Romans in Scotland

Education in Scotland and How the Romans fit in

In Scotland, “History” is taught under the Social Studies curriculum area of Curriculum for Excellence (CfE). The curriculum is divided into two broad phases: the Broad General Education (roughly ages 3–15) and the Senior Phase (roughly ages 15–18). Below is an overview of the key topics and structure.

Early Years (P1–P3): Introducing History Through Stories and Themes

At this stage, history is introduced through storytelling, play, and comparisons between past and present. Key areas include:

  • Understanding Time: Days, months, years, and past/present/future concepts.
  • Personal History: Family trees, “When I was a baby,” and how things change over time.
  • Local History: Simple stories about their own town or city.
  • Traditional Tales & Legends: Myths like Robert the Bruce and the spider, St. Andrew, and Scottish folktales.
  • National Events: Burns Night (Robert Burns), St. Andrew’s Day, and Remembrance Day.

Middle Primary (P4–P5): Exploring Scotland and Early Civilizations

Children start learning Scottish, British, and world history in more structured topics. Some common themes include:

Scottish History

  • The Romans in Scotland: The Roman invasion of Britain, the Antonine Wall, and conflicts with the Picts.
  • The Vikings: Viking raids, settlements in Scotland (Orkney, Shetland), and Norse influence on place names.
  • The Wars of Independence (1296–1328): William Wallace, Robert the Bruce, and Bannockburn.
  • Mary, Queen of Scots & The Reformation: The changing role of religion in Scotland.

British & World History

  • Ancient Egypt: Pharaohs, pyramids, daily life, and archaeology.
  • The Victorians: Queen Victoria, child labour, and the Industrial Revolution in Scotland.
  • World War I & II (Basic Introduction): Scotland’s role in war, rationing, and evacuees.
  • The Scottish Clearances: How and why Scots emigrated to America, Canada, and Australia.

Upper Primary (P6–P7): Deeper Scottish, British & Global History

Scottish History

  • The Jacobite’s & The ’45 Rebellion: Bonnie Prince Charlie, the Battle of Culloden, and the aftermath.
  • Scottish Explorers & Inventors: David Livingstone, James Watt, Alexander Graham Bell, and their contributions.
  • Migration and Empire: Scotland’s role in the British Empire and the impact of emigration.

British & World History

  • The Slave Trade & Abolition: Scotland’s links to slavery and the abolition movement.
  • The Industrial Revolution: Railways, coal mines, and factories.
  • World War I & II:
  • The role of Scottish soldiers.
  • The Clydebank Blitz.
  • The Home Front and war effort.

CFE Key outcomes in Social Studies: People, past events and societies

First Level

  • By exploring places, investigating artefacts and locating them in time, I have developed an awareness of the ways we remember and preserve Scotland’s history. SOC 1-02a
  • I can use evidence to recreate the story of a place or individual of local historical interest. SOC 1-03a
  • I can compare aspects of people’s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a

Second Level

  • I can use primary and secondary sources selectively to research events in the past. SOC 2-01a
  • I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 2-03a
  • I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a

See Curriculum for Excellence : social studies experiences and outcomes (education Scotland)

Roman Topics in Broad General Education (Primary to S3)

During the BGE years, teachers often include a unit or theme on the Roman Empire to help pupils develop historical awareness and inquiry skills. The specific content varies by school, but common areas of study include:

  1. Origins and Growth of the Roman Empire
  • The legend of Rome’s founding (Romulus and Remus).
  • The transition from monarchy to republic, then republic to empire.
  • Key figures such as Julius Caesar, Augustus, and other emperors who expanded Rome’s territories.
  1. Social and Political Structure
  • The role of the Senate, consuls, and emperors in governing.
  • Patricians, plebeians, and slaves: how social class worked in Roman society.
  • The importance of citizenship and civic duties.
  1. The Roman Army and Military Innovations
  • Organization and discipline of the Roman legions.
  • Weapons, armour, and tactics (e.g., testudo formation).
  • The empire’s military campaigns and frontier defences (e.g., Hadrian’s Wall, which is in northern England, and the Antonine Wall in Scotland).
  1. Daily Life in Ancient Rome
  • Housing (villas, insulae), food, clothing, and family life.
  • Engineering feats (aqueducts, roads, bridges, baths).
  • Religious beliefs and the adoption of gods from conquered peoples.
  • Leisure and entertainment (gladiator games, chariot races).
  1. Romans in Britain and Scotland
  • The Roman invasion and occupation of Britain (from AD 43).
  • Interaction with local tribes in Scotland (Caledonians/Picts).
  • The building of the Antonine Wall (across central Scotland) and forts such as Rough Castle or Bar Hill.
  • Reasons for the Roman withdrawal and the lasting impact on Britain (language, roads, place names).
  1. Legacy of the Roman Empire
  • Latin language influences on modern English (and Scots).
  • Roman law, architecture, and town planning (grid systems).
  • Cultural, technological, and administrative impacts that endure today.