Resource Teachers’
AUTUMN 2018
www.teachersresource.co.uk
IN THE CLASSROOM • PROFESSIONAL LEARNING • PUPIL SUPPORT • AFTER HOURS
SALUT
KONICHIWA
CIAO
NI HAO HALLO
HOLA
SAY HOLA TO MODERN LANGUAGES Discover how you can revamp language learning for students at home and abroad
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Have some fun with Food Standards Scotland’s educational resources
T
eaching children about safe and healthy food is a skill which could be crucial to the future health and success of Scotland. Approximately one third of children are overweight or obese1 and people in Scotland only follow 11 out of 20 food safety tips on average2. The value of teachers providing these life lessons cannot be understated. That’s why Food Standards Scotland offers a suite of online education resources aligned to Curriculum for Excellence which make lesson planning easy. Developed by teachers and experts at Food Standards Scotland, our resources bring together up-to-date and trusted advice which can be used to teach young people about healthy eating and food safety. So before you start pulling together your food and health lesson plans, head over to the Food Standards Scotland website: foodstandards.gov.scot/teachers for some fun and engaging activities. 1
S1-S3 lessons include interactives based on the Interactive Eatwell Guide and food storage. Other activities cover topics on food bacteria, allergies, sugar in drinks and marketing. Find helpful teacher’s notes on healthy eating, food safety, allergy and intolerance, food labelling and the Eatwell Guide and links to other Education Partners’ websites. Alison Swain, Home Economics teacher at Bannockburn High, Stirling said about the Sugar Detectives activity, which asks pupils to investigate the amount of sugar in drinks: “Our S2s loved the Sugar Detectives activity. They were really surprised to see how much sugar there was in some of the drinks.” You can also order free food cards for your class by emailing us at resources@fss.scot. The cards give lots of interesting facts about each food featured in the pack of 135 cards that are used in some of the online activities. We also have a dedicated Facebook group for Teachers where you’ll find tips and ideas as well as asking any
questions and sharing your experiences of using the resources. You’d be very welcome to join the group - Food Standards Scotland Teachers Group. And don’t forget to visit us at this year’s Scottish Learning Festival, 19th - 20th September. We’re on stand D15 and will be happy to show you our resources and discuss how you can use them to help Scotland’s children learn some invaluable lessons for life. To find out more and access our online resources visit:
foodstandards.gov.scot/teachers
FSS Scottish Diet: It needs to change 2018 2 FSS Food in Scotland Consumer Tracking Survey Wave 3
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PUBLISHER
Denise Connelly denise@dcpublishing.co.uk
EDITOR
Laura Hamilton laura.hamilton@dcpublishing.co.uk
FEATURES WRITER
Lorne Gillies lorne.gillies@dcpublishing.co.uk
STAFF WRITER
Emma Storr emma.storr@dcpublishing.co.uk
DESIGN AND PRODUCTION
Lucy Baillie lucy.baillie@dcpublishing.co.uk
PRODUCTION ASSISTANT
Lisa McCabe lisa.mccabe@dcpublishing.co.uk
SALES
Editor’s Letter Welcome to Teachers’ Resource! Hopefully your summer was enjoyable (and sunny) and you’ve eased into the return to the classroom. As usual, we have a great issue full of food for thought. In anticipation of Brexit, we explore how we teach modern languages in the classroom, the benefits to learning a second language in the current climate, and why immersive teaching is on the rise on p5. We also look at the hard-hitting issues. Eating disorders are unfortunately on the rise in high schools. It can be difficult for teachers to tackle this sensitive subject, so we take a look at what teachers can do to support pupils through the recovery process on p20.
Karen Mackenzie karen.mackenzie@dcpublishing.co.uk
Sectarianism has been a problem in Scotland for decades. We took part in a workshop led by charity Nil by Mouth to find out how it’s educating young people about religious bigotry and eradicating sectarianism on p18.
www.teachersresource.co.uk @ResourceMagScot
We also hear from a supply teacher about why it’s a great idea for teachers who aren’t quite ready to retire yet on p16, and catch up with Lib Dem MP Christine Jardine about her school days on p30.
WIN
Hope you enjoy!
DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007
20
Laura Hamilton, Editor
What’s Inside PUPIL SUPPORT
IN THE CLASSROOM
Keep up with everything Gaelic with all the latest from Bòrd na Gàidhlig.
We explore how we teach modern languages in the classroom and what improvements can be made.
9 NEWS FROM BORD NA GAELIC 16 MORE THAN A STAND IN
25
Check out our competition on p29 to win two tickets to The Snow Queen at Dundee Rep
Laura’
One supply teacher tells us about why supply teaching is a good fit for her.
25 PRESSING PLAY ON TECHNOLOGY IN THE CLASSROOM Technology has the reputation of being disruptive, but is it really?
5 SAY HOLA TO MODERN LANGUAGES 18 SCHOOLS STANDING UP TO SECTARIANISM
We find out how charity Nil by Mouth is combatting sectarianism.
20 WEIGHT EXPECTATIONS
PROFESSIONAL LEARNING
Teachers are in a unique position to support students through eating disorders.
One teacher tells us how a one day course at the University of Glasgow helped him and his colleagues.
Lib Dem MP for Edinburgh West Christine Jardine takes a trip down memory lane.
10 BACK TO SCHOOL WITH CPD
30 MY SCHOOL DAYS
©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.
www.teachersresource.co.uk
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Teachers’ Resource
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A magical festive frozen tale for the whole family
ur Contact o c Box Offi e about ls our schoo offer!
Dundee Rep Ensemble in association with Noisemaker presents
THE
A co-commision between Dundee Rep and Citizens Theatre
By Scott Gilmour and Claire McKenzie From the original by Hans Christian Andersen
Directed by Andrew Panton Thu 29 Nov - Mon 31 Dec Box Office: 01382 223530 | dundeerep.co.uk
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Dundee Rep and Scottish Dance Theatre Limited is a Registered Company No: SC021201 Scottish Charity Registered No: SC017315 Dundee Rep and Scottish Dance Theatre Limited gratefully acknowledges support from:
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SUPPORT IN THEPUPIL CLASSROOM
HOLA
SALUT CIAO HALLO
NI HAO KONICHIWA
SAY HOLA
TO MODERN LANGUAGES Hola. Salut. Hallo. Ciao! Languages are the key to unlocking different cultures, experiences and adventures. There are roughly 6,500 languages in the world, and with the looming cloud of Brexit, the push to improve language learning has never been more vital
D
o you know what the most common spoken language is? No, this isn’t a trick question or just a fun fact for the pub quiz next week. Across the cultures and countries that make up the world, there are thousands of different languages and dialects spoken. With each language learned, it opens up advanced understanding, widened horizons, sharp verbal and written skills, and new ways of www.teachersresource.co.uk
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thinking. It even improves overall intelligence. The answer is Mandarin, by the way. Turns out English isn’t the top dog, after all. Modern languages in the classroom have never had the accolades they deserved. Naming all the items in your pencil case and asking where the swimming pool is can become stale very quickly. Thankfully, modern languages have had a facelift in recent years. Teachers’ Resource
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ESSENTIAL
Modern languages have always been part of the syllabus. From ordering a coffee abroad or having a casual conversation, communication is an integral part of our daily lives. “While it is absolutely true that English is not enough and people should have other language skills, we can’t ignore the fact that English is becoming the world language and people across the world are learning English,” says Fhiona MacKay, director at Scotland’s National Centre for Languages (SCILT). “However, our argument is if all these youngsters in countries like Germany or Holland, and much further afield, are learning English, they are picking up all the skills that come with language learning. Intercultural sensitivity, adaptability, the ability to find a different way of thinking so it helps problem solving and creativity, and consolidates mother tongue literacy. It’s important that Scotland’s youngsters have the same opportunity to develop these skills as their counterparts elsewhere in the world. We can’t allow them to miss out.” Languages open the door to many possibilities, including education and job opportunities – for students and teachers alike – or simply an appreciation for the culture on your favourite holiday destination. Having basic verbal and written skills in a modern language should be a necessity, but how languages are taught may have pushed students away in the past. For this reason SCILT and the Scottish Government, which is committed to expanding and focusing on language learning by 2021, are distributing the A 1+2 Approach of language learning to schools across Scotland. After all, there’s more to languages than the four walls of a classroom.
EDUCATION
Schools in Scotland are now considering
“When the future is so uncertain, we’ve got to ensure as educators we’re giving those young people the skills that mean they can adapt” 6
Teachers’ Resource
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introducing language learning as early as primary one. Following through into secondary schools, students and teachers are being encouraged to learn and educate in a more ‘hands on’ approach. Fhiona explains that with the A 1+2 Approach all teachers within schools should consider themselves to be language teachers. Embedding Spanish into science classes or bringing a French history book into the curriculum – the possibilities are limitless. Similarly, teachers will be supported and receive the relevant guidance to feel comfortable and confident in language teaching. It’s clear the weekly language lessons with only set times to speak French, Spanish, Russian, or German don’t work. Bringing languages into all classes in an immersive manner is a more effective way of teaching. “We advocate learning new things through language: perhaps exploring environmental issues while learning the language at the same time; looking at parts of the country for different cultures, looking at storybooks, poems, and songs – learning the language that way,” adds Fhiona. “It’s a much more relevant, interesting and exciting experience for that learner.” Similarly, through the British Council Modern Language Assistants programme, students from different countries can come into classrooms and help facilitate modern language learning. Utilising Italian rap music in the classroom while reading from lyric sheets and having a chat about the latest Hollywood release are not only great ways for young people to connect to languages, but beneficial for language understanding. Fhiona continues: “We’ve been working to link secondary schools with a business partner to do joint programmes together, so that the young people work with a business partner. It will teach them about the relevance of language learning in a business context and give them a taste of language skills being used in the world of work. These kinds of projects can create an interesting context in which young people can learn and let them see the doors that languages can open for them.” This form of education shows the multiple benefits that come paired with language skills. Fhiona stresses that improved modern languages education doesn’t mean students are expected to become fluent linguists – not to discourage those who want to go into this career field – even a little language can go a long way provided students
LANGUAGE LEARNING IN GLASGOW
To get involved with Refuweegee’s language café, email sarah@refuweegee. co.uk
have the confidence to try it out and practice it. In the current political climate, different cultures need to be celebrated and not ignored.
CULTURES
“Internalisation of the curriculum is at the heart of 1+2. That’s really what we’re trying to achieve: we’re trying to give our youngsters the skills so they are able to operate globally. That’s not just those who will go and get those wonderful international jobs but the world is here, too, in Glasgow, in Scotland,” explains Fhiona. “Wherever you live, you’re going to come across people who didn’t start their lives here, whose language use isn’t just confined to English. Not matter where you go to work or play, you’re going to have to operate in a global society and language skills can help you do that more openly.” The news continues to show upsetting scenes of families being displaced, leaving their homes in war torn areas to live in foreign countries. After an already turbulent journey, the apprehension about learning English can weigh on someone’s mind. Glasgow-based charity, Refuweegee www.teachersresource.co.uk
17/08/2018 12:25
IN THE CLASSROOM
works with refugees coming to live in Glasgow and across Scotland. Holding the friendly Glasgow spirit at its core, Refuweegee provides care packages for everyone coming to Glasgow to learn more about the city and the language. Selina Hales, founder and director of Refuweegee says: “Learning English is the number one priority for almost everyone we meet who has recently arrived in Glasgow. Some people already have excellent language skills and speak multiple languages; however, the majority of people still require ESOL classes.” “The people that we meet are always keen to volunteer in community spaces where people are speaking English so that they are exposed to English speaking as much as possible. And everyone that we work with talks about the process of learning English, then learning Scottish and finally graduating to learn Glaswegian!” It’s imperative for people to understand that while English is the lingua franca, it’s not spoken everywhere. Be it modern languages within the classroom or modern languages helping non-English speakers integrate, the need for improved www.teachersresource.co.uk
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language education is tangible.
HELPING HAND
For students coming into the classroom with limited knowledge of English, Selina encourages: “Patience, adaptability, utilising any additional support, collaboration. Whenever we’ve worked with schools and teachers in Glasgow we have been impressed at how engaged and supportive staff are. Some have more experience and resource than others, but all that we have met are eager to do the best they can and are keen to work with us to engage all pupils in the topic of displacement.” “We’re keen to see more involvement of the whole family in the teaching and learning of English, it’s not good enough that children receive structured, supported learning in school whilst parents wait for nine months for their first English class.” Regardless if English, German, Russian or Chinese is your mother tongue – we all have the right to education and support when learning. The sense of pride at being able to visit a shop for food or ask for directions is not to be underestimated. That’s why Refuweegee is setting up a language
café for people to get involved and teach English as a modern language. Being able to speak more than one language is an asset and studies show that it increases your ability to learn new things. The teaching of languages is in the process of being improved and it needs to be embraced in schools across Scotland and the rest of the UK. We are a nation reliant on English wherever we go and it limits us. A 1+2 Approach will help improve the drive and passion for modern languages in Scotland’s classrooms. Fhiona concludes: “Now more than ever we need to ensure that our pupils can engage with others and are not insular. We need to futureproof them. When the future is so uncertain, we’ve got to ensure as educators we’re giving those young people the skills that mean they can adapt.”
MORE INFORMATION Scotland’s National Centre for Languages (SCILT) www.scilt.org.uk Refuweegee www.refuweegee.co.uk
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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
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@bordnagaidhlig1
facebook.com/bordnagaidhlig
20/08/2018 10:47
PUPIL SUPPORT
The latest updates from Bòrd na Gàidhlig
Naidheachdan bho Bhòrd na Gàidhlig News from Bòrd na Gàidhlig GAELIC SET FOR BIG BOOST
Some of Scotland’s key public bodies have made a series of commitments to the Gaelic language with the aim to significantly accelerate progress in the development and use of Gaelic across the country. VisitScotland, SQA, Education Scotland, Skills Development Scotland, Highlands and Islands Enterprise and MG ALBA (The Gaelic Media Service) have made commitments at a meeting held in Battleby near Perth, which was chaired by Deputy First Minister John Swinney MSP. Key commitments include the publication of a Gaelic Tourism strategy for Scotland, support for schools in strengthening the secondary Gaelic Medium Education curriculum and development of the LearnGaelic.scot online resource.
Education Grants funding programme for Gaelic Teaching Students opens
The Education Grants for Gaelic Teaching Students funding scheme aims to support those currently working towards a career in Gaelic teaching. It also provides additional assistance to meet the growing demand among parents and pupils for Gaelic Medium Education across the country. Applications are welcomed from those undertaking a postgraduate degree in education, primary or secondary, and those studying undergraduate Gaelic education degrees. Bòrd na Gàidhlig may also consider applications from qualified teachers who wish to transfer over to GME and those who wish to undertake a course to switch careers to Gaelic education. The level of assistance will depend on the personal circumstances. More information on the scheme can be found at www.gaidhlig.scot/bord/fundraising with the scheme closing at 5pm on Friday 14th September 2018.
Scottish Gaelic Awards 2018 open for nominations
Scottish Education Awards Winners 2018 Bòrd na Gàidhlig was delighted once again to sponsor the Gaelic Education Award category at the 2018 Scottish Education Awards and we congratulate www.teachersresource.co.uk
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Greenfaulds High School on its success. Congratulations also to Condorrat Primary, Bowmore Primary and e-Sgoil who were also on the shortlist.
The 2018 Scottish Gaelic Awards, which celebrate the Gaelic language and culture, are sponsored by Bòrd na Gàidhlig and are now open for nominations with categories including Arts & Culture, Event of the Year, Learner of the Year and the Community, Heritage and Tourism Award. Nominations close on Tuesday 25th September with the awards being presented at a glittering event in the Grand Central Hotel in Glasgow on Wednesday 14th November. www.scottishgaelicawards.co.uk Teachers’ Resource
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PROFESSIONAL LEARNING
BACK TO SCHOOL WITH CPD
Continued professional development (CPD) allows you to further your skills and build on the knowledge you already have. As a teacher, CPD not only benefits you, but in turn aids your students’ learning
W
hether you’ve been teaching for one year or twenty, completing a CPD course allows you to advance your skills in order to improve your teaching. It can be a great step for those teaching a new area of a course. Brian Johnston teaches English at Caldervale High School in North Lanarkshire. Last year, he completed the Advanced Higher English: Lessons So Far CPD course at the University of Glasgow, School of Education, after being given an unfamiliar section of the course to teach. “I just wanted to try and get as much info as I could and wanted to be at the top of my game. I think that’s key, to know teachers are upskilling and developing their learning,” he says. A CPD course doesn’t just benefit you: your newfound knowledge can help pupils and colleagues. “It’s really
useful to bring it back to the school, whilst it might have only been a day course, it’s about what you do when you come back,” says Brian. “Bringing the material back into school and sharing it with colleagues and the youngsters who are going through the course, it allows them to see what they’re aiming towards and upskilling other teachers.” Advancing your own learning equips you with the skills and knowledge to translate aspects of a course into pupil speak. It can be the difference between a student getting a B or an A says Brian. “It’s so important if you have borderline candidates. I think the best way to improve standards with pupils is through exemplification, saying this is what it looks like, this is where you’re at now, this is how you are going to get there.” Attending a course also gives you the opportunity to network with other teachers and learn from them,
“That’s key, to know teachers are upskilling and developing their learning”
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one of the main benefits Brian found with CPD. “I think some schools, no matter what size, can be quite insular in some ways. If you can then meet up with other colleagues from different schools, learning about the approaches they’re taking to learning, you can benefit from that. Getting out of school and collaborating is so important,” he says.
FINDING A CPD COURSE Finding the right CPD course for you is the first step towards upskilling. If your school doesn’t have a designated CPD co-ordinator, it’s easy to find out about different courses yourself. Find a CPD course at a university in Scotland via Creative Education (www.creativeeducation.co.uk) or Find CPD (www.findcpd.com). If you don’t fancy going back to uni, you can complete a CPD course online with organisations like Tes Institute (www.tes.com/institute).
www.teachersresource.co.uk
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The University of Glasgow provides a range of postgraduate programmes for teachers in Scotland to facilitate your professional learning: POSTGRADUATE PROGRAMMES FOR TEACHERS IN SCOTLAND • • • • • • • • • • •
Children’s Literature & Literacies, MEd Doctorate in Education (EdD) Educational Studies, MEd Inclusive Education: Research, Policy & Practice, PgCert to MEd Into Headship, PgCert In Headship, PgDip Middle Leadership & Management in Schools, PgCert Professional Learning & Enquiry, MEd Professional Practice with PGDE, MEd Teacher Leadership & Learning, PgCert Museum Education, MSc
Apply now at www.glasgow.ac.uk/postgraduate/apply For further information: www.glasgow.ac.uk/education/postgraduate Email: education-pgt@glasgow.ac.uk
Invite a Bank of England speaker to your school We offer free, tailored talks for students (S1-S6) Learn about the economy and what we do
Find out more and apply online at www.bankofengland.co.uk/education/school-visits @BankofEngland #BoESchoolTalks education.programme@bankofengland.co.uk
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20/08/2018 10:48
See for yourself how a nuclear power station works Visit Torness power station on the east coast or Hunterston B power station on the west coast. All plant tours require advance booking. Entry and tours are free. Both visitor centres have an interactive exhibition to help visitors understand more about nuclear power generation and allow people to ask questions to our trained guides. We have fantastic classroom facilities and you can also pre book a tour of the power station. Hunterston B is located on the North Ayrshire coast, approximately one hour west of Glasgow. It generates enough low carbon electricity to power approximately 1.5 million homes. Email – hunterstonbtours@edf-energy.com Telephone – 01294 826008 Monday to Friday 09:00 - 16:00 hours.
Our award winning visitor centre at Torness power station can be found just off the A1 near Dunbar on the east coast of Scotland. Our centre was recently awarded five stars by VisitScotland for its standard of customer care and range of facilities. Email – tornessvisitorcentre@edf-energy.com Telephone – 01368 873909 Monday to Friday 09:00 - 16:30 hours. Saturday 10:00 - 16:00 hours Sunday - closed Evening tours upon request
has never been easier
Back-to-School Revision Bundles from just £10 REVISE with Success Guides PRACTICE with Practice Question Books PASS with Practice Exam Papers www.leckieandleckie.co.uk Did you know that 36% of students got a D or below in National 5 Maths last year? Help bridge the attainment gap with National 4 to 5 Maths Bridging Skills Book Buy 25, get 5 FREE
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20/08/2018 10:49
PROFESSIONAL LEARNING
SCOTTISH LEARNING FESTIVAL 2018 S
This year’s theme is ‘Collaborating for Improvement’
The Year of Young People 2018 and cottish Learning Festival 18 why participation and engagement is (SLF18) is the nation’s leading pivotal to education. There will be a education event. It’s a must-visit for professionals in education special focus on science, technology, and anyone thinking about joining the engineering and mathematics (STEM), as per the Scottish Government’s vision to industry. It’s a great place for people to make Scotland a STEM nation. find inspiration, practical advice SLF18 focuses on effective and find out about the latest resources. SLF18 provides collaborations that ensure FREE TO opportunities to explore young people are having ATTEND, SLF18 a greater say in decisions high-quality and engaging TAKES PLACE that affect their lives. The professional learning as 19-20 SEPTEMBER Learning Festival will also well as the chance to IN THE SEC, look at the strong STEM discuss and exchange GLASGOW knowledge and ideas with education and training that inspires learners and connects colleagues and experts. with the labour market. 2018 This year keynote speakers introduces STEM Live – an interactive include Deputy First Minister experience with STEM demonstrations John Swinney MSP, cabinet secretary and inspirational keynotes from Professor for education and skills who will be delivering the opening remarks. Also Louise Archer from University College London, and Dr Jamie Gallagher, an speaking at SLF18 is Dr Jo Boaler, award-winning scientist and science professor of mathematics education at communicator. Stanford University, who will talk about As the largest education exhibition the importance of mathematics mindset, and Louise Macdonald OBE, Young in Scotland, SLF18 provides access to Scot chief executive who will discuss more than 175 exhibitors. At the twowww.teachersresource.co.uk
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day event, there will be a range of professional learning seminars where visitors can engage in activities and learn from practitioners and young people, as well as opportunities for professional networking with peers and colleagues from across Scotland. Attending SLF18 supports your career-long professional learning by helping to keep your professional practice fresh, up-to-date and relevant. Education Scotland (www.education. gov.scot), the national agency for improving quality and providing support to education practitioners, organises and hosts the festival which provides those involved in education in Scotland the chance to benefit from a range of free learning opportunities.
FIND OUT MORE For more information, and to book tickets, visit www.slfexhibition.com
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PROFESSIONAL LEARNING
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Information about Leckie & Leckie classroom and revision resources for primary and secondary schools will be available.
Learn about the available textbooks, ‘How to Pass’ resources and SQA Past Papers for National 4/5 and Higher subjects.
KPC BOOK PROTECTION LTD Book protection products will be on show from the market leader, KPC. Free sample packs will be available.
HOPE EDUCATION
Visit Hope Education for a goody bag, competition and information about all of their primary and early years resources.
Scottish Learning Festival 2018 promises to be a treat. We round up some of the top organisations to look out for when you go
New school year
COLLINS AND LECKIE & LECKIE
ROAD SAFETY SCOTLAND
Road Safety Scotland will have its online and general teaching resources for all ages on show.
New exam Assessments
Get information about free BoE resources and initiatives to support young people in understanding the UK economy. Information about the free and accessible interactive visitor centres will be available. The centres at Torness and Hunterston B offer classroom facilities, presentations and tours.
THE UNIVERSITY OF EDINBURGH
Talk to admissions and outreach staff about studying veterinary medicine and agricultural science in a purposebuilt Outreach Centre at the University of Edinburgh.
ILF SCOTLAND
Find out about the new ILF Scotland Transition Fund which provides money to support young people with disabilities to improve their lives.
New resources from Hodder Gibson to help your students get ahead
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www.teachersresource.co.uk
20/08/2018 10:55
how do you feed 11bn people? There are fewer bigger challenges facing humanity than feeding a growing human population well while protecting the natural systems on which we depend. With the world population expected to reach 11 billion by the end of this century and demands on systems already at an all-time high, it is essential that we find ways to feed the growing population without destroying the planet. In response to the global challenges we face, the University of Edinburgh has launched new Agricultural Science degree programmes. Students will develop skills in science, business, technology and geography to optimise food production systems within economic and environmental targets and become the leaders of tomorrow. Contact us: globalagriculture@ed.ac.uk
Both subject areas are taught at Easter Bush Campus - the largest centre of animal science expertise in Europe incorporating world leading research institutions, animal welfare centres, clinical practices and interdisciplinary hubs. Students could hardly benefit from more outstanding state-of-the-art facilities in which to further their education.
SEPTEMBER
19
SEPTEMBER
20
do you have what it takes to be a Vet? For those interested in veterinary medicine, we offer an integrated degree in which students are taught about large animals, small companion animals, exotics and wildlife, with clinical and professional skills classes incorporated into the curriculum from the earliest stages. This allows students to broaden their understanding of different species and to increase their career prospects while giving them the flexibility to specialise at a later stage. Students are exposed to a wide range of stimulating teaching and learning methods designed to equip them with the confidence and skills for a fulfilling career in veterinary medicine. Contact us: vetug@ed.ac.uk
SEPTEMBER
22
OCTOBER
06
Spread the word! Pupils can register to attend one of our next Open Days!
Find us at this year’s Scottish Learning Festival to find out more!
Simply direct them to book a place online to find out more about studying at the University of Edinburgh.
Stand G45 - SEC, Glasgow
edin.ac/open-day
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PUPIL SUPPORT
More than a
STAND IN
A
lthough you can choose where you work and when, supply teaching isn’t for the faint of heart. It requires flexibility as supply teachers have no guarantee of when they will next find work and are continually teaching pupils who don’t know them. Despite these challenges Helen Auld, a supply teacher in Ayrshire who previously taught full-time, loves her job. “I couldn’t possibly be a full-time teacher any longer, the workload was horrific, I was approaching 60 and decided to retire,” she says. “Supply teaching was the natural thing to do. It’s not an easy job, but it’s wonderful.”
RELATIONSHIPS
One of the most important parts of education is fostering the strong connections that aid learning. Developing relationships is one of
Supply teachers play a vital role in the classroom whether they visit a school for a week or stay for six months, but the job isn’t as easy and stress-free as some might think
the most challenging parts of being a supply teacher as you’re strapped for time. “95 per cent of teaching is the relationship with the young people. The main tension is not knowing the children and not knowing their special educational needs,” says Helen. That strain doesn’t mean that it’s impossible to form connections and help pupils push their learning further. “I’m there to help them understand their tasks and feel like they’ve achieved something. I think inspiration is more important than anything to young people: if I can help them and motivate them then that’s amazing,” she adds.
UNCERTAINTY
The opportunity to help and connect with a range of pupils in different schools is part of the appeal for a lot of supply teachers, but there is often no guarantee of when they will find work next. This can make the job extremely stressful. “You spend so much time second guessing, I think it causes anxiety. The big thing is the uncertainty. It isn’t easy from a security point of view, but I never regret doing supply, I love it,” Helen says. Despite the occasional uncertainty that comes with being a supply teacher, the rewards are exceptional – not to mention it is a fantastic way to continue in a profession you adore.
BECOMING A SUPPLY TEACHER
There are many reasons to become a supply teacher, you could be nearing retirement age but not ready to give up teaching, going back to teaching part-time after maternity leave, or just want to change things up a bit. Becoming a supply teacher is as simple as registering with your local authority. You can find an application form through your local council website (www.mygov.scot/ find-your-local-council). Once you have been approved, you will receive notice of available positions via phone or email. Added bonus: it’s up to you which positions you take up and when. Pack the books, there are students waiting to be taught.
“Inspiration is more important than anything to young people: if I can help them and motivate them then that’s amazing” MORE INFORMATION For more information, advice and guidance on how to become a supply teacher in Scotland, visit www.scottishsupplyteachers.com and www.nasuwt.org.uk or www.gtcs.org.uk
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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) 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. 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.
Crash Magnets (S4-S6) 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.
You can find out more about these resources at
www.roadsafety.scot/parents-and-educators/secondary-school
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Sectarianism has been a prominent issue throughout Scotland for generations. After the death of Mark Scott in 1995, Nil by Mouth has been working to put an end to sectarianism one classroom at a time
SCHOOLS STANDING UP TO SECTARIANISM O n the surface, sectarianism appears to be rivalry between two Scottish football teams. Digging deeper, sectarianism is actively discriminating against an individual because of their religion. Sectarian-based violence often makes headline news and sectarian language is still an issue within small towns across the west of Scotland and in the bustling metropolitan city of Glasgow. Even in 2018, religious based violence is a huge problem in Scotland and instead, we should be celebrating our diverse and multicultural landscape. The possibility of change is there and it stems from one tragic incident.
TARGETED
Mark Scott was walking home from Parkead, the grounds of Celtic Football Club (CFC), when he passed Jason Campbell outside the Windsor Bar on London Road – a predominantly Protestant area of Glasgow. Unbeknown to Mark and his friends, this was Mark’s last walk through the city as Campbell fatally stabbed the 16-year-old. All due to the green and white scarf hanging out of his pocket. To many it seems like a ridiculous and senseless reason to take a young man’s
life, but to others it’s an ingrained way of life. After Mark’s death, his best friend Cara Henderson knew the only way to end sectarian violence was to spread awareness and educate others. In 2000, Cara set up Nil by Mouth, a charity dedicated to educating and raising awareness of sectarianism in a bid to stamp it into the history books. The charity now successfully travels around Scotland – having worked with more than 7,000 pupils in 2017/18 – providing workshops to spread knowledge.
SPOTLIGHT
Preparing for two school assemblies with boisterous third years at Broxburn Academy in West Lothian, Jamie Lithgow, Nil by Mouth’s education officer, is on hand to educate about the seriousness of sectarianism. Although a significant issue, Nil by Mouth ensure its assemblies and workshops are engaging and fun, but also honest and hone in on the severity of sectarian language and violence. As Mark Scott’s young face is projected on a screen, many of the young teenagers don’t know his story. Even so, the room is unanimous in understanding the importance of not commenting negatively on someone’s
“Education plays a central role in ensuring that our young people are able to embrace diversity” 18 Teachers’ Resource
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sexuality, disability, or religion. Through free assemblies, Nil by Mouth educates young people to respect that sectarianism has no part in modern society. Assemblies are a condensed version of workshops providing intense bursts of information partnered with student participation. Nil by Mouth’s workshops are poignant lessons aimed at engaging and developing personal attitudes and views, whilst encouraging people to challenge sectarianism all whilst linking back to the Curriculum for Excellence. Schools and students can also participate in the charity’s Champions for Change Award to promote continued education to end bigotry and challenge sectarianism.
CULTURE
“Education plays a central role in ensuring that our young people are able to embrace diversity and move away from the fears of the past which have divided communities and kept people apart,” says Deputy First Minister John Swinney. “We want to see a truly multi-faith and multicultural Scotland built on the foundations of trust, respect and understanding and the education work we are supporting is helping to equip young people with the tools they need to choose to reject discrimination emanating from sectarian attitudes.” The Scottish Government knows firsthand the important impact of education on sectarianism. Since 2012, the government has invested £13.5 million www.teachersresource.co.uk
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IN THE CLASSROOM
John Swinney right, Nil by Mouth founder Cara Henderson far right, Kiss Bigotry Goodbye is an initiative by City of College Glasgow, students with their certificates
to support organisations to continue delivering work tackling sectarianism. After all, in 2018 the negativity and detrimental attitudes surrounding sectarianism should be a stark reminder of behaviour that should not be repeated. Since Mark Scott’s death, Nil by Mouth has been tirelessly spreading the message, alongside many other charities, to inform and educate. John Swinney recently publicly praised Nil by Mouth’s Champions for Change school programme for its dedication to helping young people break down barriers of inequality.
EDUCATION
Similarly, teachers must be open and willing to discuss and educate young people on hard-hitting and potentially upsetting issues – such as sectarianism. “We encourage as many teachers as possible to participate in the teacher training that is being delivered through Sense Over Sectarianism,” adds www.teachersresource.co.uk
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John Swinney. “This training will help teachers to understand the issues surrounding sectarianism and give them the confidence to deliver education to tackle sectarianism using the resources which are freely available to them on the Education Scotland National Improvement Hub.” Spreading education and raising awareness of our differences has always been the way forward to equality. Bringing charities into schools, such as Nil by Mouth or Sense Over Sectarianism, will enlighten the minds of young people who are intrigued and invested in improving their future. Concluding, John Swinney says: “Young people have always been at the forefront in their eagerness to embrace equality. That is why we need to tap into their energy and enthusiasm as catalysts who can drive forward the changes that will make sectarianism something that is part of our historical past, rather than a day-to-day reality in the present. Young people should never
underestimate their power to change things for their generation, but also for older generations and those that will come after them.” Sectarianism has played a negative part in Scotland’s history. Knowledge, appreciation of history and understanding are key tactics in putting an end to religious discrimination and young people are the players in charge of sharing the message.
FOR MORE INFORMATION Education Scotland National Improvement Hub www.education.gov.scot/ improvement Nil by Mouth www.nilbymouth.org education@nilbymouth.org Sense Over Sectarianism – Action on Sectarianism www.actiononsectarianism.info
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Weight Expectations Laura Hamilton looks at eating disorders in the classroom and what to do if you think your pupils may be affected
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www.teachersresource.co.uk
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IN THEPUPIL CLASSROOM SUPPORT
“
S
chools can be pivotal in identifying and supporting young people through recovery,” says Sara Preston, senior national officer at Beat (www. beateatingdisorders.org.uk), the UK’s leading charity which supports people with eating disorders. “Recovery doesn’t happen overnight: on average it takes about four to eight years and schools can be a big part of that.” As a teacher, you’re in prime position to identify eating disorders, as pupils spend eight hours a day at school, have a meal and socialise with their peers, as well as support students through recovery. Rebecca’s school was pivotal in her diagnosis and recovery. “I struggled with anorexia nervosa,” she says. As a young teen, she was diagnosed with an eating disorder, depression and anxiety after a friend told a guidance teacher that she had been self-harming. The most important thing for teachers to understand about eating disorders is that it’s a serious mental illness. It’s not a phase, a fad or something someone is doing for attention. “More people with anorexia nervosa die as a result of their illness than is the case for any other mental health condition,” says Sara.
SIGNS
Eating disorders can be triggered by big changes, including puberty, relationship difficulties and bullying, but also genetic factors and personality types apply. There are three key markers of an eating disorder: psychological, behavioural and physical – and while the latter is the one that’s more commonly associated with disordered eating, it’s only a symptom of the illness. It often comes last: eating disorders aren’t always visible. “Physical signs differ from eating disorder and from person to person. Fluctuations in weight can happen, but it’s not prescriptive,” says Sara. It’s more important for teachers to keep an eye out for unusual behaviour. “Not wanting to take off clothes, being cold, withdrawing from peer groups, low mood, and disappearing at lunchtime… It’s also quite common to have perfectionistic tendencies, to be obsessive and a high achiever,” says Sara. This was true for Rebecca. “I was terrified about what was happening to me. I couldn’t explain it and I felt so scared and alone. I wandered around the school in a blur and tried desperately to cling to some sense www.teachersresource.co.uk
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of normality, but inside my world was falling apart,” she says. “I appeared confident and I was still doing well in school, but there were cracks showing. If a grade was lower or I felt I had done something that wasn’t up to my high standards, I would be upset,” she says. Rebecca struggled to concentrate in classes, nodding constantly to mask her inattentiveness. “I carried a heavy bag around with me: a common symptom for young people experiencing a mental health difficulty,” says Rebecca. A desire to burn calories and a fear of forgetting her belongings made her take every book and her PE kit to school every day, and count the items in it. At lunchtimes, she joined clubs to keep busy. There isn’t a huge difference in signs between boys and girls. “For boys, the signs can include excessively exercising and trying to build muscle, whereas for girls it may be trying to change their size,” says Sara.
TALK
If you’re concerned that a pupil may have an eating disorder, it’s important to handle it sensitively. Sit down with them in a safe place and raise concerns based upon how they feel rather than their weight. “It’s important to not be accusatory,” says Sara. “Make sure they know that you want to help them, and they’re not in trouble.” A pupil may be in denial about their situation, and you may feel that there is such a degree of concern that it’s necessary to talk to their parents. “Speak to the pupil about it first so they can be involved, and explain why you’re concerned,” says Sara. “Eating disorders are about control, so if a teacher goes behind your back, it can be distressing.” It’s also a good idea to inform your head of department and ask for advice and support. Recovery should be a collaborative approach: pupil, parents and school should work together to combat the eating disorder rather than the person. “It’s important to separate the illness from the individual,” says Sara. “They’re ill – this is something that has happened to them.” “School was important in providing
support. That time went by in such a blur and I felt like I was drowning, but knew that people were trying to help. I remember the school telling my mum,” Rebecca recalls. “It was the school which referred me to Child and Adolescent Mental Health Service. I was allowed to volunteer in the school’s additional support for learning base, and eventually I was put on a reduced timetable so that I could sign out when I was struggling. My teachers were all made aware that I was struggling, but keen to keep going.” Rebecca advises teachers not to jump to conclusions and watch out for unusual behaviour from pupils. One teacher chastised her for using bad language to express how she wasn’t coping instead of asking Rebecca what was wrong. It drove her to spend her breaks in the toilets. “Many teachers would see that I was upset in class and struggling to manage the lesson but didn’t acknowledge it, either because they thought it would embarrass me or because they thought it was already being dealt with,” she says. “It doesn’t mean that I was always happy to talk about everything, but it helped me to know that someone had noticed and cared. Always flag up any concerns because this helps to build a picture.” Teachers can also instil a degree of normalcy. “Remember to still talk to that person about things that matter to them. Having anorexia is terrifying because you feel like you have a split personality and as anorexia takes over you lose more and more of yourself,” says Rebecca. When someone spoke to her about something other than food it made her feel more like herself. Recovery was a positive process and her school had an important role. “I managed to successfully return to school and sit five Highers and I can’t thank my school enough for helping me get back on my feet,” she says.
Pupil, parents and school should work together to combat the eating disorder rather than the person
USEFUL LINKS Beat Adult Helpline: 0808 801 0677 Youthline: 0808 801 0711 Samaritans: 08457 90 90 90 Mind: 0300 123 3393
Teachers’ Resource 21
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Help your pupils fulfill their potential.
Developed by the Royal College of Paediatrics and Child Health, Paediatric Care Online helps school nurses spot the signs of illness and make the right decisions. This online tool and app, provides access to:
Aberlour, Scotland’s Children’s Charity, is helping schools with flexible, attainment-focused interventions. We can design a package of support, tailored to the needs of your school. We’re working with a quarter of Scotland’s local authorities to provide:
• Key Practice Points that cover the signs and symptoms of over 100 conditions along with guidance and advice for parents • the Child Protection Companion – an essential safeguarding resource
Graphic facilitation sessions with pupils, parents and teachers
• additional tools containing guidance on medication safety and vaccinations.
A family support worker based in your school
To find out how PCO UK can help you and your school, email pco@rcpch.ac.uk
Group work sessions tailored to groups of pupils and parents
ial Spec to k ‘bac l’ o h c s o t ra e
We will design a bespoke package with your specific budget in mind. Many schools are able to access our support using funding from the Pupil Equity Fund.
For more info, please contact us
attainment@aberlour.org.uk 0800 0856 150 Scottish Charity no: SC007991 Company Reg no: SC312912
Go to www.pcouk.org
Nurturing Nature Play in Scotland Seminar ay
rePl supporting Play Types Toolkit - bringing more play into the school day #NurtureNatu
21 September 2018 Royal Botanic Gardens, Edinburgh Richard Louv and Play Scotland CEO Marguerite Hunter Blair
Maree Todd MSP,
featuring Best Selling Author Minister for Children and Young People
Richard Louv,
and more!
9.30am to 1pm £40 per person Booking at events@playscotland.org Nancy Ovens Awards 1pm to 2pm
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PUPIL SUPPORT
Building on the successful transition from ILF UK to ILF Scotland, the organisation has opened an exciting new fund (totalling £5 million per year) for young people who need support in Scotland
ILF Scotland opens new fund for young disabled people
T
he Transition Fund supports those aged between 16 and 21-years-old, offering short term grants to provide opportunities that facilitate their participation and inclusion within their communities. Ryan Cuzen, a successful applicant, says: “This fund is a gate opener for young disabled people in transition to get out and about. I wanted to be able to try new adult orientated activities, like mixed martial arts, and the fund has given me the chance to do this. The fund will give young disabled people more confidence and help to develop community social skills.” Since the opening of the fund, a variety of applications have been received, ranging from IT equipment to
driving lessons to fees for activities to assistance dogs. Peter Scott, CEO of ILF Scotland, remarks: “We are thrilled our Transition Fund is now open, providing a real opportunity for young disabled people to break down social barriers to fully participate in their communities. Young disabled people have been at the heart of developing this fund. We will continue to work closely with them to maximise the positive outcomes and long term impact of the Transition Fund.” To find out more information about the fund, the full eligibility criteria and how to apply, go to ILF Scotland’s website www.ilf.scot or phone the staff team on 0300 200 2022.
Gavin’s Story Gavin is a talented young athlete and has been recognised for winning various medals in swimming and athletics for both mainstream and disability clubs. Being on the autistic spectrum, Gavin struggles with communication and has a limited social life. The swimming and athletics communities provide him with a stable and secure environment to meet friends and mature as an adult while keeping fit. Gavin’s goal is to be selected for the GB Paralympic Squad. In the long term, Gavin would like to become a sports coach for children and adults with disabilities.
www.teachersresource.co.uk
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He applied to the ILF Scotland Transition Fund to pay for swimming and athletics fees, personal fitness fees and his uniform. The funding will be a valuable stepping stone for Gavin to achieve his goals. The long term impact will be life changing, providing him with the vital skills to develop a career in sports coaching. Gavin says: “I applied for money for my swimming and athletics fees for the upcoming season. I hope these activities will help me gain the confidence I need to become a sports coach and member of the Team GB Paralympic Squad.”
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PUPIL SUPPORT
According to the Organisation for Economic Co-operation and Development, teenagers in the UK have the worst levels of literacy in the developed world: one in five have a low level of literacy. We look at the influence of technology on young people’s reading, writing, and ability to process information
PRESSING PLAY ON
Technology in the classroom
T
echnology and social media are often blamed for a lack of interest or skill when it comes to young people’s reading and writing. The rise in the use of technology has seen the decline in the use of handwriting and shorter attention spans. However, research manager at the National Literacy Trust (NLT), Irene Picton, believes that tech is undeserving of bad press. “Unlike many adults, today’s children and young people have grown up in a world that revolves around digital technology,” she says. “When coupled with regular media headlines about the more negative aspects of technology on children’s lives, it might go some way to explaining why many adults are cautious about using technology to support children’s learning.” Irene believes that implementing technology in schools is key to removing the misconception that it’s harmful to the development of critical literacy skills. Schools are already equipped with computers and tablets used by www.teachersresource.co.uk
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students for research and learning skills like coding. Young people in the UK have access to more information than any previous generation, which when embraced aids learning. “Technology is entrenched in every part of children’s daily life, so it makes sense to explore opportunities for new technologies to support children’s learning, while also being mindful of the potential drawbacks,” adds Irene.
LITERACY
Technology can encourage literacy: a study by the NLT revealed that 74.3 per cent of young people enjoy reading more when using eBooks, rather than paper books. “They’re reading books on tablets, playing games on consoles, using apps on their phones and doing their homework on computers,” says Irene. “Being given an opportunity to read a book in a digital format gives many teenagers a new route into reading, particularly for boys,” she adds. “By the end of the study, many of these teens
reported enjoying reading more – not only on screen, but also on paper.” By making learning relevant to students’ interests, enjoyment levels and willingness to participate increase. “Giving children a wider choice of reading formats – from physical books to eBooks and even audio books – can help stimulate their interest in reading and stories,” says Irene. Social media, including apps like Snapchat, are educating young people by providing news and information in an informal and engaging way. Interest in writing was also found to be higher for those who use social media. Young people feel this more casual form of writing gave them creative freedom, increasing its appeal. Irene adds that more support is needed for teachers if young people’s interest is to continue in the classroom. “A lack of support for teachers and parents is prohibiting,” she says. “Teachers want to bridge the gap between the critical literacy skills they teach in the classroom Teachers’ Resource 25
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PUPIL SUPPORT
and how these are reinforced in the home. “By bringing technology into the classroom, where possible, teachers can ignite children’s interest in reading and writing by making it immediately relevant to their lives,” says Irene.
has seen it gain unprecedented momentum in recent years,” says Irene. “Technology is transforming children and young people’s experience of news and demanding them to process information from a wider variety of sources than ever before.” The viral nature of fake news has created a greater need for FAKE NEWS young people to be taught Social media is a great tool to connect and inform how to identify the “Just as rapidly as young people, but it difference between also creates anxiety. false information the digital news Although technology fact. “Just as environment is changing, and has a positive effect rapidly as the digital on literacy levels, so too must the skills our news environment what young people is changing, so too young people need to read online can must the skills our navigate, participate in young people need to be problematic. As unverified information and survive it” navigate, participate in, continues to appear and survive it,” she adds. alongside fact, only two “Children want more time per cent of young people and opportunities at school and at are able to identify the difference home to talk about news that is relevant between fake and genuine news. to their lives. They also want to know Technology and social media might how the news is made and how fake not be having a detrimental effect on news comes into circulation.” the literacy levels of young people, but This understanding starts at home the widespread nature of fake news is where young people digest the majority leaving them with little trust in the media. of news they see, but has to be taught “While fake news is not a new phenomenon, the rise of digital media both at home and in schools. 26 Teachers’ Resource
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RESOURCES
The National Literacy Trust (www.literacytrust.org.uk) provides free online resources for teachers and parents to help develop young people’s critical literacy skills. Posters, case studies, lesson plans and discussion cards are available. In partnership with the Guardian Foundation, the PSHE Association and funded by Google, the National Literacy Trust have created NewsWise (www. thegaurdian.com/newswise). The programme provides teachers with lesson plans, online resources and workshops delivered by journalists. It helps students to access, understand, analyse and participate in the news. The programme, which launches this autumn, is free to schools.
www.teachersresource.co.uk
17/08/2018 11:55
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COMPETITION
WIN TWO TICKETS TO
SEE THE SNOW QUEEN
We’ve teamed up with Dundee Rep Theatre to give away two tickets for The Snow Queen this winter. Read on to find out how you could be in with a chance of winning…
K
ick off the Christmas season with a musical production of The Snow Queen by Dundee Rep Theatre and Citizens Theatre. Adapted from the original tale by Hans Christian Andersen published in 1844, the frozen tale follows Gerda whose best friend has gone missing. She must overcome her fears and embark on a journey to find him with the help of unlikely companions. Gerda travels to the Kingdom of Ice to confront the Snow Queen and rescue her friend with some twists and turns on the way. With an original score, spellbinding storytelling and more than a pinch of Christmas magic, this reimagining of the classic fable promises to be a frozen fairy tale you won’t want to miss this Christmas.
To book your own tickets for the show call Dundee Rep Theatre on 01382 223530 or visit www.dundeerep. co.uk
HOW TO ENTER
To be in with a chance of winning, simply answer this question: Who wrote the original story of The Snow Queen? A. The Brothers Grimm B. Hans Christian Andersen C. Charles Dickens
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 12 November 2018. Good luck! Good luck!
TERMS AND CONDITIONS The prize is non-transferrable and cannot be exchanged for cash or other performances. Prize is two tickets to see The Snow Queen on a date between Thursday 29 November and Monday 31 December, date subject to availability. Prize available on standard performances only. 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. Age recommendation 5+.
www.teachersresource.co.uk
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IN THE CLASSROOM
My school days
CHRISTINE JARDINE MP Teachers instil knowledge and values in young people that shape the rest of their lives. We caught up with Christine Jardine, MP for Edinburgh West, to talk about how her time at school shaped her career
T
he Lib Dem MP has a lifelong love of learning, and looks back at her schooldays with nostalgia. “I loved school, every minute of it,” she says. “I found the whole thing fascinating, I loved going in and knowing something new at the end of every day.” Her appreciation for education continued during her time at Braidfield High School in Clydebank. She says: “I’m very grateful for the education which turned me into the person I am today for good or bad. Teachers could enthuse me in different subjects and they have given me a terrific life. My career was down to having such a good start in life.”
VALUING EDUCATION
The importance of education was instilled in Christine by her parents, potential and good teachers make and she worries the aims of school such a positive difference.” have changed. “I think we don’t always value our SHAPING A CAREER education as much as we should, my From a successful career in family does and always did,” she says. journalism to a busy vocation in “In the last twenty years, education politics, Christine credits her success has become more about passing to the opportunities she had to thrive tests than learning. It’s sad, I learned at school. The interest in politics through interesting stories and that’s was there from the beginning. “If how you enthuse children.” you spoke to some of my Despite these concerns, teachers they would Christine still believes in say I was always the vital role teachers “I found the whole political, for me it was play in a child’s life. all learning about “Part of me envies thing fascinating, people and history,” teachers,” she I loved going in and she says. says. “If you have While her a teacher who can knowing something schooldays are inspire you, you new at the end of now behind her, the will learn because knowledge gained you want to. All every day” at school is something kids should have the Christine still appreciates opportunity to fulfil their
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today. “I remember learning about suffragettes in secondary school, then coming to parliament and being here for the centenary and thinking wow! This is something I learned about in school and now I’m part of it. I loved all these things: that’s part of why I got into politics,” she says.
When she wasn’t in class, Christine’s time was split between playing hockey and performing with the school orchestra. “I was so desperate to get into the orchestra that I learned to play the trumpet just because there was a spot,” she laughs. Christine’s favourite subject at school was history, and she even considered becoming a history teacher for a short period of time.
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17/08/2018 11:58
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