Teachers' Resource - Spring 2018 by DC Publishing

Resource www.teachersresource.co.uk

SPRING 2018

Teachers’

IN THE CLASSROOM • PROFESSIONAL LEARNING • PUPIL SUPPORT • AFTER HOURS

SCOTLAND’S TEACHER SHORTAGE

Where have all the teachers gone?

GOT IT! Exam Results by Text or E-mail

Make sure your students register for MySQA.

SAM is here to help on Facebook, The Student Room and Twitter.

www.mysqa.info

Editor’s Letter

Spring 2018

Welcome to Teacher’s Resource! PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

EDITOR

Laura Hamilton laura.hamilton@dcpublishing.co.uk

STAFF WRITER

Lorne Gillies lorne.gillies@dcpublishing.co.uk

EDITORIAL CONTRIBUTORS Katie Goh

DESIGN AND PRODUCTION

Lucy Baillie lucy.baillie@dcpublishing.co.uk

PRODUCTION ASSISTANT

Lisa McCabe lisa.mccabe@dcpublishing.co.uk

SALES

Karen MacKenzie karen.mackenzie@dcpublishing.co.uk

www.teachersresource.co.uk @ResourceMagScot DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 ©DC Publishing Ltd 2018. All rights reserved. No part of this publication may be reproduced or used in any way without prior written permission from the publisher. The views expressed in this magazine are not necessarily those of DC Publishing Ltd. The publisher takes no responsibility for claims made by advertisers within the publication. Every effort has been made to ensure that information is accurate; while dates and prices are correct at time of going to print, DC Publishing Ltd takes no responsibility for omissions and errors.

We’ve got a cracking issue for you – as always. There’s plenty of juicy material for you to get stuck into. We look at the hard hitting issues – the teacher shortage that’s affecting schools across Scotland and the education system as a whole, how you can support students through abusive relationships, and artificial intelligence in the classroom. With exam season in mind, we also discover how to get the most of your exam preparation and show you some top tips to manage your own stress. We also delve into the world of dyslexia and why that’s still a controversial issue in 2018. It’s not all hard work, though. We’ve got a great giveaway for theatre buffs, or anyone who enjoys a bit of culture, there are two tickets to see Passing Places at Dundee Rep up for grabs. And it’s almost Easter, so we journey through the best staycations that Scotland has to offer so you have the best break ever and get back to work feeling refreshed.

GET SOCIAL

Enjoy reading!

Laura

Laura Hamilton, Editor

WE’RE ONLINE TOO

We’re not just a magazine: we’re online, too! Head to www.teachersresource.co.uk for more news stories, features and competitions. It’s essential reading for educational professionals teaching in Scotland.

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Teachers’Spring Resource 2018

What’s Inside 6

PUPIL SUPPORT 6 ABUSIVE RELATIONSHIPS

It’s a sad fact that many young people are at risk of emotional abuse in their first relationships.

Have you thought about doing a Master’s degree? We talk to David Paterson about how he finds studying at the University of West Scotland.

It’s Scottish Apprenticeship Week from 5-9 March – we look at all the facts so you can help pupils go through their options.

24 STRESS MANAGEMENT

We all feel overwhelmed sometimes, so here are some handy tips to manage your stress.

19 WHAT YOU NEED TO KNOW ABOUT DYSLEXIA

Around 10% of the population is dyslexic and teachers are often the first to realise pupils have a learning disability.

AFTER HOURS

26 EASTER BREAKS

IN THE CLASSROOM 16 TEACHER SHORTAGE

Where are all the teachers? We look at what’s behind the teacher shortage and how that can affect the education system going forward.

21 EXAM PREPARATION

Keep your class on track and engaged with these handy tips.

30 THE RISE OF THE ROBOTS

Artificial Intelligence makes its way into schools – are robots here to help or to steal our jobs?

Teachers’ Resource

PROFESSIONAL LEARNING 10 BACK TO SCHOOL

12 APPRENTICESHIPS

Spring 2018

With the Easter break on the horizon, we look at the best places for a staycation this spring.

OVER TO YOU…

We’re not just a magazine – we’re online, too. Check out teachersresource.co.uk for all the latest news stories. Don’t hesitate to get in touch if you want to shout about your class’ latest achievement, or how you’re embracing the curriculum in new and exciting ways. Tweet us @ResourceMagScot and let us know why your school is the best!

www.teachersresource.co.uk

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SAFEGUARDING YOUNG LOVE When it comes to teenagers, the hormones and endorphins are probably palpable in your classroom. Young love is great and it can be heartwarming to watch pupils explore the world of romance, but how do you protect a student if you think they are in an abusive relationship?

here is a common misconception that domestic violence is rooted solely in long-term, adult relationships. Surely young lovers in the early throes of romance don’t have to worry about emotional or physical abuse? It might come as a surprising statistic: one in three girls aged between 13 and 17 report having experienced some form of sexual violence from partners. Shocking as this number is, it highlights the need to further educate students on healthy relationships – there’s more to romance than the birds and the bees. Falling in and out of love is normal in high school: some students can be in love with Jack in the morning and Jill in the afternoon – it’s a flurry of emotions! Yet more needs to be done to educate young people on what is healthy in a relationship, and what is not.

EXPLAINING ABUSE

Domestic abuse comes in all shapes and sizes, and can happen regardless of the length of a relationship. Abuse is also not just physical, it can simply mean there is one person in a relationship bullying, intimitading or humiliating their partner. “Sometimes people think of domestic abuse as something that happens between married couples, or people in long-term relationships. The truth is abuse happens to people of all ages, including teenagers and young women,” explains Dr Marsha Scott, CEO of Scottish Women’s Aid. “Domestic abuse is so much more than hitting and physical violence, it is almost always emotional, sexual and 6

Teachers’ Resource

financial, too. It’s a pattern of behaviour – not a one-off argument – that leaves the victim-survivor feeling scared, intimidated or controlled.” Renewed interest in the dialogue surrounding domestic abuse and healthy relationships came after the death of 18-year old Emily Drouet. The law student committed suicide in late 2017 after enduring a crusade of emotional and physical abuse from her boyfriend. Since Emily’s death, her mother Fiona has been campaigning to highlight abuse in young relationships and has made texts between Emily and her boyfriend public. “Emily’s family experienced something that no family should ever have to go through, and it is testament to her family’s incredible strength and resilience that Fiona is able to campaign and raise awareness as she is. There is a very real chance that Emily’s texts will strike a chord with some people and help them to identify what it is they are experiencing and encourage them to seek the help and

support that they need and deserve,” says Marsha.

DUTY OF CARE

“One young person experiencing domestic abuse is one too many; schools have a responsibility to protect and support their students,” explains Marsha. “When it comes to domestic abuse we need a whole school approach, with all staff being trained on gender, the dynamics of domestic abuse and positive interventions.” Schools have a duty of care to educate young people on sexual health, but healthy relationships are being neglected. Many young pupils go into their first relationship without any concept of what a healthy and happy relationship constitutes, with their only guide being fictional relationships in the media. There needs to be more awareness and education on how to have a healthy relationship, which includes how to spot signs of abuse. Understanding abuse www.teachersresource.co.uk

PUPIL SUPPORT

“One young person experiencing domestic abuse is one too many; schools have a responsibility to protect and support their students” does not need to be a difficult task, but many young people may not realise that their partner telling them not to see friends or family, dictating who they can and cannot communicate with, negatively commenting on their appearance or dictating what they are allowed to wear, and so on, is abuse. Statistically, young people are more likely to experience emotional abuse than physical abuse. This can affect relationships in the future, an individual’s self-worth and self-esteem and may even lead to tragic circumstances similar to Emily’s.

EDUCATION

Educating students about domestic violence, spotting signs of abuse and knowing that support is available is important. It is likely many young people will not understand or believe that what is happening to them is wrong. They may even be reluctant to ask teachers, friends or family for guidance. Marsha says: “What we do know is that www.teachersresource.co.uk

there are specific barriers that young people face in seeking help and support and that it is so important that we work with young people to support their understandings of relationships, abuse and consent. By creating and facilitating safe spaces for students to learn about what constitutes a healthy, respectful relationship, teachers and school staff help to make an environment where young people might feel comfortable enough to talk about their own experiences. This could be subtle indicators like the language they use to talk about their partner, or anxieties about what their partner might think of what they are doing, or it could be full disclosure; the important thing is that teachers know how to respond appropriately and supportively.” Listening and supporting students you suspect are being abused is essential to encourage young people to speak out and be confident in the knowledge that what they’re experiencing is abuse and

there is help available. “Most importantly, if someone approaches you about their relationship it’s important to listen and not to judge them. Reassure them that they were right to talk about their feelings or worries and don’t put pressure on them to leave or to change their behaviour. They need to know that they are believed and that they will be supported, and the abuse is not their fault,” concludes Marsha. It is upsetting that domestic violence happens to young people. More time educating pupils on abuse means young men and women will know when they’re being abused and seek help and support.

GUIDANCE Scotland’s Domestic Abuse and Forced Marriage Helpline www.sdafmh.org.uk 0800 027 1234 Scottish Women’s Aid www.womensaid.scot

Teachers’ Resource

ann an Coimhearsnachdan in Communities ann am Foghlam in Education

anns na h-Ealain in the Arts

anns an Dachaigh in the Home

ann an Gnìomhachas in Business ann an Turasachd in Tourism

ann an Ceòl in Music

anns na Meadhanan in the Media ann an Litreachas in Literature

... agus tha i a’ cur ris an Eaconamaidh ... and contributing to the Economy

gaidhlig.scot

@bordnagaidhlig1

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PUPIL SUPPORT

Bòrd na Gàidhlig The Year Ahead Bòrd na Gàidhlig a’ coimhead air adhart agus fios mu taic ionmhais a tha ri faighinn airson phròiseactan ann an roinn an Fhoghlaim

Dìleab An T-Siorraidh

Dìleab An T-Siorraidh is a new project in the Western Isles, set up by Sheriff Colin Scott Mackenzie due to his keen interest in Gaelic. Supported by e-Sgoil, (www.e-sgoil.com), the online teaching resource in Stornoway, the project aims to encourage Gaelicspeaking pupils to use and improve their language skills.

Bòrd na Gàidhlig looks ahead to some developments in Gaelic Education and some of the funding opportunities available to the education sector

Funding opportunities

Bòrd na Gàidhlig (www.gaidhlig.scot/bord/fundraising) offers funding support for local authorities to sponsor qualified teachers through the Gaelic Language Act Implementation Fund (GLAIF). Teachers who have some Gaelic skills – and are not currently teaching in the medium of Gaelic – can undertake full or part-time courses to learn how to teach in Gaelic for their local authority. Deadline: 5pm Monday 5 March 2018. Projects aimed at increasing the numbers of Gaelic medium pupils and Gaelic learners entering the formal education system, from 0-18 years, may be eligible for assistance. In addition, projects developing extra-curricular activity to promote greater usage of Gaelic and improve levels of language fluency amongst school pupils may be considered. Deadline: 5pm Monday 23 April 2018.

Congratulations

Bòrd na Gàidhlig sends its congratulations to the Gaelic Books Council as it celebrates its fiftieth year, and to BBC ALBA and Film G respectively, who are both celebrating their tenth year.

Support for Parents

Stòrlann Nàiseanta na Gàidhlig (www.storlann.co.uk) continues to support and encourage parents considering Gaelic Medium Education (GME). A range of impressive teaching materials alongside support for parents who may not speak Gaelic are just two ways that Stòrlann Nàiseanta na Gàidhlig can assist parents. www.teachersresource.co.uk

Portree Gaelic Primary School We look forward to the opening of the new Portree Gaelic Primary School, which will boost Gaelic education on the Isle of Skye.

A period of change at Sabhal Mòr Ostaig Sabhal Mòr Ostaig, the National Centre for Gaelic Language and Culture in Skye, faces a period of change. Both the principal, Professor Boyd Robertson and vice principal and director of studies, John Norman MacLeod

are set to retire. Professor Robertson has been at the helm of the college since 2008 while John Norman MacLeod has led the academic affairs of Sabhal Mòr Ostaig since 1983. Many thanks for their hard work.

Teachers’ Resource

PROFESSIONAL LEARNING

Back to School Teachers spend all day moulding young minds, but that doesn’t mean they don’t want to brush up on their own skills. We speak to David Paterson, a biology and science high school teacher, who also teaches health and wellbeing, as well as pupil support and development, about studying for a MSc in mental health and education at the University of the West of Scotland (UWS)

10 Teachers’ Resource

hy did you decide to do a Master’s degree? I have been teaching for five years now, and each year without fail more and more pupils need support with issues surrounding mental health. I feel this is a combination of both an increase in the prevalence of mental health conditions, but also an increase in awareness and early recognition of mental health conditions. Mental health has always been an area that fascinated me, and I’ve studied Psychology before. Why did you choose a MSc in Mental Health and Education at the University of the West of Scotland (UWS)? The programme offered at UWS looked extremely well constructed and tailored to the needs of the professionals studying it. Along with the extremely positive experience I had studying my PDGE at UWS and the fact that the university has the highest ranked department for education in the country made it an easy and clear choice. What has been the most useful thing you’ve learnt so far? Considering the impact of communication on mental health has been eye opening for me. It was something I possibly hadn’t thought of as a mental health issue previously.

What’s it like studying at UWS? UWS has been incredible in supporting me in my studies. Aside from offering me academic support it has also offered me additional opportunities outwith the confines of academia. The university has ensured that at each step so far, instructions, expectations and outlines have been extremely clear to me making it possible for me to manage and organise my own time effectively around a busy schedule. What is your career plan? My end goal is to continue my studies and hopefully have the opportunity to lecture and work at a higher education institute. I feel it is extremely important in Scotland that we continue to lead by example with progressive and inclusive policy in education and society as a whole.

FIND OUT MORE The University of the West of Scotland is an innovative university boasting career-focused teaching and worldleading research. UWS is the number one university in Scotland for education as of 2018, and the fourth in the UK. 99.1% of Education graduates are in work or further study 6 months after graduating. Visit www.uws.ac.uk for more info.

www.teachersresource.co.uk

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HELPING PUPILS INTO THE WORKPLACE

Are apprenticeships the way forward?

Young people today have more opportunities than ever before when it comes to deciding what to do after school – and it pays for teachers to get clued up on what’s available now. We speak to Elaine Walls, regional partnership and delivery manager at Skills Development Scotland (SDS) to learn more about Foundation Apprenticeships

12 Teachers’ Resource

t’s increasingly important to make sure that students are well-equipped for life outside the classroom. That means having the necessary skills that they need to navigate life, study and work, but also the options students have when they leave school. According to The Scottish Government, the rate of unemployment is slightly higher than the rest of the UK – it’s understandable that students are concerned about the future. One promising route students can go down is apprenticeships. There are a lot of opportunities available, across a range of industries, and apprentices earn while they learn. In light of Scottish Apprenticeship Week 2018 (5-9 March), we find out what teachers can do to support pupils in making the right decision for their future.

A GROWTH AREA

Pupils can apply for an apprenticeship like they would any other job – but there are plenty to go around and it’s (currently) less competitive than spaces at university or college. Last year, more than 26,000 Modern Apprenticeships started across

the whole of Scotland. In 2018, there are 2,600 Foundation Apprenticeships available in August and more than 900 Graduate Apprenticeships, and it’s set to increase every year. There are more than 80 different types of Modern Apprenticeship, covering hundreds of types of jobs – everything from administration to laboratory science and even childcare. Foundation Apprenticeships has 12 different frameworks, including civil engineering, social services and healthcare, and software development. In September 2018, there will be 11 different types of Graduate Apprenticeship available too, provided by 12 different universities across Scotland. There are more opportunities than ever before across a huge range of careers and industries – The Scottish Government’s target is to get 30,000 young people into Modern Apprenticeships each year by 2020.

SKILLS

Apprenticeships let students learn the skills and qualifications they need while they’re www.teachersresource.co.uk

PUPIL SUPPORT in the workplace – which can make them feel both engaged and valued. It’s currently free to go to university in Scotland for Scottish students, but money can still be a barrier for many young people when it comes to full-time education. Learning and earning can be a more accessible and attractive pathway for many students. A huge range of Scotland’s industries use apprenticeships because they teach the skills employers are looking for. There are areas of the Scottish economy which are experiencing a skills shortage, such as software development, civil engineering and social care. Students should be encouraged to consider careers that suit their talents though, and look at all the options available to them. Females should be thinking about STEM careers and males encouraged not to dismiss early learning and childcare roles. There’s such a diverse range of career paths, from accounting to digital marketing to engineering, that there is something for everyone.

CAREERS ADVISORS

“It can be really helpful for pupils if teachers get clued up on the different apprenticeship options and how they work,” notes Elaine at SDS. Encouraging pupils to think about their options and weigh up what would suit them best is

always a good idea, but it’s important to as guest speakers to gives talks to classes about the opportunities and benefits of direct curious minds to the experts. For pupils who are thinking about their options apprenticeships. “It gives pupils a realworld understanding of apprenticeships after school, speak with your school’s and how they work and makes it more real careers adviser, as they have a wealth and relatable,” she explains. of knowledge on the different pathways available. For young people in S1 to S4 who APPLYING are interested in work-based learning, Pupils have to apply for apprenticeships investigate Foundation Apprenticeships themselves, but teachers can help with for one of their subject choices the process of identifying career in the senior phase. “I think paths which suit their interests it’s important that teachers and abilities. Subject choice Find out understand the way the time is important – you can about entry apprenticeship family help a young person choose requirements for works. We are keen subjects that will support their apprenticeships at for teachers to find out career interests. myworldof more about Foundation “Teachers can offer support, work.co.uk Apprenticeships, as they’re but as this is the young person’s for young people who are still first step towards the world of in school as part of their subject work, they do have to take most of choices when planning for future the responsibility themselves. For many, it careers, college or university,” explains is their first job application, so perhaps call Elaine. on your SDS careers adviser to deliver a A Foundation Apprenticeship can session on how to fill out application forms also be a pathway into a Modern or how to write a CV,” advises Elaine. It’s all Apprenticeship – although not the only about giving the pupils as much support one. as possible. Careers fairs and events are a great way of boosting pupils’ understanding FIND OUT MORE of apprenticeships and how they work, and Scottish Apprenticeship Week is a Learn about all the different options good time to do this. Elaine suggests available at apprenticeships.scot inviting employers and their apprentices

APPRENTICESHIPS MADE EASY In Scotland, there are three different types of apprenticeship. MODERN APPRENTICESHIPS are jobs for people aged 16 and over, which let young people study towards an industry-recognised qualification while they earn. GRADUATE APPRENTICESHIPS let students take work-based learning to degree level. And now pupils can start their apprenticeship journey at school with FOUNDATION APPRENTICESHIPS. They are available in every local authority area in Scotland and can be taken as part of a pupil’s subject choices in the senior phase. They’re the same level as a Higher, and see pupils divide their time between collegestyle learning and a significant work placement with a local employer, where they’ll complete SVQ units.

www.teachersresource.co.uk

Teachers’ Resource 13

IN ASSOCIATION WITH AUCHENGILLAN

The Great

Outdoors On the edge of Lomond and Trossachs National Park lies Auchengillan Outdoor Centre, a 120-acre estate with easy transport links to Glasgow and Stirling. It’s an ideal location for your next school residential, activity day or even a Duke of Edinburgh campsite

here’s nothing better than a day out of the classroom, for both students and teachers. Away from desks, and in the fresh air, creative minds can flourish. It’s a new environment to take everyone out of their comfort zone and learn about their classmates and themselves in the countryside.

ACTIVITIES

affordable prices. The Centre can facilitate your whole week from its own estate making sure that there’s as much activity time as possible. For a more adventurous experience why not get your class to climb their first Munro? Or you could try an overnight expedition? What about mountain biking in Queen Elizabeth Forest? Does paddling a canoe on the bonny banks of Loch Lomond take your fancy? There’s plenty of exciting activities to choose from!

There’s plenty on offer at Auchengillan Outdoor Centre so don’t worry, there’s no chance anyone is going to be bored on the WHAT’S INCLUDED? great estate. The staff work to design If you just want a day of activities, a bespoke and flexible programme there’s a great value activity that meets the individual and day package that includes an collective needs of the pupils, from indoor base plus four activities of independent working, collaborative your choice over the day and all working, judgement, confidence and equipment. There’s also a BBQ or more. Auchengillan Activity Centre campfire on offer, so you can test offers plenty of options, from maths out your grilling technique in front camps to transitional residentials, of your pupils and maybe even leadership and team development. have a sing-a-long in front of the The on-site team works hard fire. Just remember to bring the together to identify what exactly marshmallows. All activities include you want your class to achieve from evening programme, catering, your trip to help shape a successful accommodation, equipment and free programme. The centre holds teacher places. an AALS license and is an The Centre’s instructional organisational member team has experience of @auchengillan with the Institute of working with a range of Outdoor Learning. ages and abilities, and @AuchengillanOC With over 40 activities will provide a safe and @auchengillan on offer, you can be supportive environment sure of a fun trip, packed which is fun and with new experiences at challenging. 14 Teachers’ Resource

MORE INFORMATION Check out www.auchengillan.com or call 01360 770 256 for more info www.teachersresource.co.uk

AUCHENGILLAN Outdoor Centre

Our Visitor Centre is now open at Hunterston B Power station Come and visit us Monday to Friday between 9am and 4pm Why not book a plant tour? See for yourself how a nuclear power station works. All plant tours require advanced booking and will also be available at the weekend, subject to availability and demand. All this is free of charge. If you would like to book a tour or get more information, please contact us: Telephone: 01294 826008 Email: hunterstonbtours@edf-energy.com

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“There should be no excuse for not equipping each school with highly qualified professional teachers”

16 Teachers’ Resource

www.teachersresource.co.uk

IN THE CLASSROOM

SCOTLAND’S TEACHER SHORTAGE

Anyone out there?

Pen and paper at the ready, class, today’s lesson is all about teacher shortages. Across Scotland, the prospect of educating young minds has lost its appeal and there are fewer and fewer student teachers. The question on everyone’s lips is why has a career in teaching lost its spark?

eaching is rewarding as it is challenging and at one point it was a solid and stable career path. As numbers of student teachers leaving university dwindle, Scotland has seen the demand for teachers outweigh the supply.

CAREER PATH

“It is complex and it is complicated. Previously, you became a teacher and you saw you had a career in teaching – there was a career pathway,” says Larry Flanagan, general secretary for the Educational Institute for Scotland (EIS). Generations ago, teaching was a profession that you would have for life, possibly staying in one school for your career. There used to be a six-tier system where people could progress from a main grade teacher all the way to a head teacher or advisor – this has since changed. Now teachers work on a fourtier basis, going from main grade teacher, principal teacher, to depute and head. The advancements are not as visible as they were 35 years ago. Similarly, views on career longevity have evolved in recent years. Interests change and different opportunities arise which can see people travelling abroad for positions that provide a better income – teaching is no exception. “A growing number of people are attracted to becoming a teacher, getting through their probationary year and then going abroad to somewhere such as Dubai or Abu Dhabi and getting paid extremely well,” adds Larry. “Then they can come back to pay off their student debt and put a deposit on a house – the view on careers is different from a couple of generations ago.”

EXTRA FACTORS

Differing attitudes to career timespan www.teachersresource.co.uk

is not the only reason that shortages are happening in Scottish classrooms – location is a factor. A reduced number of teachers in class can be more prevalent in rural locations compared to the central belt, Larry explains: “You don’t have universality of suffering in terms of the teacher shortages. It tends to be concentrated in the rural areas or areas such as the North East where living costs can be a factor.” From location to the all-important pay cheque, it appears salary is playing a significant role on the number of graduates moving into teaching. Everyone who has left school or college and university has taken time to review their prospective careers, opportunities that can come from their choices – including their yearly income. “The starting salary of teachers has a huge influence on a graduate’s decision to become a teacher,” says Larry. “Put bluntly, in certain sectors more money can be made in non-teaching jobs.” In a bid to encourage people to become teachers the Scottish Government has introduced a limited number of bursaries of £20,000 to those changing career to teach in STEM subjects. Another incentive put in place to tackle the shortage, in particular the shortage in science based classes.

MATHS PROBLEMS

Numbers, equations, and calculators, maths has always been a subject that, unfortunately, many people shy away from. The teacher shortage is no exception. Last year it was revealed it wasn’t just students in the classroom struggling with numbers – teachers are having a hard time, too. STEM subjects seem to be suffering the most and this is something location and income cannot change. Trinity Academy in Edinburgh experienced the full extent of the

teacher shortage in summer of 2017. The school failed to receive any applications from those with the necessary skills or experiences to fill their two maths teaching vacancies – instead student teachers were brought in to teach students. Although rural areas have suffered the most in the shortage, it is worrying to see a well-respected school in the capital also feel the full brunt of shortages in STEM based subjects. Recent government statistics revealed that only 112 of 237 places meant for student maths teachers were filled in 2017/18 – this is down from a 72% success rate for the prior year. Issues relating to maths teachers will, in time, ripple down to students and can affect Scotland’s future prospects.

YOUNG MINDS

Scotland as a country is booming with engineering, electricity and oil industries, but teacher shortages could be problematic for these fields. If students aren’t taught to a high enough standard, all of Scotland may suffer. Larry says: “It is a worry that there may not be enough teachers available to teach future generations of Scotland’s pupils. Education is a right and not a privilege; it should be there for all, providing equal life chances for everyone. We are a nation of six million people so there should be no excuse for not equipping each school with highly qualified professional teachers.” Through this shortage, however, teacher graduates can leave knowing there is a pool of jobs available where they can work to shape a future for everyone.

FIND OUT MORE For more information and advice on your career, visit www.eis.org.uk

Teachers’ Resource 17

PUPIL SUPPORT

Why we still need to talk about

Dyslexia

Teachers are often the first to detect dyslexia, sometimes in children as young as three years old, but they aren’t trained to look for it despite the learning disability being one of the most well-known and common in the UK

nowing the symptoms of dyslexia, the different ways it can affect learning, and how to help children in the classroom with learning difficulties should be essential. Yet training is not required for teachers despite it being one of the most common learning difficulties: 1 in 10 children are affected by dyslexia.

The basic facts

Despite dyslexia being a common learning difficulty for many people, confusion surrounds its symptoms. Dyslexia is a learning difficulty that exists on a spectrum and affects each person differently; some read more slowly, some may be poor spellers or adders. A common misconception is that people with dyslexia see words jumbled up on a page, but recent studies have found that people with dyslexia see letters in exactly the same way as people without dyslexia. Dyslexia is not a visual disability, but it affects how the brain processes language, meaning, and word structures. Similarly, dyslexia has nothing to do with IQ. Until recently, an IQ test was required to diagnose dyslexia as www.teachersresource.co.uk

low intelligence was seen as a symptom. These misconceptions have led to much public confusion about dyslexia. So, how can dyslexia present itself?

Recognising the symptoms

Dyslexia manifests in a variety of ways and it’s important to recognise that an isolated symptom does not necessarily mean a child is dyslexic. According to the British Dyslexia Association, dyslexia can be indicated by behaviour, such as poor concentration, forgetfulness, difficulty with understanding instructions, poor time-keeping, and becoming easily distracted. A poor standard of written work compared to oral ability, hesitant or laboured reading, and persistent confusion over similar looking letters are also signs of dyslexia.

The next steps

The British Dyslexia Association advises that if these symptoms persist, worsen, or increase in number it may be dyslexia. It can be tricky deciding who to speak

to if you think a pupil is dyslexic. Parents may react strongly to a suggestion that their child is dyslexic, so speaking to your school principal before reaching out to the child’s family is strongly advised. If a student is diagnosed with dyslexia, speaking to the department head and principal about adjusting teaching methods can make the classroom a more inclusive and dyslexia-friendly space. Multisensory approaches to learning, particularly audio tools, can help with speech-to-text abilities, as can reading out loud in a group to improve fluency of pronunciation. Even small things such as offering different font sizes, highlighters, and coloured paper can make a major difference for students with dyslexia. Most importantly, encouragement and an open, safe environment is essential for learning to flourish.

FIND OUT MORE For more information, guidance, and advice on dyslexia and teaching, visit the British Dyslexia Association website, www.bdadyslexia.org.uk.

Teachers’ Resource 19

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IN THE CLASSROOM

STRESS-FREE

EXAMS

Exams and tests can be just as stressful for teachers as it is for students, but there’s no need for you to dread the exam season as well. Here are a few handy tips to keep you at the top of your game

Stay motivated

It’s hard to stay on track – why not plan something fun for the class to do after the exams? It can be something as simple as watching an episode of a relevant tv programme, or playing their favourite game – or even a day trip outside school. Remember to plan something fun for yourself, too! It’s important to stay upbeat and positive – there’s nothing worse for students than a stressed out, negative teacher.

Keep on schedule

Don’t rush to the finishing line. Breaks are important – for teachers and students. Plan everything out in advance, but make sure it is flexible if time runs over and keep some space for breaks. Let your students know the schedule, too, as it will help them get organised.

Mix it up

Make the students work, not you

It’s tempting to drill information into students, but that’s not always the best way to get them to remember everything they need to for exams. Why not ask the students to form study groups? Encourage your best students to give help to their struggling classmates by reassuring them that they’ll get better marks that way – teaching helps you learn the subject. When a student puts their hand up, ask the best students to step in and play teacher. It’s a fun, interactive way to give your students responsibility.

Exam preparation can be boring, so it’s important to keep the activities varied. Get the students to make their own mock exams and make them test each other; this will encourage them to think about the questions on the exam papers, as well as how to answer them. Games can be fun, but constructive, too. When it comes to English or history, why not get students to embody historical figures and characters in books, and ask their fellow students to ask them questions?

www.teachersresource.co.uk

Don’t panic!

Remember that it’s OK to be nervous on behalf of your students. Make some time for yourself each day – even if it’s just ten minutes at lunch to listen to your favourite mindfulness app. Try Headspace – many teachers swear by it. Teachers’ Resource 21

IN THE CLASSROOM

The importance of

Road Safety In an ideal world, no one would be injured on our roads and that’s the goal The Scottish Government is driving towards over the next few years

cotland’s Road Safety Framework to 2020 is a roadmap to a steady reduction in the number of people injured and killed on Scotland’s roads. Road accidents are reducing in number, but unfortunately it is still one of the highest causes of accidental death for Scotland’s young people. Young people are at the heart of the new push to curb accidents on the road – on both sides of the wheel.

ROAD-SAFETY FOR YOUNG PEOPLE

Research tells us the group most vulnerable to road accidents is children and young people: many don’t have the ability to make good judgements about safe road use, and a lack of experience means they are at greater risk. These days, children and young people enjoy more freedom and travel further from home to attend school, college or social events and although their road safety knowledge is high, it’s often not used. They may know what they should do – but they often make mistakes or are unsure of how to use their road safety 22 Teachers’ Resource

Young people are one of Scotland’s most vulnerable road user groups on both sides of the wheel knowledge. It’s also young people who are involved in road accidents from behind the wheel. The driver group most at risk is young people aged 17-25: while new and young drivers may be competent, their lack of experience and maturity is what leads to accidents. There are plenty of ways to change this for the better. Road Safety Scotland’s approach to road safety is one of lifelong learning and it has developed a range of free resources for students aged 3-18 years, to ensure that learning about road safety is not only age-appropriate, but a lifelong practice that is both accessible and engaging.

RESOURCES

Road safety learning in school forms

the foundation for responsible road use in adult life and can make a huge difference to children’s safety, and our own road safety. There are two road safety learning online resources for secondary school pupils: Your Call for S1-S3 pupils (www.itsyourcall.org.uk) and Crash Magnets for S4-S6 pupils (www. crashmagnets.com). Interactive games, videos and forums for chatting make it a fun and easy learning process – and a great tool for children.

FIND OUT MORE For further information about how to get students engaged with road safety visit roadsafetyscotland.org.uk

www.teachersresource.co.uk

IT’S YOUR CALL BUT DON’T BE A CRASH MAGNET Road Safety Learning within Curriculum for Excellence (CfE) Despite the good progress made over the years, the road environment still represents one of the highest causes of accidental death to Scotland’s young people. It is important, therefore, to maintain the excellent road safety support that already exists in schools and communities.

Road Safety Scotland have developed two free road safety learning resources specifically for secondary school pupils, and linked to CfE. Both online resources aim to engage young people in developing road skills to promote good peer influence, and provide strategies to help them to look after themselves and others in the road environment.

YOUR CALL (S1-S3)

CRASH MAGNETS (S4-S6)

Your Call targets that ‘at risk’ age group with a range of interactive activities which explore risk-taking, decision making, personal safety, pre-driver attitudes and peer pressure.

Crash Magnets is aimed to help shape young people’s opinions and attitudes to issues such as speeding, drink driving, driver distraction, drug driving and in-car safety. The online activities are combined with DVD clips of other young people sharing experiences, with the aim being to encourage students to feel confident about expressing themselves in class about their own opinions and experiences. It seeks to engage them in the importance of positive attitudes and behaviours before they get behind the wheel of a car. The resource acknowledges that, at their age, driving a car has great benefits in developing independence and for some, defines them as an adult. However, this must be balanced with an understanding of the dangers of behaving irresponsibly at the wheel. Although activities are geared towards certain year groups, they are not prescriptive and allow for flexibility.

It embraces a learning style that is fundamental to CfE and provides teachers with flexible lesson plans that support the experiences and outcomes. Pupils are actively encouraged to discuss and share experiences, reflect and challenge their own behaviour, with a view to taking responsibility for their own safety and that of others. The resource focuses on relevant issues for the 11-14 age group, including two feature films which explore the impact a road accident can have on young lives – one from a pedestrian perspective for younger pupils and, for older pupils, with a passenger theme. It has mobile compatibility and can be used by both teachers and students using a tablet or mobile phone. Find out more at

www.itsyourcall.org.uk

For more information go to

www.crashmagnets.com

PROFESSIONAL LEARNING

RELEASE THE STRESS A teacher’s work comes with a lot of responsibility and pressure. Educating a large classroom isn’t easy work and that’s before paperwork, meetings, and expectations! Talk about stressful. Getting your blood pressure under control is one step to succeeding in the classroom

esson plans, revision tips, homework, marking, exams, and re-sits – it’s hard to keep up. From organising your classroom to feeling a sense of responsibility when your students go into the exam room – it’s no wonder you’re left feeling a little jittery. Going into work stressed isn’t ideal for anyone. Stress leads to avoidable mistakes, irritability and a sour atmosphere. Getting your mood under control is important and there are many ways to lead your class to success and manage stress.

MINDFULNESS

Everyone is talking about being mindful these days and, believe it or not, being more present actually can help. Being mindful means you focus on the experiences happening in the moment. By thinking in the now, you’re not worrying about the piles of marking you have to do, the revision booklets you need to write or the students who were disrupting class yesterday. 24 Teachers’ Resource

Mindfulness has been proven to reduce anxiety with many scientific studies taking place on the benefits of living, and appreciating the present. It does not take much to be mindful – monitoring your breathing, doing light exercise, adult colouring in books also help – some institutes even offer mindfulness training for teachers.

THE POSITIVES

Living in the moment can help reduce stress, but it can also help you to appreciate the good. Feeling stressed never leads to the best work, so taking time to reflect on the positive moments during your working day can help stress levels decrease. Embracing the positives will make the negatives seem less prominent – after all, our minds are tuned to focus on the negatives. Simple experiences from ticking an item off your to-do list, to celebrating one of your student’s achievements can help you appreciate the positives.

TAKE IT EASY

As much as it’s important to be on the ball and ready to educate, taking it easy is a must, too. Teaching is a hands-on role that uses a lot of brain power – you’re essentially rolling several highpowered positions into one. Educator, diplomat, organiser, advisor... no wonder you’re feeling overwhelmed at times. Dedicate time to focus on you and something you really enjoy doing. It’s OK to take a break. Binge Stranger Things instead of marking – it can wait another night. Go to that new gym class you’ve been meaning to try, leaving the classroom earlier doesn’t mean the world is going to end. Doing simple tasks for you means you’re re-connected with reality and you’ll feel a large weight off your shoulders. Teaching is an exciting profession where no two days are the same. Put the fun back into the classroom by taking charge and managing your stress levels. You’ll be amazed at the difference you’ll see in yourself and your pupils. www.teachersresource.co.uk

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A SCOTTISH STAYCATION The dark nights are gone, and as the days grow longer everything is coming back to life. Goodbye winter, spring is here – and bank holidays mean time off to enjoy it. But you don’t need to head to the airport to have a great holiday. Make the most of the Easter break this year by having a staycation and enjoying what Scotland has to offer

Into Summer

The flowers are in bloom, the sun has returned and the anticipation of summer is (almost) too much to handle. The Easter break comes with the opportunity to escape the classroom, but you don’t have to leave the country to have a great holiday. Scotland regularly tops the list of the most beautiful countries in the world, and there is something extra special about spring. Wildlife wakes up from hibernation, glens and lochs trickle and glisten, and castles look even more majestic as the spell of spring falls across our bonnie land. Why head anywhere else this Easter?

Spring Sunshine

After being cooped up inside away from the cold for months, it’s time to get out and enjoy the warmer weather. Days out are great fun and an entertaining way of packing more into the Easter break. There are so many activities to get involved in across Scotland when the sunshine makes an appearance, which is not often so let’s embrace it! Across the country there are nature walks and national parks to enjoy. Dive into Scotland’s countryside and walk beside deer or watch as eagles glide over the roaming glens of Cairngorms National Park, which is filled with forest paths, rivers, lochs, villages and more – the Lake District has nothing on this park. Keen to get outdoors but want to stay closer to home? Make your way to Loch 26 Teachers’ Resource

Loch Morlich, Cairngorms National Park

Lomond and the Trossachs National Park. Offering the same wonder and history as the Cairngorms, but closer to the big cities, the Trossachs has lots of activities to keep you busy, from rock climbing to loch cruises, so you can take in the beautiful views in style. After a wander in the wild, make your way to Glasgow, less than two hours away, to drink in the sights, sounds and culture on offer – perfect for when the weather takes a turn.

Rainy Days

Even when it’s pouring it down – it is Scotland after all – Glasgow has plenty of activities to indulge in. The biggest city in Scotland is bursting with museums and architecture, as well as nightlife. If you’re in the mood for culture, take a walk around the Gallery of Modern Art before heading to the west of the city

to enjoy Kelvingrove Art Gallery and Museum. There are 22 galleries covering everything from Glasgow’s own Charles Rennie Mackintosh and even Ancient Egypt, and it might even spark inspiration for lesson plans. The capital also has a lot to offer when the sky turns a worrying shade of grey. Edinburgh is packed with Scotland’s history – most of it grim and gruesome but always fascinating. The castle that looms over the city is well worth a visit, and afterwards you can traverse down the Royal Mile for tours of the Palace of Holyroodhouse and the Scottish Parliament – a new and controversial piece of architecture. If castles are more your thing then a visit to Kelburn Castle in north Ayrshire is a must. This 13th century castle has history and modern art all rolled into one after a group of Brazilian graffiti artists www.teachersresource.co.uk

AFTER HOURS

Moray

The Scottish Parliament

“If you want to stay on the mainland, but have an unforgettable time, head north”

Weekend Visit

If you’re looking to pack more into your Easter, then a weekend break is just the ticket. There are plenty of islands, scenic landscapes and hidden gems across Scotland to enjoy – it’s time to get off the beaten track. Island life is like no other and there are plenty of isles to visit. The Isle of Skye is just over five hours away from the major cities and you don’t have to rely on ferries now that there is a bridge connecting it to the mainland. Forget B&Bs, why not go glamping and stay in the stylishly furnished Skye Eco Bell Cabins? There’s plenty to do in Skye apart from climb The Old Man of Storr and admire the www.teachersresource.co.uk

colourful houses in Portree – you can visit Dunvegan Castle and take a boat trip to watch sea eagles. Make sure you don’t forget to go to the Fairy Pools! If you want to stay on the mainland, but have an unforgettable time, head to the north of the country for a truly divine experience. Parrandier in Moray (www. oldchurch.biz) is a converted church turned into an award-winning B&B – and while it may sound like it would pull on the purse strings it’s luxury without the price tag – only £35 per person per night. With walks, cycle paths, fishing spots and, of course, plenty of malt whisky, you’ll feel relaxed on your return to the classroom. Whatever the weather, make this an Easter break to remember and fill it with activities, adventures, culture and history all rolled into one. From visiting new locations or revisiting classic spots, Scotland really does have it all.

Dunvegan Castle, Skye

turned the turrets into a burst of colourful art. The masterpiece is breathtaking, and will definitely get you some likes on Instagram.

Kelvingrove Museum, Glasgow

Teachers’ Resource 27

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PASSING PLACES

We’ve teamed up with the Dundee Repertory Theatre to give away two tickets for Passing Places. Read on to find out how you could be in for a chance of winning…

othing can beat the excitement of live theatre, from the grease paint to the bright lights and the glamour of dressing up for the night. This spring, the minds behind Scotland’s classic musical, Sunshine on Leith, are returning to the Dundee Repertory Theatre with Passing Places. We’ve teamed up with Dundee Rep to give a pair of tickets away to one lucky Teachers’ Resource reader. Written by native Scot, Stephen Greenhorn, Passing Places is based in Scotland as well, but there’s no Proclaimers songs in this one. Set in Motherwell, it’s the story of two small-town boys, Alex and Brian, who decide to leave their mundane lives and dead-end jobs behind. Armed with a surfboard and a crate of Irn Bru, the lads head to the Highlands for a riotous road-trip and a journey of self-discovery they’ll never forget… Hilarious and fastpaced, this wise-cracking production will mark Passing Places’ 21st anniversary. The last time Passing Places appeared at the Dundee Rep it received rave reviews, so this isn’t one to miss!

THE PRIZE

We’ve got a pair of tickets to give away for Passing Places at the Dundee Reperatory Theatre in Dundee from 17 April to 5 May.

HOW TO ENTER To be in with a chance of winning, simply answer this question:

Passing Places runs at the Dundee Reperatory Theatre, Dundee from Tuesday 17 April to Saturday 5 May. To book, phone 01382 223530 or visit www. dundeerep.co.uk. Booking fees may apply. You can also buy tickets in person at the Dundee Reperatory Theatre box office, open Monday to Saturday, 9.30am-6pm.

Which Scottish town is Passing Places set in? a. Falkirk b. Motherwell c. Linlithgow Send your answer, along with your name, address, daytime telephone number and the name of the school in which you work, to competitions@dcpublishing.co.uk. All entries must be received by Monday 2 April 2018. Good luck!

TERMS AND CONDITIONS The prize is non-transferrable and cannot be exchanged for cash or other performances. Prize is one pair of tickets to see Passing Places at the Dundee Reperatory Theatre, Dundee at one performance between 17 April to 5 May. Transport to and from the theatre is not included. One entry per household. The winner will be chosen at random. The publisher’s decision is final.

www.teachersresource.co.uk

Teachers’ Resource 29

IN THE CLASSROOM

Rise of the Teaching has seen big changes, going from using chalkboards to iPads in less than a century. We could be on the edge of the biggest advancement yet, as there is talk of Artificial Intelligence (AI) entering schools. We speak to HeriotWatt University’s Professor Robert MacIntosh about what robots in the classroom might mean for teachers Automated Response

It sounds futuristic, but Robert, head of the school of social sciences, says that there may well be robots in UK classrooms in the next ten years. Students are unsurprisingly enthusiastic about robots teaching them coursework, but it could have more advantages other than being a fun way to engage with learning. “If you look at the way schoolchildren learn, they often seek out online material for its accessibility,” says Robert. “AI could offer flexibility – often students don’t want to engage at 9am and would prefer to work at night, then AI could respond to questions with automated answers.” For teachers who can’t email pupils back immediately, this could free up learning to suit the needs of pupil’s, stop unnecessary delays and take some pressure off teachers. “AI would be particularly useful for learning patterns that can be predicted, like in language and numeracy. Some things could be automated,” he explains. For children with learning difficulties and disabilities, as well as any pupils that need additional support, AI might be able to provide that help. Robots are currently revolutionising the care industry, and Paro, a robotic seal that moves when touched, has been credited with helping people with dementia and Alzheimer’s. AI could mean that children who struggle in the classroom, or who currently can’t attend, are able to flourish and thrive in a 30 Teachers’ Resource

school environment with careful attention. Of course, robots don’t come cheap, and they will always be subject to technical difficulties that may not be resolved by simply switching them off and on again – but leaps and bounds are being made in technology all the time.

Job Concerns

Teachers often enter into the profession because of its stability – it’s viewed as a job for life. After all, everyone goes to school, and there’s usually a high demand for teachers across every subject. If automation enters the teaching world, what does this mean for teachers’ jobs? “People are concerned across industries about robots taking human jobs,” notes Robert, and it’s a growing worry. In Asia, robots have been increasingly used in the classroom in

the last few years, while the UK is more reluctant regarding AI integration due to concerns about employment, privacy and technical issues. But fear not, WALL-E is not coming for your job. “I’m not of the view that all educational processes can be stored on a computer,” says Robert. Children still respond best to humans, not robots, and AI is still limited in what it can offer education. However, robots could make teacher’s jobs much easier. News of teachers taking part-time roles to keep up with all the marking and lesson planning could come to an end as AI may be able to take on time-consuming administration, and free up educators to focus on teaching and research. Now that’s something every teacher can get on board with. It might be a good thing that your next teaching assistant is a robot. www.teachersresource.co.uk

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Outdoor learning opportunities for schools and young people • Curriculum focused outdoor learning • Standalone activities or linked to wider objectives • Learn more about language, landscape and history • Team working, conﬁdence and attainment focussed delivery • Available in Gaelic or English, for Gaelic learners and those new to the language

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