Literacy and English + Social studies · P4 · 4 weeks
Memories of the Lang Toun
Driving question
How can we bring past sights, sounds and smells of Kirkcaldy alive for visitors today?
I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense.
TAUGHT IN Week 1, activity 2; Week 1, activity 3; Week 2, activity 3; Week 3, activity 1; Week 3, activity 2; Week 3, activity 3; Week 4, activity 1ASSESSED BY Writing and Punctuation
I can use evidence to recreate the story of a place or individual of local historical interest.
TAUGHT IN Week 1, activity 1; Week 1, activity 3; Week 2, activity 1; Week 2, activity 2; Week 3, activity 1; Week 4, activity 2; Week 4, activity 3ASSESSED BY Historical Evidence
Contains public sector information licensed under the Open Government Licence v3.0.
Pupils investigate what Kirkcaldy was like in the past by looking at old photographs of the High Street and handling linoleum samples. They prepare questions, interview older local residents about everyday sights, sounds and smells, and use that evidence to draft short audio trail stops. Working in pairs, pupils edit their scripts, record their stops, and create a listening walking trail starting at Kirkcaldy Galleries for families to follow on their phones.
The teacher passes round a vintage sample of linoleum to smell and feel, alongside historic photographs of Kirkcaldy High Street. Pupils close their eyes, sniff the linseed oil, and listen to an old recording of factory machinery before discussing what town life might have felt like long ago.
- Why was Kirkcaldy called the Lang Toun and what made it smell of lino?
- What questions should we ask older people so we can imagine their childhood?
- How do we turn spoken memories into written sentences that make sense?
- How do we record our voices clearly so visitors can follow our trail?
Your lessons: 3 a week, 60 minutes.
Week 1
Collect historical clues about Kirkcaldy High Street and the linoleum factories.
Examine historic photographs and museum artefacts of Kirkcaldy to list sights, sounds and smells.
· 1 lessonIdentify sensory words from a short shared text about Fife factory life.
· 1 lessonDraft and organise polite interview questions in pairs for visiting older residents.
· 1 lesson
Supports
Provide sensory word banks and picture cue cards for EAL and ASN pupils; stretch pupils ready for second level to write open questions using follow-up prompts. Give each group an interview card with five starter questions and the follow-up stem Can you tell me more about that?
Deliverable
A question card with three organised interview questions.
Week 2
Gather spoken evidence from older residents and organise notes into story points.
Interview older local visitors in small groups and record their spoken answers using notes and audio. Reduce the trail from ten stops to six so every group records one stop and edits it properly.
· 1 lessonSort interview notes onto a trail stop planning chart under sights, sounds and smells. Walk the Esplanade and the High Street together in week 1 to choose the six trail stops before anyone writes a word.
· 1 lessonPractise linking two sentences using joining words such as because, so and when.
· 1 lesson
Supports
Use visual sorting frames with pre-printed sentence starters for ASN pupils; provide dual-language glossaries for EAL pupils; encourage advanced pupils to include direct quotes from the visitor.
Deliverable
A completed sensory evidence organiser for one trail stop.
Week 3
Draft, critique and revise a short script for an audio walking trail stop.
Model one trail stop as a whole-class shared write from notes using a sentence frame, then students draft their own three-sentence audio trail stop with capital letters and full stops.
· 1 lessonConduct peer feedback using Two Stars and a Wish to check sentence sense and historical detail.
· 1 lessonRevise and write the final script neatly onto a presenter prompt card.
· 1 lesson
Supports
Offer punctuation checklists and cut-out sentence strips for ASN pupils; pair EAL pupils with supportive peers for spoken reading; challenge pupils ready for second level to vary sentence openers.
Deliverable
A revised, neatly written audio stop script ready to record.
Week 4
Record audio stops, assemble the walking trail map, and share with families.
Practise spoken delivery and record the script stop on a tablet device.
· 1 lessonIllustrate and label the stop location on the class walking trail map from Kirkcaldy Galleries.
· 1 lessonLaunch the walking trail outside Kirkcaldy Galleries for families to test and complete self-reflections.
· 1 lesson
Supports
Allow ASN and EAL pupils multiple recorded takes and oral rehearsal with teacher guidance; prompt advanced pupils to introduce the stop's location directions clearly.
Deliverable
A recorded audio stop linked to a numbered spot on the trail map.
The first lesson of week 3
Pupils use a Two Stars and a Wish protocol in pairs. The teacher models checking for clear punctuation, linked sentences that make sense, and real sensory clues from the interview.
Student reflection
At the end of week 4, pupils complete a self-reflection sheet answering what evidence they enjoyed finding most and how their writing improved.
What they make
Pupils create a digital audio walking trail starting at Kirkcaldy Galleries, featuring recorded stops and an illustrated guide map for visitors.
Options
Pupils choose whether their audio stop focuses on High Street shops, the factory whistle and machinery, or the smell and feel of linoleum, and they may record solo or take turns reading sentences in pairs.
Who sees it
Families and visiting community members during the final lesson of week 4.
Teams
Pairs matched by the teacher, grouping pupils with complementary writing and speaking confidences.
| Criterion | beginning | developing | proficient | advanced |
|---|---|---|---|---|
Writing and Punctuation LIT 1-22a · individual | Sentences are incomplete or missing basic punctuation such as full stops and capital letters. | Sentences use some full stops and capital letters but need help to link together clearly. | Sentences are punctuated correctly, make sense on their own, and use linking words to flow. | Sentences are clearly ordered with varied linking words and punctuation used accurately throughout. |
Historical Evidence SOC 1-03a · individual | Includes few past details or mixes up past and present life without clear evidence. | Mentions one or two past details from the interview or photographs to recreate town memories. | Uses clear evidence from the visitor interview to describe past sights, sounds or smells accurately. | Weaves multiple pieces of evidence together to paint a vivid picture of past life in the town. |
Teamwork and Trail Sharing Collaboration · team | Partners struggle to take turns during the interview and require support to share recording tasks. | Partners complete the script together but need reminders to listen respectfully and share speaking roles. | Partners listen well to their visitor, support each other during drafting, and share recording fairly. | Partners actively encourage each other, divide tasks smoothly, and help others test their trail stops. |
Writing and Punctuation
LIT 1-22a · individualbeginning
Sentences are incomplete or missing basic punctuation such as full stops and capital letters.
developing
Sentences use some full stops and capital letters but need help to link together clearly.
proficient
Sentences are punctuated correctly, make sense on their own, and use linking words to flow.
advanced
Sentences are clearly ordered with varied linking words and punctuation used accurately throughout.
Historical Evidence
SOC 1-03a · individualbeginning
Includes few past details or mixes up past and present life without clear evidence.
developing
Mentions one or two past details from the interview or photographs to recreate town memories.
proficient
Uses clear evidence from the visitor interview to describe past sights, sounds or smells accurately.
advanced
Weaves multiple pieces of evidence together to paint a vivid picture of past life in the town.
Teamwork and Trail Sharing
Collaboration · teambeginning
Partners struggle to take turns during the interview and require support to share recording tasks.
developing
Partners complete the script together but need reminders to listen respectfully and share speaking roles.
proficient
Partners listen well to their visitor, support each other during drafting, and share recording fairly.
advanced
Partners actively encourage each other, divide tasks smoothly, and help others test their trail stops.
- A set of vintage linoleum offcuts or handling samples
- A selection of historic photographs of Kirkcaldy High Street and local factories
- A simple outline walking map starting from Kirkcaldy Galleriescheck before use
- Tablet recording devices with a simple voice-recording application
- A short shared reading text about growing up in a Scottish industrial town