Aboyne Academy Lost? Project

Aboyne Academy ran an ambitious project during sessions 2010-2012 based on the abandoned ferm-toun settlements at Auchtavan and Loin. Pupils started work on the project in Primary 7 then continued during their first year at Aboyne Academy. During the session every S1 pupil visited Auchtavan do undertake fieldwork; using plane tabling and other survey techniques to try to record all the abandoned buildings at ths site. It is a rare example of archaeology in the curriculum. The project though was much more than this. Over the year young people used Auchtavan as a focus for work in many subjects including Social Subjects, English, Drama, Music and Enterprise. They made films, posters, models, wrote reports, researched, worked with people from the local community, worked with people from wider agencies such as RCAHMS and Arcaheology Scotland, learned about their cultural heritage, left a lasting legacy of their work; and had a lot of fun.


The information on these pages is not comprehensive; there is just too much to say and show about this project; but it does give an overview of the massive amount of work that went into the LOST? project.

M MacIntyre, Aboyne Academy

LOST? Introductory video


Extract from Education Scotland website (Education Scotland is the government agency responsible for education in Scotland)


“In June 2010, 130 young people from Upper Deeside started working with local and national archaeology groups on what is thought to be the largest schools archaeology project of its kind in Scotland.

The project is based on the townships of Auchtavan and Loin on Invercauld Estates. They are abandoned communities in Glen Feardar and approximately 15 miles from Aboyne Academy in Aberdeenshire. They are set in a high glen (450m up) in the foothills of the Cairngorms.

The project is ongoing and currently involves 130 pupils, seven core members of staff from across a number of curricular areas, plus the support of other faculties who help to contribute activities towards the overall outcomes in science, drama, design and technology. Support for learning staff also play a part to ensure that all pupils have access to the site and can fully participate in the learning experiences.”