Education Programme

Education Programme

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Contents 1

Welcome & About The Project

3

2

A New Arrival At School

6

3

Getting Creative With Your Sculpture

8

4

Design Template & Submission Form

16

5

Classroom Guides

19

6

Fundraising Ideas—Making It Count!

26

Welcome Fae Oor Wullie!

GET AFF YER BIG BAHOOCHIES AN’ FOLLOW ME ON MA BIG BUCKET TRAIL! Loads o’ creative folk have been getting awfy busy wi’ their crayons and stuff like that tae mak’ me look even mair braw! Never mind aboot famous artists like Jock Vettriano, Vinny MacGogh, an’ Claude Moany, whit aboot how guid they sculptures o’ yer very ane an’ only ME are!? Get yersel’s oot an’ aboot, an’ hae a richt guid look. See how many ye can spot. Whit’s yer favourite? Hae a shot at colouring ane yersel’ maybe? While ye’re aboot it, hae a wee think aboot a’ the guid things we can dae tae help each other, an’ some o’ the bairns that might no’ be quite as weel as us. Ma BIG Bucket Trail is a great opportunity tae get involved wi’ three braw charities who a’ dae super work helping other bairns an’ their folks a’ ower Scotland.

Wullie

3

Feb ‘19 Schools collect Oor Wullie sculpture and education pack

May ‘19 Sculpture to be collected by charity, ready for photographing for web/ app/trail map etc.

Jun ‘19 Sculptures delivered to trail location

Jun ‘19 Launch event, mini-trail live

Sep ‘19 Mini-trail ends, sculptures returned to schools

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About The Project The five BIG bucket trail partners of The ARCHIE Foundation, Edinburgh Children’s Hospital Charity, Glasgow Children’s Hospital Charity, Wild in Art and DC Thomson Media are delighted that you are participating in Oor Wullie’s BIG Bucket Trail. It is with great pride that we present you with your Learning Resource Pack, which we hope will inspire and encourage you to get creative as part of Scotland’s largest public art trail, the first of its kind in the world.

Oor Wullie’s BIG Bucket Trail is designed to be a feast for the imagination, the opportunity to get children and young people enthusiastic about arts and crafts, as well as engaging them in important topics of conversation like Scot’s language, Health and Wellbeing and raising money to help support others.

‘We cannot wait to see all of your sculptures come to life and create a lasting legacy for our wonderful Scottish cities. ’

This pack is the first step in the journey. It has all the information you need to start planning the artistic adventure you will have with your sculpture.

Please encourage all of the children and young people you work with to show adventure and imagination in their sculptures as they have the power to showcase their voice on issues that are important to them.

We cannot wait to see all of your sculptures come to life and create a lasting legacy for our wonderful Scottish cities.

Best of luck to you all!

All partners involved are really excited about this pack, in particular the Health and Wellbeing aspect as we know how important it is to get families out and about together, exploring our fabulous country on foot! The fact that we can combine all of this with fun and creativity is just simply braw.

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A Guid Fun Way Tae Learn This learning pack is designed for pupils from P1 to S2 and offers activities that are also suitable for younger children. It is flexible and easy to use, offering a framework for delivering a raft of creative cross-curricular activities.

We recommend that you look through the whole pack to gain an overall picture of its contents and the possibilities for its use. We also suggest that you and your colleagues have a good look at the accompanying resources which can be viewed and downloaded from www.oorwullie.com.

Whichever group of pupils you are working with, and whatever theme you choose to explore, it is most likely that your starting point will be something that is happening in your area or a topic that some of your group members have a particular interest in.

‘The emphasis of this pack is on group participation, which is both an appropriate and fun way for pupils to gain a better understanding of the project and feel greater ownership of it.’

The emphasis of this pack is on group participation, which is both an appropriate and fun way for pupils to gain a better understanding of the project and feel greater ownership of it.

Find More Oot Online!

View and download accompanying resources at www.oorwullie.com 6

A New Arrival At School Wild in Art has teamed up with artist Jenny Leonard to produce a video for schools and groups working with their sculptures. It provides a step-by-step guide on how to plan your project, what materials to use and how to turn your blank sculpture into a work of art! Watch ‘Wild in Art, Learning Programmes: How to Create Your Artwork’ available on Wild In Art’s YouTube Channel.

Watch ‘Wild in Art, Learning Programmes: How to Create Your Artwork’ available on Wild In Art’s YouTube Channel.

You can have a great deal of fun with your sculpture’s first appearance in school.

You might choose to: Make a sculpture’s arrival something that the whole school gets involved with, perhaps by holding a literacy or arts day. Keep the sculpture hidden in the school grounds, elaborate with mystery footprints, and tell pupils that the local radio or news has reported sightings or strange occurrences in the local area. Each year group could focus on a different writing style – factual reporting, fiction, poetry etc. and consider what exactly the mystery visitor could be. Really build up to a grand reveal!

Make the unveiling of your sculpture the focal point of a school assembly, where you launch your school’s involvement in the project. Invite the ‘Stars of the Week’ up to officially ‘open’ the box.

Invite a local artist, poet, community champion, celebrity or a member of your local children’s hospital charity’s fundraising team to come and take part in your unveiling.

Once the sculpture is revealed, have it pop up in different places around the school, integrate it into daily school life. Could it be a helper in the canteen or the librarian’s assistant? Could it sweep leaves from the school playground?

You can share these images with all the other schools involved via social media, post them on the school’s website to build momentum for the project or include them in newsletters for parents.

Your sculpture can have, and continue to build, its very own identity and personality. It could have its own twitter feed, blog or section of the school’s newsletter. This would not only help you link to the project as a whole, but also to other schools in your region and to your wider community.

Sculptures on twitter have been known to start talking to one another, sharing ideas about additional activities, photo opportunities and community engagement activities.

Contact the local media and invite them to cover the story. Local newspapers love reporting on young people doing something positive. By covering such stories, the newspaper is involving itself in the community it serves and raising circulation figures because of the number of copies purchased by proud parents, relatives and friends. Submit your own copies of photos and text for a better chance of publication.

‘Your sculpture can have, and continue to build, its very own identity and personality.

It could have its own twitter feed, blog or section of the school’s newsletter.’

7

Small Targeted Group Versus The Whole School Although the emphasis of this pack is on group participation, it’s you who knows what group dynamic will work best for your school. You may decide to work with a targeted group – pupil council, respecting schools and citizenship groups made up of a particular year or members of the art club. But for the maximum effect and benefit to be achieved, we do encourage an element of whole school interaction.

Below are a few examples of how this might be achieved: Set the whole school a design challenge.

Reproduce the sculpture templates in this pack and invite students to conceive their own designs, either as a piece of homework or a classroom activity. Setting this as a homework challenge, with an explanatory note for parents, will help to bring the project to the attention of parents and the wider community.

Hold a creative day or week where every year group and class teacher plans themed activities relating back to the sculpture.

Integrate the sculpture and its themes into lesson plans, through key texts, subjects, films, classroom displays, class visitors and trips.

Holiday challenges can be set, with prizes on offer. Encourage pupils to get out of the house and engage with the sculptures - there could be rewards for the best ‘sculpture selfie’, seek fundraising for completing all or part of the trail, or for keeping a holiday diary or blog where they reflect on the trail and talk about their adventures along the way.

Invite your sculpture to be part of parents evening or school open days and events.

Consider having a ‘whole school design’ incorporating an idea from every child in the school into the final product. Each pupil could contribute a fingerprint, handprint, tiny illustration, mosaic tile, word or message.

This way every child will feel included and invested in the project.

‘Encourage pupils to get out of the house and engage with the sculptures - there could be rewards for the best ‘sculpture selfie’ . . . ’

8

Getting Creative With Your Sculpture Sculpture Dimensions

H 80cm

W 52cm

Each sculpture is made of lightweight fireresistant fibreglass. The surface is primed by the manufacturer and is ready to paint.

The sculptures are stable and free-standing but please ensure that there is adequate adult supervision during the design and creative process.

D 52cm

‘Please take into account that your sculpture will be displayed in a public place and that, over the course of the trail, thousands of visitors will want to hug and pose with your sculpture,’

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When planning your design, you should bear in mind: Materials

Durability

Please consider the materials you use for your design carefully. Designs may range from the use of solid acrylic colours, to more elaborate designs using, for example, glitter, decoupage, recycled materials and mosaic. Let your imagination run wild but please ensure that all materials used are non-hazardous and are securely attached to your sculpture.

All of the sculptures from the project will be displayed in secure indoor venues, so you do not have to worry about them withstanding the elements. However, please do take into account that your sculpture will be displayed in a public place and that, over the course of the trail, thousands of visitors will want to hug and pose with your sculpture, so making sure they have a good hard-wearing finish is key.

Safety First!

The adult responsible for co-ordinating the project should ensure the sculpture is dry and where possible, any 3D or sculptural elements are securely fastened, safe and suitable for public display (i.e. don’t present a trip or fire hazard, or have protruding sharp elements.)

Pens & Varnish Solvent-based markers, such as Sharpies and felt tip pens, often react to varnishes. We strongly discourage their use for this reason.

If you do decide to use solvent-based markers, it’s important that when you come to do the varnishing, you test the varnish on a small, discreet area of your sculpture first.

Displaying Outside If you choose to display the sculpture outside when it returns to the school, you may need to consider giving it a second coat of varnish and mounting it on a secure plinth.

Which Varnish To Use? Urban Hygiene’s easy-on Protective Coating Varnish and non-yellowing Yacht Varnish (available from most DIY stores) provide great, long term, anti-weathering, gloss protection.

For a semi-matt finish, we recommend Exterior Wood Clear Coat, manufactured by Polyvine and available from Dulux Decorating Centres.

Please remember...

If you use a water-based varnish, it will be possible to sand down the sculpture, so that it is once again a blank canvas and the fun can begin again. Most DIY stores also sell a matt or gloss spray-on varnish.

This provides a good, light coat, ideal for sculptures that will be living indoors, but as with all of these products it should be applied by an adult in a well ventilated space.

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Getting Creative With Your Sculpture cont

Themes And Motifs

We ask you to avoid using corporate branding and identities, or trademarked imagery as part of your sculpture design. We are however happy for you to incorporate your school logo or motto in a discrete way. The sculpture as a whole may take on a theme, linking to one of your curriculum topics. Get the children’s creative brains buzzing with possibilities and look forward to a whole wave of ideas and suggestions that exceed your wildest dreams.

Your team might want to devise a design that in some way incorporates the environment in which the sculpture is stationed and to consider whether there are any 3D objects that could be added to the display. They might want to think about how new technology could be involved, such as solar panels, touch screens or motion sensors. Your sculpture may be a muse or model for specially designed clothes, or wear a super-hero utility belt studded with ecofriendly gadgets.

‘Could you use IT to support the project by creating an app, ibook, blog or twitter feed to track and document your young people’s experience? ’

Could you use IT to support the project by creating an app, ibook, blog or twitter feed to track and document your young people’s experience? This would be useful for evaluation purposes, but also a way to engage with young people for whom technology is quite possibly a key motivating factor. Consider having an interactive element to your sculpture, bringing it to life with a voicebox, horns or sirens for example. Could pupils use their knowledge of electrical circuits, to create multiple choice quizzes that use lights or buzzers to indicate a correct answer? As they say, the possibilities are endless!

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Discuss, Develop And Deliver

1

First Ideas

2

Research

Invite your pupils to explore the sculpture, and explain that it is going to be decorated. Ask them to think about different possible designs and methods of decoration (e.g. painting, block printing, mosaic and collage). Record your pupils’ initial thoughts and ideas – these first instinctive ideas are important and play a big part in the final design.

In pairs or small groups, pupils can research Oor Wullie links and activities provided in Section 4. Encourage pupils to collectively jot and sketch down their responses to this information on large sheets of paper. There are lots of ideas for themes later in this pack, and lesson plans, which explore how you might use them with your class.

A plenary session can be used to share ideas and explore possibilities for themes that could be incorporated into the design, e.g. the design could tell a story, carry a message or tell us something about the school or pupils behind the design.

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Group Work

4

Idea Pictures

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Mind Mapping

After research and discussions, the pupils may have an initial preference for one or several themes. A good way of helping them to gather their ideas and information together would be to produce large ‘idea pictures’ and/or mind maps.

Use a mixture of drawings, paintings, photographs, and pictures printed from the internet or cut from magazines. Your idea pictures could include collected leaves, bark, twigs or a selection of wool and fabrics – in fact, anything pupils feel could be relevant to their ideas. Think about, and include, colour, pattern and texture, as well as images.

These can be created in a very similar way to the ‘idea pictures.’ They should be very visual and will be useful in terms of developing ideas in a way that may not have been obvious at first. Mind maps work best when there is an icon next to every idea.

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Getting Creative With Your Sculpture cont

Creating Your Artwork Do’s And Don’ts

Do’s!

‘Encourage painters to wear aprons or painting shirts – acrylics in particular are very difficult to remove from clothing once dry.’

• Unwrap your sculpture upon delivery, check

• Make sure that 3D elements don’t present

it over and report any damage immediately.

• Go over your sculpture with a fine grade

sandpaper, followed by a wipe over with a solution of warm water and a small amount of mild detergent (washing up liquid). The sanding gives a key to the surface prior to painting. N.B. Please wear a dust mask whilst sanding.

• Ensure there is adult supervision at all

times when handling the sculpture and art materials.

• Use water-based acrylics or emulsion paints.

Suitable brands include Liquitex, System 3 or Valspar.

• Use Posca Pens for applying detail.

These are water-based acrylic paint markers.

• Encourage painters to wear aprons or

painting shirts – acrylics in particular are very difficult to remove from clothing once dry.

• Immediately wash any brushes and painting

pallets you have used (before paint is dry) if you want to be able to use them again.

• Make sure any materials are

non-hazardous.

• Fix any 3D elements securely. Consider

carefully if they will withstand the demands of being on public display for 10 or more weeks.

a hazard i.e. there are no sharp protruding elements or anything that can be tripped over.

• Varnish your sculpture. We recommend at

least two coats.

• Test the varnish on a small, discreet area

of your sculpture first before applying it all over.

• Make sure the paint is completely dry

before applying varnish with a brush or roller.

• Allow 12 hours for a coat of varnish to dry.

Wait 48 hours after your final coat of varnish before handling the sculpture.

• Varnish your sculpture in a dry environment

– humid conditions can affect its application.

• Mix Urban Hygiene’s easy-on Protective

Coating varnish products according to their instructions to ensure the correct consistency.

• Contact Urban Hygiene for advice if you

are using their varnish products. The team are extremely friendly and helpful.

• Apply another coat of varnish to your

sculpture if you choose to house your sculpture outside when it is returned to you after the display.

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‘Don’t mix layers of paints with different bases as these will react either against each other, or with the final coat of varnish.’

Don’ts!

• Don’t use poster paints on your sculpture.

• Don’t add 3D elements if you choose to

• Don’t apply watercolour or oil paints to

your sculpture.

• Don’t mix layers of paints with different

bases as these will react either against each other, or with the final coat of varnish.

• Don’t use felt-tip pens, permanent pens

or any other solvent-based markers such as Sharpies.

• Don’t hesitate to either test or ask us

house your sculpture outside when it is returned to you after the public display.

They will not withstand the elements.

• Don’t let children apply the varnish – an

adult in a ventilated space must apply this.

• Don’t keep your varnish in a paint pot

for long. Once it has been poured out of its tin into a paint pot ready for application, the solution becomes unusable after 24-48 hours.

before using anything other than water based acrylic or emulsion paint.

Find More Oot Online!

View and download accompanying resources at www.oorwullie.com 14

Getting Creative With Your Sculpture cont

Creating Your Artwork Please note that although it is acceptable to use watercolour paints at the design stage of this project, they are unsuitable for painting onto the sculptures.

Materials for painting Acrylic paints

All colours in the double primary system; Brilliant Red, Crimson, Cobalt Blue, Brilliant Blue, Brilliant Yellow, Yellow Ochre.

Black and white. Metallic paints.

Emulsion paints

In a variety of colours, although it is particularly useful to have a large supply of white and black.

Acrylic paint combined with emulsion paint produces a very workable, fast-drying, water-based medium that can be used to great effect.

Materials for extending paints Sand or sawdust

P.V.A. glue Glitter

Small particles can be added to paints and glue to create light relief work or textured effects. PVA glue can be added to paints to create translucency.

CAUTION: Any large-scale relief work, and papier-mâchÊ should be avoided, as the results tend not to be hard-wearing enough to survive for long.

Other materials Lazertran

Safmat

A highly effective inkjet transfer paper that separates in water and can be glued onto the sculpture. Lazertran requires varnish to hold it secure when dry.

Dry transfer lettering.

Letraset

Plastic objects

A self-adhesive film that can be used in your printer and stuck to the sculpture.

Buttons, clothes pegs, combs, spoons, toys, bottle tops.

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Materials for painting (cont.)

Posca pens

Tools for applying paints

Great for applying detail. These are water- based acrylic paint markers.

String, bamboo wind chimes, board, sand, carpet, fabric, beads, solar panels, mirrors, tea‌

Consider using materials that provide texture, movement, sound, energy, aroma.

Collage paper newspaper/ tissue paper, etc.

Using PVA glue to create collages with paper. When varnished this will hold fast.

Decoupage paper

You can also buy blank decoupage paper that can be used in printers.

Hogs hair brushes

In a variety of sizes.

Decorators brushes

In a variety of sizes.

Sponges Different sizes/textures.

A range of Leaves, string, feet/hands/fingers, printmaking vegetable stamps, fabric, feathers, materials masking tape, vinyl tape, stencils, etc.

Find More Oot Online!

View and download accompanying resources at www.oorwullie.com 16

Design Template

Artist’s Name

Sculpture Name 17

Design Submission Form In order to allow us to create signage plaques, and to post details and descriptions of your sculpture on the project website and associated app, we require you to complete the following ‘design submission form’ and return it as soon as possible. You can do this by completing the following fields and returning the scanned pages by email to your local charity contact. You should also supply the school logo/motif where possible.

The form must be completed and returned to your local charity by Friday 29th March 2019.

Lead Contact At School School Name (as it is to appear on publicity) Email

Telephone

Your Sculpture’s Name/Title Please give a brief description (50-100 words) of your sculptures design e.g. what inspired its design and who created it. This will appear on the website, plaque and in other appropriate publications.

Acknowledgement Each participating school and group will be acknowledged for their artwork in connection with the project, including, but not limited to: • On the project website • On the trail map • In press and promotional material pertaining to the event.

COPYRIGHT The submitted artwork must be your own and original. By submitting your artwork to the project you permit The ARCHIE Foundation, Edinburgh Children’s Hospital Charity, Glasgow Children’s Hospital Charity, Wild in Art and DC Thomson Media to reproduce and display your artwork.

Signed

Date 18

Edinburgh

Glasgow

5

Scottish cities Inverness

Dundee

Aberdeen

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Classroom Guides Curriculum For Excellence Links, Ideas And Lesson Plans An Interdisciplinary Approach Oor Wullie’s BIG Bucket Trail gives the opportunity to focus on a variety of curricular areas through an interdisciplinary approach. Interdisciplinary learning is an important element within Curriculum for Excellence. It constitutes one of the four contexts for learning in ‘Building the Curriculum 3’: • Life and ethos of the school as a community • Curriculum areas and subjects • Interdisciplinary Learning • Opportunities for personal achievement

All of these contexts are crucial if the potential of children and young people as Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens is to be fully developed.

‘These suggested learning opportunities explore only aspects of the experiences and outcomes identified. However, each experience and outcome should be revisited in other ways and contexts for depth of learning.’

Interdisciplinary learning enables practitioners and learners to: • Make connections across learning through

exploring clear and relevant links across the curriculum.

• Support the use and application of what has

been taught and learned in new and different ways.

• Provide opportunities for deeper learning,

for example through answering big questions, exploring an issue, solving problems or completing a final project.

On the next page, the summary of learning opportunities builds on the overview document and exemplifies a possible interdisciplinary approach which could be used when planning. This links directly to the scene setter for this context and the experiences and outcomes explored. These suggested learning opportunities explore only aspects of the experiences and outcomes identified.

However, each experience and outcome should be revisited in other ways and contexts for depth of learning.

• Focus on curricular areas where there are

coherent links and an opportunity to deepen understanding.

Find More Oot Online!

View and download accompanying resources at www.oorwullie.com 20

Classroom Guides cont

Experiences & Outcomes Music

Technologies

Listen to songs and learn to sing along.

Record Scots language song, poem, or story.

Learn the words for parts of the body and reinforce through song e.g. ‘Heid, shooders, knees and taes’.

Create an audio dictionary in Scots. Learners could animate the comic strip using basic animation programs.

There are lots of opportunities to use various media to create pieces of artwork, either using the characters as stimuli or the created texts in Writing.

Glow meet, podcast or blog with creator of Oor Wullie (you will be contacted with further details)

Rip It Up: The Story of Scottish Pop This BBC series highlighted the range of musical talent homegrown in Scotland. Your school could focus on different artists and bands and use their look, lyrics or genre to inspire the artwork on Oor Wullie. A particular type of music could be played and pupils asked to draw what it makes them think. Other ideas may be what Oor Wullie would have listened to in 70’s, 80’s etc. Pupils could design album covers for the bands they agree he would have listened to.

Related experiences and outcomes: EXA 0-18a / EXA 1-18a / EXA 2-18a / EXA 0-16a EXA 1-16a / EXA 2-16a / EXA 1-19a

Related experiences and outcomes: TCH 1-01a / TCH 1-02a / TCH 1-03a / TCH 1-04a TCH 1-04b / TCH 1-14a / TCH 2-09a

Social Studies Look at a range of Oor Wullie comic strips from different periods and investigate how people lived in the past.

Compare illustrated characters from other countries e.g. Tintin, Snoopy and talk about their similarities and differences.

Prepare basic tourist guides for ‘key’ Scottish cities in the Oor Wullie’s Big Bucket Trail highlighting landmarks, buildings etc.

Related experiences and outcomes:

Numeracy and Mathematics Plan a journey across ‘key’ Scottish cities in Oor Wullie’s Big Bucket Trail.

Related experiences and outcomes: MNU 2-09a / MNU 2-10aa

SOC 1-04a / SOC 1-07a / SOC 2-10a

Health and Wellbeing Friendship - based on Oor Wullie’s friends.

Anti-bullying – based on Oor Wullie and his friends defending each other.

Friendship bucket – class bucket which can be filled with tokens for ‘acts of kindness’.

Researching and sampling various Scottish foods.

Related experiences and outcomes: HWB 1-08a / HWB 2-08a / HWB 3-08a HWB 1-10a / HWB 2-10a / HWB 3-10a HWB 1-44a / HWB 1-44b / HWB 1-34a HWB 1-35a / HWB 2-35a / (SOC 1-09a)

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Expressive Arts

Literacy & English

Art and Design

Scots

Using the activity sheets, draw characters to create a Scots language comic strip.

• Listening and Talking.

Many of the art outcomes can be covered during the preparation and decoration of Oor Wullie however it may be worth thinking about this particular outcome and giving each class involved the opportunity to research well known Scottish artists and designers. This can range from Charles Rennie Mackintosh, Tom Scott, Jack Vettriano, Steve Brown to Jack Henderson.

• Using the flash cards, test knowledge

of Scots words learned.

• Learn Scots poem or story.

Reading • Working through the word quiz levels to

learn different words.

• Recognise Scots words in the word search.

A wide list can be found on Wikipedia on the page: ‘List of Scottish Artists’.

• Read the poems and learn a short poem

Pupils could be given an opportunity to recreate in the style of the artist and vote for the ones that will feature on Oor Wullie, or a particular feature of the artist could form the basis of the design on Oor Wullie. E.g. the Jack Vettriano umbrella from ‘The Singing Butler’ or Steve Brown’s McCoo colours.

• Read and translate stories.

Related experiences and outcomes:

• Create class comic.

EXA 1-01a / EXA 1-02a / EXA 1-10a / EXA 1-12a

Drama Dramatising comic strips

Related experiences and outcomes:

in Scots.

Writing • As a class, create a Scots language

dictionary.

• Create a newspaper story describing events

in a fictional town.

• Re-write story using translated words.

Related experiences and outcomes: LIT 1-02a / LIT 1-04a / LIT 1-07a / LIT 1-06a / LIT 1-09a / LIT 1-13a / LIT 1-14a / LIT 1-20a / LIT 1-22a / LIT 1-23a / LIT1-24a / ENG 1-31a

EXA 1-01a / EXA 1-02a / EXA 1-19a EXA 1-10a / EXA 1-12a

Numeracy & Mathematics Planning journey across ‘key’ Scottish cities in Oor Wullie’s Big Bucket Trail.

Related experiences and outcomes: MNU 2-09a / MNU 2-10a

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Classroom Guides cont

Example Lesson Plan — Scots Language As Oor Wullie speaks using Scots, your school could look at Scots language and celebrate the rich variety it offers. The following are possible lessons for each class:

P1 At P1 use of simple Scots texts and strategies can: •

Offer an appropriate introduction to the Scots language;

• Provide support for pupils whose home

language is Scots.

Use feely bag with animals in it. Take out ‘cow’ and ask children what we would call this in Scots. Get them to repeat coo and make appropriate action (making a noise could become a bit much for your sanity!). Let children hold puppets and animals.

Write words on board and establish the Scots word and then the English equivalent.

Read the book Katie’s Ferm by Matthew Fitt and James Robertson.

Learning Outcomes I enjoy exploring and playing with the patterns and sounds of language and can use what I learn.

LIT 0-01a/LIT0-11a/LIT0-20a I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn. ENG 1-03a

P2 Can the class spot numbers that are the same in Scots and English?

Take a closer look at the different ones. How do we pronounce them?

Can you count up to ten in Scots?

Split into groups and give each group a number flashcard. On A3 paper each child copies words and then draws picture to go, making sure they draw the correct number of animals.

Learning Outcomes I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features. LIT 1-24a Read A Moose in the Hoose by Matthew Fitt and James Robinson.

Put Scots numbers up on board and ask children if they know English equivalent.

Scots Numbers Yin = One

Eleeven = Eleven

Twa = Two

Twelve = Twelve

Three = Three

Thirteen = Thirteen

Fower = Four

Fowerteen = Fourteen

Five = Five

Fifteen = Fifteen

Six = Six

Sixteen = Sixteen

Seeven = Seven

Seeventeen = Seventeen

Eicht = Eight

Eichteen = Eighteen

Nine = Nine

Nineteen = Nineteen

Ten = Ten

Twenty = Twenty

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P3

P4

Revisit Scots song Katie Bairdie Katie Bairdie had a Coo Black and white aboot the mou Wisna that a bonnie coo Dance Katie Bairdie Brainstorm on board all types of animals: Scots Animals: dog = dug mouse = moose frog = puddock hedgehog = hurcheon badger = brock fox = tod horse = cuddy crow = craw turkey = bubblyjock seal = selkie monkey = puggie hare = maukin sparrow = speug

Adjectives you can suggest to describe the animals: Bonnie = beautiful Braw = beautiful Mingin = smelly Wee = little Sonsie = happy Glaikit = stupid Muckle = big Crabbit = grumpy

Read Wee Animal ABC to class by Susan Ronnie and Karen Sutherland Support class to identify Scots words in text and ask for English equivalents.

Draw attention to the alliteration pattern used for each page.

As a class you could make up some new phrases using alliteration e.g. Blue baboons blawin balloons.

Children then make up their own and draw an appropriate picture to support this.

Learning Outcome When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions and clarify points by asking questions or by asking others to say more. LIT 1-09a

Wabbit = tired Sleekit = sly Greetin = crying

Words that rhyme with Scots animals: Dug = rug, bug, lug, mug

Cuddy = muddy

Moose = hoose, loose

Craw = braw, faw, maw, baw

Brock = rock, sock, lock Tod = rod, nod, snod, cod or cauld

Maukin = talkin, walkin Speug = rug, bug, lug

Ask the class to write a second verse for this little rhyme: Katie Bairdie had a moose, Liked to rin aboot the hoose, Wasna that a sleekit moose.

Dance Katie Bairdie.

OR

Katie Bairdie had a brock Used to sleep upon a sock Wasna that a mingin brock Dance Katie Bairdie

Learning Outcomes As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a 24

Classroom Guides cont

P6

P5 Revisit Scots song Ma Boady Start with Scots instructions: Staun up.

Pit baith your airms in the air. Waggle your ďŹ ngers.

Pit your hauns on yer heid. Pit your hauns on your shooders. Touch your taes.

Haud up your richt haun. Gie your index ďŹ nger a waggle. Point tae your mooth. Point tae your left ee. Point tae your richt ee. Point tae your neb.

Point tae your left oxter. Point tae baith oxters.

Birl roond. Lowp up and doon. Gie yourself a guid shoogle. Pit your hauns on your hurdies. Gie your hurdies a waggle. Airms in the air. Hauns on the heid, shooders, taes. Pit your richt haun back up in the air. Gie your bahookie a wee skelp.

Sit doon.

Can the class find different translations for Scots words?

Give out a bookmark template.

Pupils pick a Scots word and use internet to find 3 different translations.

Add a picture.

Repeat on other side and laminate bookmarks.

Need access to laptops to research equivalent words in other languages, to look up picture ideas to decorate bookmarks.

Learning Outcomes By considering the type of text I am creating I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a

Discuss parts of the boady and label on a body on the board.

P7

Sing: Heid, shooders, shanks and taes.

Heid, shooders, shanks and taes.

And een and lugs and neb and mou Heid, shooders, shanks and taes.

Learning Outcomes I can recognise how the features of spoken language can help in communication and I can use what I learn. ENG 2-03a To show my understanding I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a

What Scots words would Oor Wullie want up on school signs?

Pupils identify where Scots signs could be placed around school and design their own to put up.

These may not be the same across Scotland.

Research different words across Scotland. What would Oor Wullie want up in the school?

Heid teacher = head teacher Lassies = girls toilet Laddies = boys toilet

Nae rammies = no fighting Windaer = window

Cludgie = toilet

Be guid tae ithers = be good to others

Wee schuil = infants

Wheest = be quiet

Denner ha = dinner hall

Haste ye back = come back soon

Bairns/ Weans = children

Learning Outcomes I can consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader.

LIT 2-24a 25

Additional Online Resources Click the links the below to find out more:

PDF Activity Sheet Downloads: •

Braw Draw

•

Comic Maker

•

Scots Flash Cards

•

Colour in Wullie

•

Heid Shooders Kness n Taes

•

Whaurs Wullie

•

Wullie’s Wordsearch

•

Quizzes

Useful Websites: •

Oor Wullie’s Big Bucket Trail

•

Oor Wullie’s Guide to Scots language

•

Scottish language dictionary

Education Scotland – Experiences and Outcomes

•

26

Making It Count

A big hello from the fundraising teams at The ARCHIE Foundation, Edinburgh Children’s Hospital Charity and Glasgow Children’s Hospital Charity.

Some of your children will also be children known to us and will have engaged in our services in some way; either personally or via friends, families and loved ones. By joining this education project and raising funds for us your children will be helping to make a massive, positive difference to the work that takes place every day in our children’s hospitals.

Our friendly fundraising team will be happy to help you and provide any fundraising materials that you might need including sponsor forms, collection boxes, banners and balloons.

Whatever you decide to do, we hope you’ll have a great time supporting our great charities. Your hard work will mean that we are able to ensure that we continue to offer the best care and experience in our hospitals across Scotland.

‘Your hard work will mean that we are able to ensure that we continue to offer the best care and experience in our hospitals across Scotland. ’

Thank you for being part of this project and we look forward to helping you to raise some loot for this amazing cause.

27

Fundraising Ideas We know you’ll have loads of brilliant fundraising ideas of your own as did Oor Wullie himself with his get-rich schemes, but here are a few we’ve come up with to help you hold your own themed fundraising events:

An Art Exhibition

A Scots Spell-a-thon

Capitalise on the creative vibe of this project by staging your own art exhibition. It could be themed around Oor Wullie or a wider brief.

Funny or thought provoking, children’s art is always surprising and mums, dads, grandparents, carers and friends will love to see their mini masterpieces.

A Scots Spell-a-thon - Test your pupils by holding a sponsored spell-a-thon. Task your class with learning ten, twenty or even a hundred words and ask parents and carers to sponsor them for every one they spell correctly. This works for times tables too! Or see who can read the most Oor Wullie comic strips.

A Big Cycle-thon

Big Bake Off

You could have a sponsored bike ride or scooter event, Oor Wullie enjoys riding his bike and it’s a great way for your children to get active, have some outdoor fun and raise funds.

Most people love a bit of cake, and Oor Wullie certainly is no exception. Why not hold a Bake Sale over lunch, you could have a Scottish theme with shortbread and Saltire decorations and see how creative children, parents and staff can be!

Selling tea, coffee and hot chocolate or holding a raffle as part of your event will also help to boost your profits.

Penalty Shoot Out Football was one of Oor Wullie’s favourite sports.

How many goals can you score in five minutes?

Which class will score the most? And how will the teachers fare? A sponsored Penalty Shoot Out is easy to organise and fun for all ages. Why not wear your favourite kit and organise yourselves into teams?

Dress Down Day Wear tartan or dress as Oor Wullie for the day with dungarees and spikey hair and contribute a small donation for the pleasure.

Register With Wullie!

To register your Fundraising activities or request any support please contact your charity representative or e-mail hello@oorwullie.com 28

A BIG Thank You Special thanks to Ann MacLennan, Jill Rennie, Cathie Lees, Gillian Bell and Pat McCowan for their contribution in creating this learning resource. We are grateful for your support.

It’s a very proud moment for Wild in Art and we hope you feel as equally proud. You’ve chosen to take part in the world’s first nationwide public art trail, showcasing the talent of your children and young people.

We passionately champion the importance of art for everybody and the social, cultural and educational benefits which it provides.

This project gives you an exceptional, creative opportunity to get your pupils excited about arts and literacy, and engage them in important topics - from citizenship, language and heritage, to health and wellbeing, to name a few.

With your support we can make this a very special summer for the project’s participants, your city’s communities and visitors to Scotland.

THANK YOU.

Supported by

Scottish Charity No. SC020862

Scottish Charity No. SC039521

Scottish Charity No. SC007856

The ARCHIE Foundation, Edinburgh Children’s Hospital Charity, Glasgow Children’s Hospital Charity, Wild in Art and DC Thomson Media, has no control over information at any site hyperlinked to or from this pack. We make no representation concerning, and are not responsible for the quality, content, nature, or reliability of any hyperlinked site and are providing this hyperlink to you only as a convenience. The inclusion of any hyperlink does not imply any endorsement, investigation, verification or monitoring by The ARCHIE Foundation, Edinburgh Children’s Hospital Charity, Glasgow Children’s Hospital Charity, Wild in Art and DC Thomson Media, of any information in any hyperlinked site. In no event shall The ARCHIE Foundation, Edinburgh Children’s Hospital Charity, Glasgow Children’s Hospital Charity, Wild in Art or DC Thomson Media, be responsible for your use of a hyperlinked site. © Wild in Art Ltd 2019 All rights reserved. © This publication is copyrighted by Wild in Art Ltd (‘Wild in Art’) and contains proprietary and confidential information.

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