dictionary.
To strengthen links between school and community, a homework or extension task titled “Words From Hame” invited pupils to gather language from family members or neighbours. They explored dialect words, sayings and stories that had been passed down, and considered which words might be disappearing and why this may be (some were connected to chores/tasks that people no longer need to do). This led to the creation of a class dialect dictionary, recordings of oral histories, and opportunities for audio storytelling, and in some cases involved inviting family members into school to share stories. This element was particularly valuable in building connections beyond the classroom and recognising the importance of community knowledge.
A range of resources supported the lesson, including the core texts, as well as materials linked to the Shetland Young Writer competition. Additional support was drawn from organisations such as the Scots Language Centre, Education Scotland and Shetland ForWirds. Practical classroom tools, including a large map of Shetland, vocabulary displays and dual-language resources, further enhanced learning.
Assessment was ongoing and focused on observing pupils as they discussed language choices, interpreted unfamiliar vocabulary, used Scots and Shaetlan creatively, and made connections between language, identity and place. Evidence of learning was gathered through written work, oral storytelling, illustrated dictionaries and reflective discussion.
To illustrate the impact of this learning, I have attached three pupil writing pieces. One pupil chose to write in English while incorporating elements of local folklore, another blended Shaetlan vocabulary throughout both language and structure, and a third fully embraced Shaetlan, drawing on a rich vocabulary and referencing the most fearsome of trows from the well-known Shetland poem Eence upon a time by Vagaland, a text we had studied earlier this academic year.
Overall, this approach supported pupils in recognising Scots and Shaetlan as expressive literary languages and as carriers of culture and memory. It helped them to see these languages as part of their own lived experience and as valid, powerful tools for creative expression. By connecting classroom learning with family and community, it reinforced the understanding that language learning extended beyond the school gate.