Unit 2 Application task
Hi aw,
here's yer place fir postin yer thouchts on the application task o unit 2.
We're luikkin forit tae read yer experiences and ideas.
Sylvia and the team
Unit 2 Application Task
As I am currently working in a national curriculum development role and am not teaching classes on a regular basis, I have not been able to trial the lesson directly with learners. Instead, I have reflected on how the lesson could be used within my own subject area and what it suggests about the place of Scots within the Languages curriculum.
One aspect of the lesson that I think would work particularly well is the comparison between Scots and German. Exploring similarities between words such as hame and Heim, guid and gut, or bairn and the German Kind through discussion of shared Germanic roots, provides learners with an opportunity to investigate language patterns and language history. The connections between Scots and German are often more visible than those between Standard English and German, allowing learners to recognise familiar vocabulary and structures while developing an understanding of how languages evolve over time. This approach develops language awareness and encourages learners to think critically about how languages are related. It also helps position Scots as a language with its own history and development rather than simply a collection of informal words or expressions.
There are also opportunities to explore similarities beyond individual words. Learners could investigate how Scots and German retain features that reflect their shared Germanic heritage, such as vocabulary linked to everyday life, family relationships and local communities. Examining these natural links can help learners see language learning as a process of making connections rather than memorising isolated words. For learners studying German, Scots can act as a bridge, providing familiar reference points that support understanding and build confidence. Equally, learners who speak Scots may gain a greater appreciation of the linguistic knowledge they already possess and how this can support the learning of additional languages.
The lesson also highlights how Scots could contribute to the Languages curriculum through the development of metalinguistic awareness. Learners are encouraged to compare vocabulary, identify patterns and draw conclusions based on evidence. These are important aspects of language learning and align closely with the concept of “Thinking Like a Linguist” that is currently being developed through the Curriculum Improvement Cycle. The Scots-German comparison is particularly valuable in this respect because it encourages learners to look beyond surface differences and identify deeper linguistic relationships. In doing so, they begin to understand concepts such as language families, language change and the ways in which historical migration and cultural contact shape languages.
If I were to develop the lesson further, I would include opportunities for learners to compare Scots not only with German but with other languages they may know or study. However, I would retain the Scots-German focus as a central element because the connections are both accessible and meaningful. Learners could investigate cognates, explore shared etymologies and consider why some similarities have been retained while others have changed over time. This would strengthen the focus on language awareness and linguistic diversity while helping learners make connections across their learning.
For me, the most important learning from this activity is that Scots has a clear place within the Languages curriculum when viewed through the lens of language learning. The natural crossover between Scots and German demonstrates how Scots can be used as a valuable resource for developing linguistic understanding, supporting additional language acquisition and fostering curiosity about language. It provides opportunities to explore language structure, language change, identity and communication while helping learners develop a deeper understanding of how languages work. In this way, Scots can complement the study of additional languages and contribute to a richer understanding of Scotland’s linguistic landscape.
This is excellent! Thanks for posting such an engaging lesson, Robbie. The Interdisciplinary Learning approach, weaving the different curricular areas together, works perfectly. I can see how this would have great results in a Secondary classroom bringing Scots to life as part of Literacy and English, Modern Languages, Social Studies outcomes. I really like this approach as it not only involves Understanding & Communicating (not only in Scots, but in 3 languages) but also features History & Development of Scots and other languages. From my own experience, and from seeing others try similar lessons as part of this CPD, I find this dual approach works very well as it offers those who arrive to school with skills in Scots the chance to excel which perhaps doesn't exist elsewhere in their school experience, whilst also offering learning pathways for those who may be encountering Scots for perhaps the first time to focus on the language links and connections you identify in your success criteria. This is very important (as you will know from your own classroom experience) because the modern classroom contains so many different perspectives and personal experiences. The lesson you have planned caters for everyone in the room, and offers all a path to pursue based on either their skills or their interests.
I’m taken with the Scots words you chose to highlight with the class: hame, hoose, nicht, fou, bairn, twa and guid are all ubiquitous across Scotland, and remain constant across dialect diversity in pronunciation – it is only ken, which some dialects spell and pronounce kaen, which would require any discussion of regional variety. Now there is nothing wrong with pursuing an entirely local focus (Jamie and I regularly do this with Doric and Shetland) but I do like the choices you’ve made here as it allows for you to fully make the point around Scots as a language on a par with either English or German or any other being taught in education. Which is of course one of the points you seek to address in the lesson. I see such potential in this for, as you plan, positioning Scots as a language rather than simply a collection of informal words or expressions.
I would be fascinated to be in the room for the discussion with the class as they shared their observations and compare and contrasted the languages after hearing about the timeline and details that led to each language being where they now are today. (I’m surprised given your name you didn’t include the English word ‘church’ in the discussion of connections between Scots and German which are often more visible….)
You clearly have both a passion for languages in education, as well as for seeing learners fulfil their potential and thoroughly engage with meaningful learning as you pursue work such as, “The lesson also highlights how Scots could contribute to the Languages curriculum through the development of metalinguistic awareness. Learners are encouraged to compare vocabulary, identify patterns and draw conclusions based on evidence. These are important aspects of language learning and align closely with the concept of “Thinking Like a Linguist” that is currently being developed through the Curriculum Improvement Cycle.” It does my heart good to see Scots playing a part in such work, and not in any tokenistic way. You are clearly embedding Scots in education with lessons and work such as this, where Scots contributes to a rich understanding of and interest in Scotland’s linguistic landscape – both past and present.
I felt I should include the first lesson I did on Doric/Scots even though its a basic KWL lesson it showed me a lot about what the class know and how they feel about scots/Doric. I have follow up lesson I can show as well that I created from what I learned from this one. I did adapt the lesson as I went and I would change it for starting Doric/Scots next time.
For the pupil feedback, I did a quick check-in at the end of the lesson. One of the children mentioned that they really liked how I didn't tell them they were saying words wrong, adding that they usually only say those words at their granny’s house, so it was cool to see them on the big board. Another pupil shared that it was good seeing the map because they didn't know people down south had their own ways of speaking Scots too. Finally, when looking at the book from Monymusk, one of the kids said they couldn't believe children their age made a real book that's in shops and suggested that we should make our own comic book or a play about our town next year when the new head teacher comes.
Applying a baseline KWL approach for this introductory Doric block gave me some really great pedagogical insights. A major success was co-constructing our learning goals, which directly nurtured the four capacities by letting the pupils be effective contributors to their own curriculum. Introducing the Jock o' Bennachie book at the end sparked so much excitement. Seeing a local primary school achieve a Scots Language Award nomination empowered my class as confident individuals, and they were buzzing to discuss pitching a similar collaborative project to our incoming head teacher next session. Also, adapting the lesson on the fly to use a map of Scotland when a pupil asked where Doric is spoken worked brilliantly to build their knowledge of national and cultural identity.
However, the lesson definitely highlighted a challenge with confidence. While the initial brainstorm was enthusiastic, a few pupils hesitated to speak aloud, which I think reflects that lingering societal baggage about Scots just being slang. To support all learning styles next time, I wouldn't do a whole class talk first. Instead, I’d set up a silent carousel walk with big A3 sheets of paper on the tables, each with a different Doric word on it. Letting the children roam and write their ideas down together would be far less daunting than speaking in front of everyone.
Moving forward, our next steps are to use our co-created "Want to know" list to explore Scots vocabulary systematically. To give them more opportunities to practice, I’m going to integrate Scots Hoose comic templates into our Term 3 writing. This will ensure Scots is embedded naturally to support their literacy, rather than just treated as a standalone add-on, helping them develop a real, lasting appreciation for their heritage.