Argyll & Bute Council - Community Services: Education

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A Curriculum for Excellence - Storyline development information

The storyline approach is a way of working, thinking and planning which enables teachers to create a meaningful partnership for learning. It is an integrated approach that brings curriculum areas together creating meaningful links. The name storyline has been given to the approach because it adopts many of the key features of effective storytelling. Learners are invited to create setting, invent characters and explore incidents. The logical sequence of ideas provides a structure for exploring diverse themes or topics.

The defining feature of storyline is the central role of the characters: the human element. This allows learners to explore feelings, facts and values, develop courses of action and evaluate their success.

Each storyline should come to a satisfactory conclusion. This final event should be a celebration of learning and designed to enable the learners to reflect on what they have learned throughout the storyline.

Anne Paterson

Anne Paterson, Quality Improvement Officer, is one of Argyll & Bute Council's education authority contacts for Storyline development information. Anne can be contacted via Inveraray Conference Centre on 01499 302218 or mobile 0776 699 1641.

Elaine Magor

Elaine Magor, Quality Improvement Officer, is one of Argyll & Bute Council's education authority contacts for Storyline development information. Elaine is based at the Oban Education Office and can be contacted on 01631 564908.

Treasures from The Sea

Storyline topic developed by Anne Paterson QIO.

An Early Level Storyline linked to the book “A Sailing Boat in the Sky” by Quentin Blake.

Two children discover a shipwreck (with wagon wheels and a sail) on a beach. Working together as a team they soon rebuild it and set off for adventure. Meeting a stork called Simona who has been shot by hunters, they go on to rescue a girl called Eloise who is being tormented by racist bullies, and then tackle issues of child labour and pollution. Only after rescuing a mother and baby from a war zone do they crash land on a beach inhabited by a green witch. Hang on that’s no witch, that’s Eloise’s granny cooking a delicious flying fish soup to help Simona’s wing. But how do they get home? Do they have more adventures?

Click here to download the Storyline(DOC)

Click here to download related information(DOC)

Click here to download Mindmap summary (DOC)

Freddy's Teddies

Storyline topic developed by Elaine Magor, QIO.

An Early Level Storyline linked to the book ‘Freddy's Teddies’ by Peter Melnyczuk.

Freddy has three teddies, one of which, Max, used to belong to Freddy’s father. One day Freddy notices something strange – his teddies seem to have been up to something during the night. Freddy decides to follow the teddies on their night time adventure and discovers the Teddy Bears’ party in the nearby woods. Max takes Freddy on an adventure to learn about the nocturnal world of the woods and the Teddy Bears’ secret.

Click here to download the Storyline(DOC)

Click here to download the A3 Planning sheet(DOC)

Forest Explorers

An Early Level Storyline developed by Inveraray Primary School.

This Storyline is based on the LTS Topic The Enchanted Forest but adapted to suit a class with a majority of boys!

Click here to download the Storyline(DOC)

Joyning the Learning Storylines

Learning Unlimited have produced four Storyline topics:
Fairyland
The Unsinkable Ship
The Magic Castle
The VIB

The philosophy is to give primary teachers permission, trust and confidence to work in a motivating way. In each topic the principles of curriculum design have been used to create an enjoyable, coherent and relevant context for learning. Active learning lies at the heart of the methodology.

High quality written materials are supported by DVDs which illustrate the four capacities and, most importantly, show how the fun has returned to teaching and learning.

Each topic costs £40.00 and is obtainable from Learning Unlimited Website

Each package consists of a booklet with a linear plan for the topic development, some support resources eg activity cards and a dvd containing examples of the topic in action in a school, discussion with staff, parents and pupils etc. Each topic has a suggested age range but topics can obviously be differentiated for multi-composite classes.

Joyning the Learning Storyline Pilot

In Session 2008/9 a number of schools are piloting the four Learning Unlimited Storylines. Some examples of the work undertaken are being made available on this site. Further information is available from Elaine Magor, QIO (elaine.magor@ea.argyll-bute.sch.uk) or from the schools concerned.

Details of the Storylines concerned are as follows:

1. Fairyland – suitable for P1 – 3
Schools are currently considering how best to re-establish play in infant classrooms. There are various approaches being piloted across the country. In all of these the aim is to encourage active learning which engages and challenges children’s thinking using real life and imaginary situations. Fairyland is a topic suited to the early stages of the primary school. When a sad dragon leaves a (slightly singed) letter at the end of a glitter trail in their classroom ,the children know something different is afoot! The dragon enlists their help. Fairyland has disappeared and all his friends (Little Red Riding Hood, The 3 Bears etc) have nowhere to live. Can the children help? And of course they do!  

Fairyland provides a context for play based activities which help extend the active learning approaches used in pre 5 education. It joins the learning in language, drama, art, maths and ICT. But, in keeping with the Joyning the Learning philosophy, the main purposes are to provide a stimulating context for learning and to suggest exciting, child friendly activities which motivate both pupil and teacher alike.

2. The Unsinkable Ship – suitable for P4/5
The Unsinkable Ship has an environmental studies focus. It joins the learning in language, art and technology. The children become Secret Agents who respond to a series of Top Secret Missions. They raise The Unsinkable Ship from her watery grave and recreate her in all her splendour. Great fun! The topic incorporates formative assessment, collaborative and active learning approaches.

3. The VIB (Very Important Bear) – suitable for P7
The VIB has a media focus and joins the learning from other curricular areas, in particular ICT, language and art. Personalisation and choice are important elements of the topic with children taking responsibility for researching aspects of film and film making. They plan and make their own movies - starring the VIB- and mount eye catching wall displays. An Oscars ceremony, of course, results!

4. The Magic Castle – P4-7
A fantastic resource for teachers that embraces all aspects of Curriculum for Excellence. This 64 page book together with DVD of children 'joyning their learning' will motivate both teachers and children alike and integrate the best of the old with the best of the new!

Fascinate and absorb your primary children into another world for up to 8 weeks putting together this exciting topic. Step by step instructions on how to create your very own Magic Castle which will delight everyone who steps inside. From the 5-14 curriculum this will provide: Enterprise, Citizenship, Creativity and ICT

The Unsinkable Ship - Port Charlotte Primary

A project undertaken in a team teaching situation with a probationer.

The Unsinkable Ship has an environmental studies focus. It joins the learning in language, art and technology. The children become Secret Agents who respond to a series of Top Secret Missions. They raise The Unsinkable Ship from her watery grave and recreate her in all her splendour. Great fun! The topic incorporates formative assessment, collaborative and active learning approaches.

Click here to download the report on the Storyline (DOC)

Click here to download an interview (MP3)

Click here to download a photo of the crew. (JPG)

Click here to download a photo of the first class passengers. (JPG)

Click here to download a photo of the second class passengers. (JPG)

For further information, photographs and sound bites contact elaine.magor@ea.argyll-bute.sch.uk

The Unsinkable Ship - Kilchattan Primary, Colonsay

A project undertaken in a multi composite setting in a very small school.

The Unsinkable Ship has an environmental studies focus. It joins the learning in language, art and technology. The children become Secret Agents who respond to a series of Top Secret Missions. They raise The Unsinkable Ship from her watery grave and recreate her in all her splendour. Great fun! The topic incorporates formative assessment, collaborative and active learning approaches.

Click here to download the report (DOC)

Click here to download the Planning sheet (DOC)

Click here to download an evaluation (PDF)

Click here to download a photograph of the Titanic frieze (JPG)

Click here to download a photograph of some information on passengers (JPG)

Click here to download a photograph of a cabin (JPG)

For further information and photographs contact elaine.magor@ea.argyll-bute.sch.uk

Myths and legends

Doing a storyline which involves myths and legends?

Visit a brilliant website for ideas Myths and Legends Website

Thanks to Jeanette Morrison, Head Teacher of Barcaldine Primary School for the link.

The Unsinkable Ship - Strachur Primary

A project undertaken to explore the results of active learning on pupils' motivation and enthusiasm and how this impacts on pupils' other work.

The Unsinkable Ship has an environmental studies focus. It joins the learning in language, art and technology. The children become Secret Agents who respond to a series of Top Secret Missions. They raise The Unsinkable Ship from her watery grave and recreate her in all her splendour. Great fun! The topic incorporates formative assessment, collaborative and active learning approaches.

Click here to download the report

Click here to download Photo 1

Click here to download Photo 2

Click here to download Photo 3

For further information, photographs and movie clip contact elaine.magor@ea.argyll-bute.sch.uk

The V.I.B - Rhu Primary

A project undertaken to focus on the use of cooperative learning to enhance topic development.

The VIB has a media focus and joins the learning from other curricular areas, in particular ICT, language and art. Personalisation and choice are important elements of the topic with children taking responsibility for researching aspects of film and film making. They plan and make their own movies - starring the VIB- and mount eye catching wall displays. An Oscars ceremony, of course, results!

Click here to download the report

Click here to download a photo of Buddy, the VIB

Click here to download a photo of work underway

Click here to download a photo of the demonstration of learning at the performance

For further information, photographs and a cd of the movies contact elaine.magor@ea.argyll-bute.sch.uk

Fairyland - Easdale Primary

This project built on and extended the development of active learning which had been undertaken in the previous session.

When a sad dragon leaves a (slightly singed) letter at the end of a glitter trail in their classroom ,the children know something different is afoot! The dragon enlists their help. Fairyland has disappeared and all his friends (Little Red Riding Hood, The 3 Bears etc) have nowhere to live. Can the children help? And of course they do!  

Fairyland provides a context for play based activities which help extend the active learning approaches used in pre 5 education. It joins the learning in language, drama, art, maths and ICT. But, in keeping with the Joyning the Learning philosophy, the main purposes are to provide a stimulating context for learning and to suggest exciting, child friendly activities which motivate both pupil and teacher alike.

Click here to download the report.

For further information, a powerpoint of the work undertaken with photographs, a video of a day in the life of the dragon, examples of work and planning sheets contact elaine.magor@ea.argyll-bute.sch.uk

Storyline Planning formats

A variety of Storyline Planning formats have been developed.

Click here to download A3 Storyline Planner

Click here to download A4 Storyline Planner

Click here to download StorylinePlannerv1a

Click here to download StorylinePlannerv1b

Storyline Resource

Storyline (Paperback) - Past, Present & Future

ISBN 9780947649166

£25.00

The Third International Storyline Conference that took place in Glasgow in late October 2006 inspired the contents of this book. Delegates attended from sixteen countries from across the globe, many of whom had been advocating and employing Storyline approaches for many years. Some of the papers originate from conference presentations, but others are new contributions to the growing international literature on Storyline.

Academic texts and articles on the implementation of Storyline are reasonably extensive in Scandinavia, Netherlands, Germany and USA, but the literature is less well developed in the country of origin of Storyline - Scotland and the United Kingdom.

Quite properly, all pedagogies and their application in the classroom have to be founded in sound theory if they are to be accepted and applied beyond the direct influence of those who develop them. In some previously published books there has been a reasonably extensive debate about whether Storyline is a philosophy or a pedagogical approach. This book attempts to demonstrate that Storyline is the latter and that it can be justified by reference to the work of internationally recognised educational theorists.

Storyline, therefore, is worthy of careful consideration by teacher educators and trainers; teachers in all sectors of education; head teachers; curriculum planners; administrators and policy makers.

Pictures to stimulate Storyline developments

Attached are some pictures which could be used to form the initial stimulus for the development of a storyline project.

Let your imagination lead the way!!

Click here to download Picture 1 - American

Click here to download Picture 2 - Cafe

Click here to download Picture 3 - FunnyFaces

Click here to download Picture 4 - Leaving 1

Click here to download Picture 5 - Leaving 2

Click here to download Picture 6 - Occasion

The Fantasy Great Hall Project - Rosneath Primary

A fantastic resource for teachers that embraces all aspects of Curriculum for Excellence. Create a fantasy world of a medieval castle in your classroom!!

Report from P7 teacher involved in the project.

"To fully put into words the impact this project had on learning and teaching in my classroom would take up an excessive amount of paper - in fact, I feel my first novel coming on!

The implementation of a Curriculum for Excellence has had a major impact in my P7 classroom since its introduction. This year has been the most rewarding. Before, I was finding my feet a bit and beginning to let go a bit but I now have pupils who are making decisions about their own learning and setting their own goals and success criteria. They can discuss, plan and put forward ideas in a remarkably mature manner. They can openly tell me why they don’t think things should be done in a certain way and what impact they think trying their way will have. They are open to my suggestions. They will sometimes prefer not to act on them but sometimes come back and say to me, “Mrs Keech, you were right.” Equally, I will acknowledge when they have had a better idea than me. Their problem solving skills are much improved because they have been using a collaborative approach - many hands make light work when trying to come up with the correct strategies. Using the Cooperative Learning approach has been particularly useful in our Magic Castle/Fantasy Great Hall project.

Using the TASC Wheel approach, the children planned everything from start to finish. They advised each other, they ironed out little hitches for each other - in fact, I can honestly say, I never heard a cross word in the whole six weeks!

We did have some hurdles to overcome. We could not fix fairy lights to the pinboards/walls with nails and drawing pins ruined the effect. Our school Cleaning Supervisor came up with the idea of using push pins which worked well. We intended making tapestries to hang from the ceiling but due to a very sensitive alarm system this idea had to be abandoned. Once the fairy lights were in position - and there were literally hundreds - the cables became a Health and Safety issue. Great care had to be taken. Being a small school with a small budget the materials we required to turn an ordinary Great Hall into a fantastic Great Hall could not be bought. We asked The Parent Council for the money and fortunately we were given it. Some of the materials took weeks to come and we had to rethink. One disappointment the children did mention was the fact that some of their parents would not “get into the spirit of things” properly and dress up on our Open Evening! ALL the children dressed up - even one child who was not too keen but he obviously very much wanted to be a part of the proceedings.

Since completing the project I have handed over the planning of other topics to the children. We are trialling Bonnie Prince Charlie and the Jacobite Rebellion - a newly purchased project. The children already have their own ideas about how we should go about this in a way that is most enjoyable to them. They are responsible for displaying what they have learned. I have allocated a large bare wall space. They also have plans for an RME display in their classroom because we are trialling Hinduism (the Ramayana story).

Discussion took place where we decided it is their classroom therefore they would like the responsibility of having an input on display and they certainly welcome having more choice in their learning across the curriculum. This has come from the fact that they were responsible for the transforming of their classroom for their secret project. I have an area of wall space for myself and the rest of the room is theirs!

ALL pupils wished to express an opinion on their secret project so we decided to create an ICT time and use it to record comments. The children decided to work in pairs and peer assess.

It was a joy to watch the children at the Open Evening for parents. Labels were not in place so that the children really had to “talk the talk”. They took great delight in explaining everything and comments from parents were very positive. Most of the Great Hall disappeared but then reappeared as if by magic in homes all over Rosneath.

To anyone contemplating undertaking one of the Learning Unlimited projects my advice and the advice of my P7 class would be to go ahead. The project can be followed to the letter - the planning is all there - or if you have Confident Individuals, Responsible Citizens, Effective Contributors and Successful Learners can be “tweaked” to suit you and your class. Just stand back and let the children take over but be there for them when needed!

Christine Keech, P7 Class Teacher, Rosneath Primary School

Click here to download Photo 1

Click here to download Photo 2

Click here to download Photo 3

For further information, photographs and video clips contact elaine.magor@ea.argyll-bute.sch.uk

The V.I.B - St Joseph's Primary

The VIB has a media focus and joins the learning from other curricular areas, in particular ICT, language and art. Personalisation and choice are important elements of the topic with children taking responsibility for researching aspects of film and film making. They plan and make their own movies - starring the VIB- and mount eye catching wall displays. An Oscars ceremony, of course, results!

Report from P7 teachers involved.

"In planning the topic we followed the outline provided in the Learning Unlimited booklet.

While we had reservations about all of P.7 being happy to take the bear home this proved not to be the case.

However, not all were as enthusiastic about completing the diary entries to the best of their ability.

When grouping the children we arranged them to ensure a mixture of abilities and an opportunity to work with people they wouldn’t normally have chosen themselves. This proved to be beneficial to almost all children.

We felt the de-briefing pupil format was an excellent way to focus the children’s minds when considering how each member of the group had performed during different tasks. It made them realise the importance of being a good group member and highlighted those who needed more help to contribute fully and see the benefits to the group.

Some quotes from the children using the de-briefing card.

“We thought Sean was an effective contributor because he was able to plan and lead others and he was eager to share and develop ideas.”

“We thought Aidan was an effective contributor because he solved all the problems we had.”

“We thought Grace was a confident individual because she worked well with and valued the opinions of others.”

“We thought Kieran was a confident individual because he was ambitious and very good at communicating.”

“We thought Anna was a responsible citizen because she was willing to take part in all activities and was respectful of others. “

“We thought Connor was a responsible citizen because he was careful with materials.”

“We thought Emma was a successful learner because she was very creative, completed all homework tasks very well and she was very motivated. “

“We thought Ryan was a successful learner because he was very creative, really artistic and also very determined to finish everything.”

Some quotes from the children are listed below.

“It was good working in groups because we made new friends that we wouldn’t really talk to before……We are better at working as a team……There were a few minor fights but we all made our films in the end!

We thought the VIB topic was very childish at the start but when we found out we were filming we were much more interested and had a lot of fun with our groups and enjoyed researching and keeping a fact-file. ……. We liked watching the classic and silent movies and making our own movies.

Having Buddy home was fun……..Taking Buddy home was sometimes embarrassing.

We thought making the one minute pitch was fun…….We liked playing the voices and getting everything in place for filming.”

Although working as a group was worthwhile for most of the children there were some who were uncomfortable with this set-up for various reasons. Some children do like to work on their own due to their personality, good and bad. Others work at a faster rate than the group may have allowed and therefore felt they were being kept back. Some within the group depended on others gathering the relevant information on the given topics and failed to contribute effectively through homework tasks and tasks within the classroom, leading to a slight breakdown within the group dynamics. On the whole we think the children benefited from working in this way.

The children responded well to the deadlines given and seemed able to delegate responsibly during tasks in order to show their best group effort. This was good preparation to ensure they were organised effectively in order to produce their movie in the given time.

We feel that the topic would be better if tackled in the term leading up to Easter as the teacher will really know her children by then. We also found last term extremely busy making it difficult to organise a suitable evening and give the importance to the topic that it deserves."

Linda and Claire.

Click here to download some photographs

For further information and photographs contact elaine.magor@ea.argyll-bute.sch.uk

Fairyland - Salen Primary

This topic was undertaken in the infant classes of both mainstream and the Gaelic unit.

When a sad dragon leaves a (slightly singed) letter at the end of a glitter trail in their classroom ,the children know something different is afoot! The dragon enlists their help. Fairyland has disappeared and all his friends (Little Red Riding Hood, The 3 Bears etc) have nowhere to live. Can the children help? And of course they do!  

Fairyland provides a context for play based activities which help extend the active learning approaches used in pre 5 education. It joins the learning in language, drama, art, maths and ICT. But, in keeping with the Joyning the Learning philosophy, the main purposes are to provide a stimulating context for learning and to suggest exciting, child friendly activities which motivate both pupil and teacher alike.

Report from Salen Primary School

This topic was used with a composite P1-3 class (9 pupils) in September and October 2008.

The launch of the topic had the children enthralled from the start. The morning they found that first letter at the end of the dragon trail was one of the most exciting starts to a school day in a very long time. It did make me think more carefully about how topics begin in my class and the impact the launch can have on the childrens’ enthusiasm for learning.

The main focus was on literacy, particularly in developing reading skills and building reading confidence for P2/3. The impact on the more reluctant readers and those lacking confidence was clear to see after just a few weeks. All children felt their reading had improved through the topic with comments such as:
‘Reading used to be hard but it’s easy now.’ ‘I CAN READ!!!!!!!’ ‘It’s better fun when you use expression.’ ‘Can we record our story?’ ‘I love fairytales.’

The final outcome was something the children were preparing for throughout the topic. They took their responsibility in preparing for the open afternoon very seriously, often adding a new idea to our ongoing planning station.

The open afternoon showed what an impact’ joyned up learning’ had on the class. They gave me the task of being photographer, ‘because we don’t really need you for anything else’, I was told! So I did my job, and they did theirs with a confidence and organisation that anyone would have been proud of. Every child had responsibility for setting up and organising an activity as well as ensuring that all visitors were being looked after and were enjoying their visit. Every visitor was active, with P1-3 giving clear instructions and demonstrations of each activity. I did not help with any group because nobody needed it. What a successful outcome!

Being much more active in learning and allowing the class to lead the planning meant I had to give up some control which I admit was not easy but I can see how the children benefit from it in all capacities.

The Gaelic Medium Primary 1 and 2 worked on this topic at the same time which gave lots of opportunity for children to be actively involved in cooperative learning tasks with the other class. While this gave rise to valuable joint teaching and learning we found that the GM P1 class were using English in all play activities and did not yet have the Gaelic language skills needed to sustain conversation in Gaelic. Although they experienced all the active play opportunities, it would probably have been much better to use this topic in the summer term when they would have developed their Gaelic skills and been able to apply those through this motivating and challenging topic.

Nancy MacLean

HT Comment
Throughout the topic pupils were keen to discuss their visits by the dragon and were even spotting him at home! They clearly had entered into the topic wholeheartedly.

I visited the class for their final outcome session. I was very impressed with how well organised and engaged with the activities the pupils were. They clearly took pride in their work speaking with confidence.

Click here to download the Mainstream Class Planner (PDF)

Click here to download the Gaelic Medium Unit Planner (PDF)

Click here to download Photo 1

Click here to download Photo 2

Click here to download Photo 3

For further information and additional photographs contact elaine.magor@ea.argyll-bute.sch.uk

The Magic Castle -John Logie Baird Primary

A fantastic resource for teachers that embraces all aspects of Curriculum for Excellence. Create a fantasy world of a medieval castle in your classroom!!

A report by the three teachers involved.

This topic was undertaken by 3 classes at JLB – P4, P4/5 and P5. We ran it over two terms, from September to December 08.

The pack provided by Learning Unlimited was full of stimulating ideas, that were easy to follow and very adaptable. It greatly assisted with the planning of the topic, and gave an excellent base to work from. We used the interdisciplinary planning approach alongside the pack (see attached plan). The planning was done in stages, allowing us to see how the work was progressing, and in line with ACE, we linked it to the children’s interests, and the areas they wanted to concentrate on.

When we first read the pack we felt that the beginning of the topic did not have enough of a ‘hook’ to pull the children in. We therefore created the character “The Keeper of the Mysteries” who sent letters to the children at various stages in the topic.

The theme of Harry Potter was also key in keeping the children’s interest. Not only did we do class lessons but we would come together as a group throughout the topic to deliver letters, watch DVDs, have sorting ceremonies and hold Triwizard tournaments. Each teacher was the head of a house, and the children were sorted, so that they were also mixing with different classes. Each house earned points, and we found this a great way of improving and maintaining good behaviour in the class. The children were always very excited to learn which house had gained the most points at the end of the week. Highlight of their Friday afternoon! The teachers of each house also held afternoons for their children, and parts of the topic were completed this way, rather than always staying in classes.

We held a special Hallowe’en open day, when we invited other classes from around the school to come and see the castle and how it was progressing. The nursery was also invited up for a special guided tour. At some point or other the whole school was involved with the topic. For example, when we made our knights, they were displayed in the assembly hall, and everyone in the school was invited to vote for their favourite. There really was a buzz in the whole school about the topic – not just in the P4 and 5 classes. P7 were our dummy run for the feeley boxes we created for the parents evening. They were doing a topic in class based around “I’m A Celebrity” and used our feeley boxes as their Bushtucker trials.

The parent’s evening was held at the end of November, and lots of the staff volunteered to come and help. The children were very excited, and the feedback we got from parents was fantastic (see attached). We even managed to raise some money by selling copies of the DVD that was made to show the journey of the topic.

Finally, the most important people in this process were the children. It is clear from the DVD just how much they enjoyed this topic, and the quality of the work that they did proves that this is an excellent method of learning and teaching. We feel that the children are now using the skills they learned during this topic in their day-to-day learning, and have become much more confident in their own abilities.

We recommend that every school has a magic castle!

M McArthur
F Sloan
C Ross

Class teachers

Click here to download LETTER - URGENT NEWS (PDF)
Click here to download Letter 2(PDF)

Click here to download Photo 1
Click here to download Photo 2
Click here to download Photo 3
Click here to download Photo 4

For further information, photographs, copies of the Keeper's Letters and a dvd contact elaine.magor@ea.argyll-bute.sch.uk

Charlie's Checklist

“Although he was born in the countryside, Charlie has his heart set on living in a big city. When he submits a personal ad to a London newspaper, readers will see that Charlie isn't the freckle-faced boy in the opening composition. That's Chester. Charlie is a six-week-old puppy. When he finally gets a response from the ideal candidate, Charlie can't understand why Chester looks so forlorn. Then he realizes that Chester meets all his criteria for a new owner: "Must have room for me. Must be kind to animals. Must provide me with a stable home." Bartlett's deceptively simple acrylic paintings have bold forms, vibrant colors, and robust brushstrokes. The simply written text is also clever: Charlie uses a trampoline to reach the top of his huge pile of letters, and he and Chester sometimes spend all night playing cards on top of the barn.”

Storyline and support materials developed for First Level Experiences and Outcomes

Click here to download Storyline Outline

Click here to download Support materials - Letter One

Click here to download Support materials - Letter Two

Click here to download Support materials - Letter Three

Click here to download Support materials - Advert

Storyline - The Scarecrow's Hat

Storyline for Pre Five / Primary One - Early Level Experiences and Outcomes

A Storyline which culminates in the creation of a scarecrow for the school grounds.

“In this gentle picture book with an old-fashioned feel, an enterprising chicken pulls off a hat trick of sorts when she finds a way to obtain a chapeau she admires. Chicken would love to have Scarecrow's straw hat for her very own. Scarecrow says he would gladly swap his headdress for a walking stick, something that Chicken does not possess. So Chicken sets out to visit Badger, who does have a walking stick. Trouble is Badger wants to make a trade, too, for something else Chicken can't provide--a ribbon.

Chicken calls on an array of animal pals until she at last makes the deal that leads her back to Scarecrow's hat, via a chain reaction of satisfying swaps.

British author/illustrator Brown's story proceeds at a leisurely pace, allowing young readers time to join in Chicken's creative problem-solving.”

Click here to download topic outline

Click here to download Support materials - one (PDF)

Click here to download Support materials - two (PDF)

Click here to download Support materials - three (doc)

The Emperor's Egg

STORYLINE - CURRICULUM FOR EXCELLENCE LEVELS EARLY / FIRST

Can you imagine spending a freezing cold Antarctic winter outside, with no food for miles around--maybe even a hundred miles? This is what the male emperor penguin does. After his mate has laid her egg, she takes off for the ocean where she swims about, getting plump on squid and fish, while Papa stands around keeping the egg warm for two entire months!

Martin Jenkins's remarkable picture book about an extraordinary bird is sure to be an immediate favorite with children of all ages.

The Storyline has been developed from the mysterious arrival of an egg one morning in the classroom.......

Click here to download Storyline Outline
Click here to download support item 1 (Label)
Click here to download support item 2 (Letter)

Further support materials can be obtained on cd from Elaine Magor (elaine.magr@ea.argyll-bute.sch.uk)

Fairyland - Park Primary

When a sad dragon leaves a (slightly singed) letter at the end of a glitter trail in their classroom ,the children know something different is afoot! The dragon enlists their help. Fairyland has disappeared and all his friends (Little Red Riding Hood, The 3 Bears etc) have nowhere to live. Can the children help? And of course they do!  

Fairyland provides a context for play based activities which help extend the active learning approaches used in pre 5 education. It joins the learning in language, drama, art, maths and ICT. But, in keeping with the Joyning the Learning philosophy, the main purposes are to provide a stimulating context for learning and to suggest exciting, child friendly activities which motivate both pupil and teacher alike.

Report from Park Primary School

This topic was used very successfully across Primary 1, Primary 1/2 and Primary 2/3, following on from the success of their previous Pirates Interdisciplinary Project. Each class turned their room into aspects of Fairyland. The Infant Open Area, with the help of talented parents, was transformed into a magical, fantastic Fairyland.

The topic was a huge success and thoroughly enjoyed by pupils, staff and parents.

Click here to download the full Project Report.

Click here to download Dragon Letter 1.

Click here to download Dragon Letter 2.

Click here to download Dragon Letter 3.

Click here to download a Primary 1 Evaluation document.

Click here to download a Primary 1/2 Evaluation document.

Click here to download a Primary 1 Outdoor Activities Planner.

Click here to download a Primary 1 Interdisciplinary Planner.

Click here to download a Primary 1/2 Interdisciplinary Planner A.

Click here to download a Primary 1/2 Interdisciplinary Planner B.

Click here to download a Primary 2/3 Interdisciplinary Planner A.

Click here to download a Primary 2/3 Interdisciplinary Planner B.

Click here to download In the Cave photograph.

Click here to download Role Play photograph.

Click here to download Dragon Writing photograph.

Click here to download Using ICT photograph.

Click here to download Maths photograph.

Click here to download a photograph of a Red Riding Hood wall display.

Click here to download a photograph of the Assembly.

For a cd containing an extensive range of photographic ideas contact elaine.magor@ea.argyll-bute.sch.uk giving a postal address.

St Mun's Primary - The V.I.B.

Joyning the Learning - new materials!

A set of 6 new case studies are available:

A Night at the Movies - a whole school approach
The Circus Comes to Town P1-3
The Great Pyramid P3
Wonka at Wallace P5 (based on Roald Dahl's Charlie and the Chocolate Factory)
The Caribbean island P6/7
The Rainforest P6/7

All six titles £95

Learning Unlimited Website

Highland Storyline Information

Some resources relating to a Highland Clearance Storyline, created by Stirling Council - obtained off the internet.

Click here to download Activities 1

Click here to download Activities 2

Click here to download Emigration Notice

Click here to download Forward Plan

Click here to download Letter

Click here to download Termination Tenancy

Click here to download Title Page

The Victorians Storyline Information

Some resources relating to a Victorian Storyline, created by Stirling Council - obtained off the internet.

Click here to download Activities Plan

Click here to download Forward Plan

Click here to download Planning Overview

Click here to download Title Page

Click here to download Victorians Project and aspects of AifL

Ted and the Time Machine

Literacy Storyline developed by Susan Baker, Bowmore Primary School, Islay

First Level Outcomes and Experiences - Primary Two class undertook the Storyline.

Literacy / Language / Drama Focus.

Click here to download the Storyline outline.
Click here to download the relevant Outcomes and Experiences.
Click here to download Story Template resource.

Thanks to Susan for the work she undertook and for sharing this Storyline.

Great Glow Sites

Keep an eye on the list of National Glow sites springing up. Excellent sites for Storyline developments include

Storyline Group - For all colleagues who would like to share resources or collaborate on a Storyline approach to learning and teaching
Fairyland - Help rebuild Fairyland. Has your class been visited by the dragon? Share your work and ideas here.

Search the Web

Storyline development information

Argyll and Bute Council - Community Services: Education