Teachers' Resource Autumn / Winter 2020

AUTUMN / WINTER 2020

Resource Teachers’

www.teachersresource.co.uk

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

PODCASTS FOR LEARNING

CARERS AT SCHOOL Recognising and supporting young carers

How The Higher Biology Podcast could spark a new age of learning

Time to talk

Becoming mental health confident to support your pupils and your own wellbeing

Educational Adventure Residentials for Schools!

Living life to the full, sharing outdoor adventures

www.abernethy.org.uk/schools

Editor’s Letter Autumn/Winter 2020

As we adapt to our new normal in the classroom, Teachers’ Resource is there to help along the way…

PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

After an extended period out of the classroom, it’s time to welcome pupils back to school to continue their learning. This issue, we’ve spoken to unions, charities, and young people to discover what you can expect – and where you can turn to for support – in the new normal of Scottish classrooms.

EDITOR

The classroom has changed, and so has education. We take a look at the return to the classroom, on page 6. A union provides information and advice on how to ensure you feel safe at school, and where to turn if your school needs to do more. These are strange and ever-changing times, so it’s imperative you look after your mental health.

STAFF WRITER

From coping with stress, anxiety to burnout, it’s never been a more important time to look after your mental wellbeing. On page 14 we find out the best methods to care for yourself, plus the tips from experts when supporting your pupils’ mental health.

Lorne Gillies lorne.gillies@dcpublishing.co.uk Emma Storr emma.storr@dcpublishing.co.uk

DESIGN AND PRODUCTION Lucy Baillie lucy.baillie@dcpublishing.co.uk

SALES

Marian Mathieson marian.mathieson@dcpublishing.co.uk DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007

Supporting young carers, inclusion and giving back to your local community, there is a lot to enjoy this issue. I hope the transition back to school has gone smoothly. Make sure LIKE AND to contact me at editor@dcpublishing.co.uk to get FOLLOW involved with the magazine or let us know what you Did you know we’re online? would like to see more of.

Until next time.

We’ve got an exciting Facebook page that features extended interviews, news and discussions in the world of education. Come and give us a like, @ResourceMagScot

Lorne Gillies, Editor

EDITOR’S PICKS 14 TIME TO CHECK IN DC Publishing Ltd, 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 ©DC Publishing Ltd 2020. 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 ResourceMagScot

Levels of anxiety might be at their peak, for you and your pupils.

Make some time to check in with your mental wellbeing.

22 CARING FOR YOUNG CARERS IN CLASS

One young carer shares the importance of recognising and supporting young carers in the classroom.

27 BEYOND SCHOOL WALLS: TEACHING INCLUSIVITY

Learners are fighting for inclusion and equality. Discover how you can provide an inclusive learning space.

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WHAT’S Inside 14

Autumn/Winter 2020 GET IN TOUCH

We want to hear from you! Let us know what is happening in your classroom or what we should be discussing by contacting us on Facebook, facebook.com/ teachersresource

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Professional learning

30

9 UTILISING ONLINE CPD

27

Take a look at the trending courses and CPD qualifications to get your teeth stuck in to.

10 LATEST NEWS BÒRD NA GÀIDHLIG The latest development happening with the Gaelic language medium in the classroom.

25 BECOME AN EXAMINER WITH CAMBRIDGE INTERNATIONAL EDUCATION Discover how you could become an examiner.

In the classroom 6 RETURN TO THE CLASSROOM Face masks to social distancing, a union shares how you can stay safe in the classroom.

12 POPPYSCOTLAND NEEDS THE HELP OF SCHOOLS THIS POPPY APPEAL Bringing the Poppy and history to life with the support of a Scottish charity.

30 MY SCHOOL DAYS: SIR CHRIS HOY Sir Chris Hoy takes us back to his time at school and discusses the importance of passion from teachers.

Voices 17 PODCASTS FOR LEARNING Secondary school teacher Mr Downie reveals how his podcasts created in lockdown has supported his students.

Pupil support

14 MENTAL HEALTH AND YOU

19 UNDERSTANDING THE UCAS PROCESS

Caring for your own wellbeing and the mental health of your pupils.

Ace the reference for your pupils this UCAS season.

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22 CARING FOR YOUNG CARERS IN CLASS One young carer shares the importance of respite and the school environment.

27 BEYOND SCHOOL WALLS: TEACHING INCLUSIVITY Bring the BLM movement and inclusion to life for your pupils.

After hours 20 TIME TO GIVE BACK Near or far, your skills are perfect for volunteering.

IOP for teachers

Discover IOPSpark Our online home for over 2000 free physics teaching resources

Save time Searchable lesson plans, teacher notes and worksheets all searchable by student age, physics topic and resource type

Be inspired Themed collections, activity ideas, teaching tips and interlinked resources to spark creative lesson planning

Resources you can trust Created by physics teaching experts with a wealth of experience in the classroom

www.iop.org/spark All our resources. All in one place.

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15/08/2019 15:29

Return to the

CLASSROOM From 11 August onwards, the phased return into the classroom began. Lessons delivered at home, summer holidays with cancelled plans, to a strange return to a new term with a plethora of rules and guidelines to follow: The classroom has entered a new age

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ocial distancing, reduced class sizes and the updated guidance on wearing face coverings outside of classrooms for secondary students, the new normal really will take some adapting to in terms of education.

With pupils attending secondary school for the first time, pupils attempting to recover good grades after a long absence or upsetting exam results, to you, the teachers, working even harder to ensure no further loss of learning takes place: The pressure is on.

SAFETY FIRST “From a teacher’s perspective, the EIS 6

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is encouraging teachers to maintain a two-metre distance from pupils at all times and the same with other staff members. This, obviously, has implications for how pedagogy and the curriculum will be designed,” explains Andrea Bradley, assistant secretary for The Educational Institute of Scotland (EIS).

Going to school and within the classroom it was imperative to be safe and comfortable, even prior to the coronavirus pandemic. Now, safety is even more critical.

Since the announcement that school life was set to return full-time to a new normal, the EIS have received a steady flow of queries and concerns from

“There has to be a complete rethinking of how the curriculum and lessons theories are approached”

IN THE CLASSROOM

from physical distancing is the necessity for some adaptations in how communication works,” adds Andrea. “We will see voice being used differently; eye contact and gesture will be even more important.”

And Andrea fervently advises teachers to reach out to managers or to school and local representatives if you feel some rules and regulations are not being adhered to or you’re looking for further advice.

CHANGE OF PACE

members around COVID-19 and the school environment. In seeking to ensure a new level of safety and that safety guidelines are being followed, and teachers who are especially vulnerable to COVID-19 are protected, teachers’ union EIS has outlined the changes to expect.

Andrea continues: “One of the mitigations we have suggested might be suitable is the wearing of face coverings by all in a classroom – both teachers and pupils. Even if you haven’t been shielding, there may be some underlying anxieties about health that could be alleviated with this measure.”

“What will come from this and

Alongside the physical differences and other adaptations in the classroom, from a change of pace to some new methods of learning, education has to adapt. As teachers are aware, the Scottish government provided information to schools on a recovery programme, ultimately, highlighting the fact that this term and year may be one of the most crucial and pinnacle points in Scottish education.

“As the school bell rang to signal the start of the new school year, rather than schools getting quickly into the same rhythm as they would have previously, there has to be a complete rethinking of how the curriculum and lesson series are approached taking account of the key principles embedded within the recovery curriculum,” emphasises Andrea.

“The curriculum is very much focused on education recovery rather than business as usual, this has been echoed very strongly by guidance we have provided to members – there should be a more streamlined approach in terms of what is made a priority for this term in particular,” continues Andrea. “The emphasis has to be on health and wellbeing, literacy and numeracy.”

“Education should look a bit different; what children are learning about should look different; the sequences of lessons they are undertaking should be different; and the pace of their learning should look different. It has to be understood by all that this is necessary. It is necessary to allow schools to participate in the recovery process that’s underway.”

Although there are challenges, there are some positives that may occur in the classroom. Changes in interactions as a result of social distancing, offer a

perfect chance for increased self and peer assessment. Andrea explains: “Those methodologies are actually very beneficial to young people’s learning. This is not just about adopting contingencies because teachers can’t engage in the same way with young people’s work – these things should be happening anyway.

“This is an opportunity to change the landscape a little bit to embrace more of the intentions of Curriculum for Excellence with its strong focus on formative assessment and encourage more independent learning, children taking ownership of their learning – obviously, still with your support, but through peer and self-assessment with a closer connection between the learner and what is to be learned and how.”

RECOVERY Now is a period of recovery for Scottish schools and education in general and this will take time.

During the next couple of months, the classroom will continue to adapt, with new rules and guidelines introduced by the Scottish and UK governments.

This has been a challenging time for everyone. With changes in behaviour expected to concerns around mental health and wellbeing (page 14) it’s imperative that students – you and your colleagues – are supported in the classroom.

Andrea adds: “Of course, it is not all down to schools to help young people recover from the trauma or anxiety of what the COVID-19 experience has brought them, but in order to enable schools to do the best they can there has to be a clearing of space and time to enable that – this is critical for individual young people’s recovery.”

And it is imperative to know that you are supported. From opening up lines of communication with your colleagues, school representatives and unions, you, too, have somewhere to turn if the return to the classroom becomes overwhelming.

For now, welcome to a new way of teaching.

Further information on changes happening in the classroom around COVID-19 can be found through the EIS’ dedicated information section (www.eis.org.uk/Health-And-Safety/ COVID19). teachersresource.co.uk

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Become a Cambridge examiner We are welcoming Assessment Specialists who wish to become examiners across the Cambridge curriculum with our range of syllabuses in Cambridge IGCSETM, Cambridge O Level, and Cambridge International AS & A Level.

You will gain an insight into the teaching and assessment of Cambridge qualifications, and we offer training and support with freelance opportunities which fit around your existing commitments.

For more details, just visit cambridgeinternational.org/examiners

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06/01/2020 15:00

PROFESSIONAL LEARNING

Utilising

ONLINE CPD

As you settle back into the school year after an extended period out of the classroom, keeping your knowledge and skills up to date is more pertinent than ever before. We look at online continued professional development opportunities that could help you

TECHNOLOGY Technology has been an incredible tool for learning over the last few months, and while you might be glad to be back in the classroom full-time, you don’t have to set aside any helpful tools or solutions that technology provided you with.

Keep up to date on how to best use the technology in your classroom with tools like Apple Teacher and Microsoft Innovative Educator.

Apple Teacher (www.apple.com/uk/education) is a free professional learning programme designed to support and celebrate educators, like you, who use Apple products in the classroom. The programme will help you build your skills on Apple products and programmes that you can then apply to activities with pupils.

Microsoft Innovative Educator (education. microsoft.com) provides a host of opportunities to learn and develop your skills on both Microsoft products and programmes. On the website you can explore different informative resources, like breaking into visual storytelling, or pick a learning path. These cover a range of topics from creating a digitally inclusive learning community to education for a sustainable planet.

You might have become familiar with online teaching resource Seesaw (web.seesaw.me) if you undertook remote teaching during the coronavirus pandemic, but you could become a Seesaw Ambassador and lead a whole-school approach to using technology in and out of the classroom.

Becoming an ambassador will help you to connect with other educators, learn about new features before they are released, and access additional learning tools for students and teachers.

COMMUNICATION After a long period off, understanding how to communicate and work with pupils can aid their learning. Seneca Learning (apps.senecalearning.com) has hundreds of CPD courses to choose from to help you further develop these skills. From non-verbal reasoning to language development for teachers, there’s something to aid even the most experienced teachers’ practices.

Working with OpenLearn, Dyslexia Scotland has developed a three-part introductory course to dyslexia and inclusive practice (www.open.edu/openlearncreate). The course was created in response to the 2014 Education Scotland Review Making Sense of Dyslexia, and supports the professional standards from the General Teaching Council for Scotland.

The free modules aim to provide teachers with an awareness of what dyslexia is, its impact and how it can be supported within an inclusive school community.

Understanding your pupils’ needs and experiences is the key to great communication in the classroom. The Introduction to Adverse Childhood Experiences course from ACEs (www.acesonlinelearning.com) has been created for professionals who work with young people to help them understand how this can affect pupils and family life.

The free course covers the impact of childhood adversity, how this can affect social skills and health, and looking at adverse childhood experiences through a trauma informed lens.

For more CPD courses and ideas, you can visit learning sites including OpenLearn (www.open.edu), FutureLearn (www.futurelearn.com) or look at what your local university has to offer. teachersresource.co.uk

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PROFESSIONAL LEARNING

LATEST NEWS

from Bòrd Na Gàidhlig

Bring the language of Gaelic into your classroom with the latest news from the team at Bòrd na Gàidhlig

#Cleachdiaigantaigh

BÒRD NA GÀIDHLIG SUPPORT FOR NEW TEACHERS IN GAELIC Do you already have Gaelic skills or do you want to gain some in order to teach the language?

Bòrd na Gàidhlig provides a range of support specifically for new teachers in Gaelic. From the provision of the Sgeama Tabhartasan Foghlaim – Educational Grants Schemes which supports teachers and ITE students who are going to work in Gaelic Education with their training and CLPL needs.

The Bòrd also runs an annual conference for new teachers in Gaelic, this was moved online due to COVID-19 for 2020 – this was such a success it is now a model for future years to ensure equity and range of access to teachers in Gaelic who are new to the profession, as well as ITE students.

Bòrd na Gàidhlig has also supported the work of GTC Scotland with the publication of the booklet, ‘So you want to teach in Gaelic?’

If you are interested in becoming a teacher in Gaelic at primary or secondary level in Scotland, whether already in the profession or thinking of entering Initial Teacher Education, this resource is your first point of call.

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COVID-19 had an impact on many things, including Bòrd na Gàidhlig’s #cleachdi campaign to encourage more people to recognise others Gaelic skills and use it in public spaces and business. A real challenge in the face of a complete lockdown.

The Bòrd reacted quickly to retool the campaign as #cleachdiaigantaigh.

Bòrd na Gàidhlig partners such as Fèisean nan Gàidheal and Comunn na Gàidhlig quickly established a range of online activities, including interactive lessons and interviews with prominent young Gaelic speakers. These were available on a number of platforms, including Facebook and Zoom. Activities could be found using the hashtag #cleachdiaigantaigh and many were recorded as ongoing resources.

There’s a growing recognition of the need to increase usage activities outwith the school environment and its hoped that with the return to the new normal that these events and opportunities will continue to grow. Contact Bòrd na Gàidhlig (www.gaidhlig.scot) via their website for #cleachdi resources and guidance.

PHRASES FOR THE CLASSROOM

Madainn mhath – Good morning Suidh – Sit Thig a-steach – Come in Dè nì mi dhut? - What can I do for you?

Sgrìobh sìos – Write down Log air – Log on Nigh – Wash! Do Làmh(an) – Your hand(s) Glan – Clean! Am Bòrd – The table Pronunciation soundfiles and more vocabulary can be found at learngaelic.scot/dictionary

The

Gaelic Language Learning resource for schools.

Deliver Gaelic as L2 or L3 from early to 2nd level.

There is a Teacher Training Course available.

Contact: oifis@storlann.co.uk

www.go-gaelic.scot elic.s ot

IN THE CLASSROOM

Poppyscotland needs the help of schools this Poppy appeal Keeping the history of the Poppy alive, Poppyscotland is sending out learning packages to schools across Scotland. Alongside the boxes of Poppies, the charity will be supplying a hugely inspiring learning resource

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s many of their older volunteers are still shielding, Poppyscotland is asking young people in schools across Scotland to be their Fundraising Heroes.

As well as sending out their annual Learning Pack 2020 to every school in Scotland, schools will also find alongside their boxes of Poppies, hugely inspiring learning resources.

WHAT’S INSIDE THE PACK? • Boxes of Poppies to sell and inspire your fundraising activities.

Unused Poppies can be recycled at your nearest Sainsburys store.

• Learning Competition 2020 Poster: Can You Be Our Fundraising Heroes?

Poppyscotland’s Learning Competition is looking for the most innovative and sustainable fundraising ideas or the best photograph of fundraising efforts in action.

There are fantastic prizes to be won. (Poster available in both English and Gaelic).

• Learning Tribute Poster: Remembering Army, NHS and Scottish Women’s Hospital Medics Across History to the Present Day. The striking medic mask poster reflects both historical and current events. Many young people will have family members working on the new front line and may have been personally impacted by the COVID-19 pandemic. (Poster available in both English and Gaelic).

• WW100 Exhibition: What Do We Learn from All Th1s? Brochure.

100 years. 100 stories. 100 artists. Mesmerising Scotland-wide stories of the First World War. Experience this exhibition in 3D online and explore our absorbing interdisciplinary learning resources and activities here: Poppyscotland.org.uk/ww100 12 teachersresource.co.uk

DIGITAL LEARNING PACK An extended digital version of the Poppyscotland Learning Pack 2020 will also be accessible from the Poppyscotland Learning website as of late-September 2020 (learning.poppyscotland.org.uk).

As well as featuring the online versions of the pack resources The Digital Learning Pack 2020 will include ready-to-go and socially-distanced school Remembrance assembly plans, COVIDsecure Poppy Story classroom activities and film resources for all levels for Poppy Appeal time.

Another poignant highlight will be Poppyscotland’s engaging learner activities about inspirational doctors and nurses from history to the present day, all who have saved lives in war zones against extraordinary odds. These resources will reflect on the vital importance of volunteers, teachers and other keyworkers during times of conflict and crisis. Access the Digital Learning Pack 2020 resources here: learning.poppyscotland.org.uk

VETERANS’ VOICES PROJECT Watch. Listen. Learn. Discuss. Remember.

Featuring three interviews from veterans Charles, Mary and Ian in Poppyscotland’s Veterans’ Voices collection, the videos cover a wide range of topics from what life was before and during the Second World War, VE Day and coming home.

The three films are accompanied by imaginative interdisciplinary learning resources for second and third level pupils that delve deeper into the histories and early lives of our veterans who come from all over Scotland.

This is a legacy of personal stories that Poppyscotland hopes generations to come will be able to learn from. Access the Veterans’ Voices films and learning resources: learning.poppyscotland.org.uk/veteransvoices

Schools can request additional copies of Poppyscotland’s poster resources, banners, balloons and Poppies here, learning.poppyscotland.org.uk/resources/order-education-pack

ORDER FREE RESOURCES

LEARNING.POPPYSCOTLAND.ORG.UK/RESOURCES/ORDER-EDUCATION-PACK LEARNING@POPPYSCOTLAND.ORG.UK

Fundraising Competition 2020 Poster

Military Medic Mask Poster

Poppyscotland balloons

WW100 Exhibition Brochure 100 Scottish Stories

Poppy Pledge 2021 Pack

Poppyscotland promotional poppy seeds

‘Sowing the Poppy Seed’ DVD featuring our most popular films

‘We’re supporting The Scottish Poppy Appeal’ banner (4ft x 2ft)

VE Day 75th Anniversary Booklet

MENTAL HEALTH and you

Following on from lockdown and a return to work, never has it been more imperative to acknowledge and care for your own mental health and the mental wellbeing of your pupils 14 teachersresource.co.uk

IN THE CLASSROOM

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here is no denying the stigma around mental health is slowly being eradicated.

However, with fears we are in the midst of an upcoming mental health crisis, as a teacher it is critical you care for your own mental health and ensure your pupils know the signs.

Although discussions around mental health have advanced, often mental health is not talked about as openly as physical health – and this needs to change.

POSITIVE CULTURE By creating a positive culture around mental health in the workplace there is an increased chance you and other members of staff will feel confident when discussing if they feel overwhelmed.

“Working in a school can be extremely rewarding, but it is also demanding both physically and emotionally,” says Joanne Aitken, children and young people development manager at Scottish Association for Mental Health (SAMH).

“Busy workloads, including supporting pupils with emotional and behavioural needs, can lead to additional pressures; so, it’s really important to take time to maintain your own wellbeing.

“We know that talking about our mental health is a great way to look after our wellbeing, it can also help to break down the stigma around mental health and create a positive work culture for everyone.

“Talking and sharing experiences with colleagues, especially during the return to school after lockdown, can help us ease back in to the school routine.”

The General Teaching Council (GTC) Scotland echo the importance of speaking out and opening up, providing a range of resources promoting mental health and wellbeing in the classroom post coronavirus.

OPEN DISCUSSIONS From providing valuable insights from health and wellbeing professionals within the GTC’s webinar recordings, to interviews with Scottish education professionals on how they coped with lockdown during Brew and a Blether – you can connect with your peers to discover new coping mechanisms.

With open and honest discussions on mental health and wellbeing, we can build a society that is confident when discussing mental health.

“Remember you do not have to be an expert in mental health to offer support” Joanne continues: “For a long time, the stigma surrounding mental health has prevented conversations from happening in communities, schools, and in the teaching profession. We’re now starting to see mental health discussed more openly in education, and with it, a recognition that schools play a vital role in educating and supporting young people.”

And education resources are available to help your pupils, too.

advice. SAMH have seen positive feedback from teachers who have completed the e-leaning resource in relation to their confidence when recognising mental health problems in their pupils.

In fact, 1,600 teachers accessed the resource in June alone – but, maintaining your own mental wellbeing is critical.

YOUR HEALTH

Mental health conditions can impact your physical health if they are left to linger. From burnout, stress due to increasing workloads, or anxiety getting back into the classroom, it is important you care for your own mental health.

“If your workload is becoming unmanageable, and is affecting your mental health, share your concerns with your line manager or a trusted colleague and explore what support WE ALL HAVE could be offered,” advises Joanne.

MENTAL HEALTH “Similarly, support your colleagues and Confidence when interacting with feel able to ask ‘are you OK?’ pupils around mental health is “Even if there’s a lot on, getting the important. However, there’s no denying right work-life balance is important, it can be daunting or worrying to where possible, try and separate out discuss difficult matters around mental home and work. Try to wind down health, self-harming or even suicide. from work, and especially before With young people spending bedtime. Try to find out the majority of their time in what you can about your the classroom or school Employee Assistance environment, at some of young people Programmes; these points you may be said they were services are often free the closest person to and are there to be a pupil or their only worried about their accessed when staff confidante. “We know mental health and need them most.” that teachers very often wellbeing during Sharing any concerns don’t feel well equipped lockdown with a colleague or to recognise when manager around workload, students may be struggling challenging behaviour to and confident to lead a mental managing your time, this can help health conversation,” Joanne adds. if you are feeling overwhelmed in the In fact, during a survey in 2017 classroom. It’s important to know, just two-thirds of teachers expressed they like your pupils, you are not alone in didn’t feel confident when supporting your emotions and there is support a student with mental health concerns. available. From colleagues to charities, SAMH’s We All Have Mental Health: An there is help available.

Introduction for Teachers e-learning These are unprecedented times, and resource is dedicated to providing now is the moment to ensure positive teachers will the skills and knowledge mental attitudes are incorporated to recognise mental health problems across the school environment. in pupils and how best to respond, which will be incredibly beneficial post lockdown.

Joanne emphasises: “The important Additional support and advice is thing is if you see there is a problem available from SAMH (www.samh.org. not to ignore it, and remember you uk) and the General Teaching Council do not have to be an expert in mental for Scotland (www.gtcs.org.uk). health to offer support.”

If you are in crisis call Samaritans Working as a whole school approach, (www.samaritans.org) on 116 123 or there are better opportunities to offer 999 in an emergency.

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VOICES

Podcasts for LEARNING Enhancing remote learning during lockdown, Biology teacher Paul Downie turned his passion for podcasts into an engaging tool for students across Scotland.

Interviewing scientists, filmmakers, politicians and more, Paul takes us behind The Higher Biology Podcast Where did the idea for The Higher Biology Podcast come from?

The idea really grew from an initial frustration during the early stages of the school closures as a result of lockdown. I like to tell stories and try to make lessons a bit more interesting, suddenly that method of delivery was not available and I really missed the conversations with learners in the classroom setting.

Paul Downie

How have pupils responded?

The response has been really positive; it has been really uplifting seeing so much positive feedback coming in from right across Scotland and beyond. I think it can best be summed up in one cutting quote from one of my own classes… “Sir, it was much more interesting than just listening to you talk” – they were absolutely correct.

Young people generally have limited access to truly field leading experts to enhance their learning and the podcast has provided a platform for some really remarkable people to assist young people in understanding the curriculum and its relevance.

How are you utilising the podcast now pupils have returned to the classroom?

The work involved in producing the podcast is continuing to ensure that in the coming months the full course is covered. Pupils are being assigned a podcast to listen to as part of their homework, and it is proving

“I hope that The Higher Biology Podcast will inspire other colleagues to consider what is possible”

an effective tool for generating topical conversation around classroom-based lessons.

How do you think podcasts could be further incorporated within lessons?

I think this will continue to evolve depending on pupil feedback. I think there are some other subjects that would lend themselves well to this style of resource and I hope that The Higher Biology Podcast will inspire other colleagues to consider what is possible in their own subjects.

In terms of returning to the classroom, how have you found the transition back into the school routine?

It has been fantastic to be in front of a class again, you can’t beat that feeling – no podcast nor digital resource will be able to replace that connection that teachers can make with learners.

Read Paul’s extended interview over on the website, teachersresource.co.uk

What has been obvious already is the massive leap forward we have taken when it comes to using technology to enhance learning and teaching, and I am really excited to see that continue to develop further.

For teachers also considering using podcasts in the classroom, what advice do you have for them?

Give it a go! There are plenty of people who prefer to stand on the side-lines and criticise or tell you why you shouldn’t do something. If you are passionate about your subject and want to share that passion then find a way to do that, in a way you are comfortable with and then share it so it can be accessed by colleagues and young people across the country.

Listen to The Higher Biology Podcast by heading to Listen Notes (www.listennotes.com). teachersresource.co.uk 17

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Contact your local rep to find out more: Claire (East Scotland schools): 07557 188 154 or claire.mcauley@harpercollins.co.uk Christine (West Scotland schools): 07825 116 401 or christine.stein@harpercollins.co.uk

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PUPIL SUPPORT

Understanding the

UCAS process Being knowledgeable on the UCAS application process can help your pupils through what can be a very stressful time. Discover what you should know and how you can ace the reference

APPLICATION The first step in the UCAS application process is getting pupils to look at what courses they would like to apply for and where. Your school’s careers adviser can help to assist pupils with this task.

The full application, including a personal statement, is due by 15 October 2020 if pupils are applying for medicine, veterinary medicine and dentistry courses, or 15 January 2021 for the majority of other courses.

A big part of the application is filling in personal details, any previous qualifications and course choices, but it will also give pupils the opportunity to talk about their hobbies, interests and skills through the personal statement.

Taking the time to explain to students what a personal statement is, why it is important and what should be included will give them time to think about what they would like to write or to start a first draft.

In just 4,000 words or 47 lines, pupils have the opportunity to sell themselves to their provider of choice. Make sure you check over pupils’ full applications before they are submitted to UCAS to ensure they are the best they can be.

The first step to writing a good reference is having a conversation with each pupil

REFERENCE A positive and forward-thinking approach is key to any pupil’s UCAS application and this includes their reference. It is likely that you will have to write multiple references for different pupils while making sure they are all unique and of the highest quality.

The first step to writing a good reference is having a conversation with each pupil about key criteria for their chosen course, any hobbies or activities you might not be aware of, and what is in their personal statement so this isn’t repeated.

Some pupils might have similar skills or extra curriculars, but taking a personal approach to each pupil’s reference will ensure they stand out to admissions staff.

Highlighting a specific piece of work that shows a pupil’s strengths is a great way to illustrate how they learn. Admissions staff want to see evidence of an applicant’s potential, it can help to think about things like: How they demonstrate critical thinking skills; how much enthusiasm they show for learning; how well they communicate; how well they work as an individual or with a group.

Like the personal statement, each reference can be up to 4,000 words or 47 lines of text.

KEEPING UPDATED Once all of your pupils have pressed submit on their applications you can breathe a sigh of relief, you did it!

The hard work is over but it’s important for pupils to keep updated through the UCAS Track system once their applications are sent.

Whether pupils receive an unconditional offer, a conditional offer or a rejection, try to reassure them throughout the process. There are always other paths to their dream careers.

For further advice and information on how you can support pupils through the application process visit www.ucas.com teachersresource.co.uk 19

AFTER HOURS

Time to

GIVE BACK

As a teacher it is evident you have a caring and compassionate personality, willing to help support your local community. Volunteering is an enriching way to advance your skillset all whilst helping other members of society and there are many opportunities at home and away

W

e all know the benefits of volunteering for career progression. Adding experience to your CV all the way to building on your skillset. But, giving back is also vital for improved mental health and wellbeing.

In fact, this year’s theme for Mental Health Awareness Week – which was held on 18 to 24 May this year – was kindness. There are many ways to be kind, and giving back to your community is a perfect example.

Plus, research conducted by the Mental Health Foundation, who organise Mental Health Awareness Week, found that 63 per cent of survey respondents commented that being kind to others has a positive impact on their mental health.

With a host of transferable skills, there are many volunteering opportunities you can get involved with.

REFUWEEGEE We’re all from somewhere, and this is the ethos that Glasgow based charity Refuweegee (www.refuweegee.co.uk) hold dear. Founded in 2015, the charity has an aim to provide all refugees arriving in the city with welcome packs, letters from locals all the way to language lessons.

Plus, you can volunteer with Refuweegee without moving from the classroom. If you want to get involved with the charity and help educate your pupils on finding asylum or refugees coming to Scotland, Refuweegee can provide welcome packs for your classroom. Here students can write a letter to a young refugee providing them with their top tips for living in Scotland, all the way to donating essential items.

COMMUNITY Giving back to your community is an integral part of volunteering. Volunteer Scotland (www.volunteerscotland. net) provides a range of volunteering 20 teachersresource.co.uk

opportunities available in almost any sector and location – so, you’re guaranteed to find the right role to fit into your schedule.

From volunteering to support people directly affected by the coronavirus pandemic, becoming a café assistant at a mental health and wellbeing hub, or befriending an older member of the community, you name it, there is an opportunity waiting for you.

Similarly, if you’re looking to transition from a mainstream school into SEND education, volunteering can help provide you with the experience of working with more students living with learning, physical and/or sensory disabilities and children with additional needs. This will even help you decide if this is the right move for you and your career.

INTERNATIONAL Or go global. Although the world has been on pause, international volunteering opportunities are set to resume (in person or virtually). As a teacher, your skillset and knowledge are much sought after in all corners of the world. From teaching English as a foreign language to helping young children flourish in a range of subjects, there are volunteer teaching opportunities open at all times of the year.

The Mighty Roar (themightyroar. com) could see you volunteering in Ghana, Bali, Sri Lanka all the way to Vietnam. Project Abroad (www. projects-abroad.co.uk), TEFL (www.tefl. org) and VSO (www.vsointernational. org) also welcome teachers.

“Twig is hands-down my #1 favorite and most valued teaching resource. I used Twig in my last school [...] for 8 years, and begged my current team and administrators to purchase a subscription for our students and school.

My team immediately understood how the quality, versatility and supportive nature of the ever-expanding video collection could positively impact our classroom environment, and jumped right on board.”

jass

Junior Award Scheme for Schools

Kristen DePass, Science Teacher EdTech Impact Review

JASS is a fully inclusive, accredited award scheme for young people from 5-14.

It benefits the participant, organisation and wider community.

“JASS is a proverful medium for developing confidence, resilience and self esteem in a engaging, motivational and rewarding way which ensures that every child succeeds”.

Try Twig for yourself!

Sign up for a free trial today Get in touch FOTA Edinburgh and the Lothians at www.twig-world.com Symbolic Play A Guide to Delivering the JASS Guide 2014:Layout 1

21/9/14

19:40

Page 2

Maria Seery, Head Teacher, Bonhill Primary School

t: 0131 467 4753 e: info@jasschools.org.uk

jass

www.jasschools.org.uk Re capit ulative Play(JASS) Junior Award Scheme for Schools in Special Schools in Special Schools A Guide to Delivering the Junior Award Scheme for Schools in Special Schools

1. About JASS Overview

Now that children are back at school, it is more important than ever to support their wellbeing and learning. y

to secondary school but in practice can be introduced at either primary or secondary stag

In special schools JASS has been used with wider age groups. This guide has been developed us experience of special schools in Edinburgh and the Lothians.

Exploratory Play

motor Play

This guide gives you an overview of the Junior Award Scheme for Schools, an award for children aged 10-14 years to recognise and record their wider achievement and support their transition from primary to secondary school. The award was launched in 2010 and in 2013/14 over six thousand pupils took part in JASS.

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for schools and education prof essionals, and others working“Some with childr pupils haveusbecome far more confident in their own abilities and h en in vario settings.

Examples from special schools are used throughout this guide to help you plan its introduction into your school. They illustrate the creative ways teachers have supported pupils to complete activities for each section of JASS.

Fantasy Play

learnt notsato be scared of unknown experiences. A lot of success for all and There Casey our pupils was achieved through JASS.”

Louise Scott-McKie

Whilst developed using the experience of Scottish special schools, JASS is equally applicable to other curricula and is already used throughout the UK.

atic Play

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Bringing more pla y into the school da y

The guide is the result of our “Raising the Bar” Project, our work supporting the delivery of JASS in special schools in Edinburgh and the Lothians. This project has been generously funded by the Esmée Fairbairn Foundation and Henry Duncan Awards.

Play Scotland is pleased to launch their Playful Pedagogy resource.Socio -dram

Royal Blind School, Edinburgh

How it works

Contents Playful Pedagogy is a way of integrating children’s play experiences with curricular learning, giving pupils the flexibility to find their own solutions to both new and Object Play existing problems. It engages children in personally meaningful activities, learning Mastery PlayPLAY WELL about themselves and others, and encourages autonomy and their independent PACKg wellbeing motivation to learn.

Supportin 1.

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4.

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JASS develops the whole individual by rewarding effort in four key areas:

About JASS Introducing JASS into your school The four sections of JASS Evidence and accreditation Step by step guide to delivering JASS Pupils’ experience of JASS Teachers’ experience of JASS Acknowledgements

Adventure: involves completing an outdoor activity or challenge Get Active Stay Active: encourages regular physical activity My Interests: involves exploring a personal interest Me and My World: involves working for the good of the community or the environment

is key to raisin The“Play completion of allg attain four sections ment” leads to the participant obtaining either a Bronze, Silver or G Scottish Government JASS programme is progressive over these three levels, with an increasing level of commitment repeating the four sections to achieve the higher levels.

Get Active, Stay Active

Me and My World

Bronze

8 hours over school term

8 hours over school term

8 hours over school term

Silver

12 hours over school term

12 hours over school term

12 hours over school term

Gold

The resource has 3 sections: Why Getting started with Rough Playful and Tumble Pedagogy, Play Playful Pedagogy and Playful Pedagogy across the school.

through play

18 hours over 2 school terms 18 hours over 2 school terms 18 hours over 2 school terms

JASS can also be’sstarted insideat Silver or Gold level if this meets the needs of the participant. Each p What programme should be tailored to their abilities to ensure they can complete the required four s es Meet the wellbeing buddi pace. bite size info about play

Dramatic Play

We are also delighted to ww share our Play Well pack, which is packed full of activities Social Play w.playscotland.o rg to help develop the skills that will be a good start forA when children begin or go back Playworker’ s Taxonomy of Pla y Types by Bob Hu ghes to school. The pack is available free to organisations or schools working with nursery, P1 and P2 children. Email info@playscotland.org for your copies.

fun activities 4 page pull-out ideas bank

Imaginative Play

ation Group Play Strategy Implement

Brand and Identity Guidelines

For Playful Pedagogy resources visit playscotland.org/playful-pedagogy Version 1 January 2015

lf&x

Deep Play

My Interests

IDENTITY GUIDELINES 2016

www.playscotland.org info@playscotland.org

j

Play Scotland Rosebery House, Level 1, 9 Haymarket Terrace, Edinburgh EH12 5EZ T: 0131 313 8859

Company Number: SC197785, Scottish Charity Number: SC029167. Registered at the above address.

emeroleary.com

Caring for

YOUNG CARERS

in class Young carers and young adult carers provide a significant role within their home. With one in five young people in classrooms across Scotland acting as a carer for a loved one, it is imperative teachers are trained to provide advice and support

B

eing a carer means different roles and responsibilities for each individual. Some may immerse themselves in carers organisations, whilst others may not even realise they are a carer. For young carers (those aged 16 and under) and young adult carers (people aged 16 to 25), the classroom can be a vital form of respite.

Thus, it is important teachers know how best to assist pupils in a caring position.

RESPITE The Scottish Government recognises that there are at least 29,000 young carers in Scotland. Sam is a young adult carer, helping to care for his younger brother who has profound autism and learning difficulties. Being out of school for several months due to lockdown, a significant amount of respite was removed.

“To most people it might be a weird concept that school can be seen as respite, but for young adult carers and young carers it is a big thing that school is actually a necessary, important aspect to give people time to get away from the home – it’s time to focus on other things,” emphasises 22 teachersresource.co.uk

“Young carers will have had a different lockdown experience to their peers” Sam. Now, there could be challenges faced with the return to school and caring roles. For this reason, the awareness and knowledge from teachers around young carers and young adult carers is important.

Sam continues: “Some teachers are amazed that I am a young carer because they have a perception of what a carer would be – it’s difficult in that respect.” Young carers come in many different forms, and it is highly likely you have a young carer in your classroom or will at some point.

RECOGNITION Recognising that some young people

may not be aware that what they do at home is considered caring is also essential. “Schools are sometimes the only service involved with the young carer, so understanding the roles and responsibilities they have is paramount,” explains Kelly Munro, education officer (primary and secondary) for Carers Trust Scotland.

“Young carers tell us year on year that education is one of the biggest barriers they face, often with teachers not understanding their caring role.”

And Sam echoes this, explaining that although his school community is aware he is a young adult carer, there are just several teachers who understand his responsibilities.

PUPIL SUPPORT

back in school. From allowing a young carer to contact the person they care for throughout the day; providing a quiet space to work; to allowing extensions on course and homework if necessary – accommodating a pupil’s needs can make all the difference.

“I want the two to be separated: I want to go to school to primarily learn, and it is also respite for me,” adds Sam. “I don’t want to be taken out of class and lose class time to be reminded that I am a young carer. Yes, I am a young carer but that doesn’t define me 100 per cent.”

TRAINING

However, having even one teacher to turn to can be a saving grace.

Sam enthuses: “My guidance teacher is really good, and I can go and have a chat to him. I would say he’s not just a teacher, he is a friend you can go and speak to at any point. These are the teachers you really need.”

Consideration of the additional pressures young carers may face can also help your pupils get the most out of their education. “Knowledge of a young carers responsibilities at home and potentially the concerns they may carry with them into school can give you the opportunity to make sound judgements about how best to support that pupil,” adds Janine Mccullough

from Education Scotland.

ADJUSTMENTS Supporting your pupils will be at the forefront of your mind at present. Alongside your own increased concerns of being back in the classroom, pupils will also have heightened emotions with the return to the classroom.

Kelly continues: “Many young carers may feel anxious about returning to school, they may be worried about leaving the person they care for. They will have had a different lockdown experience to their peers.”

Simple methods can be introduced to ensure young carers feel comfortable

Sam also believes that further training could be critical in supporting more young carers. “Sometimes teachers don’t know what a carer is and they don’t have real-life experience. To be getting real carers in and getting them to talk about their experiences, what they wish would have happened and so forth would make a real difference,” Sam explains. “Teachers should be taught about what a young carer looks like. It is a vast spectrum.”

Further learning for teachers can also help. Did you know: Scotland is at the forefront of introducing benefits and legislation for young carers? Plus, Carers Trust provide Young Carers Awareness Training to help you to be more confident when identifying and helping young carers in your classroom.

Similarly, the Digital Education Hub is available for all staff in Scotland working with young carers. Kelly says: “The Hub is broken down by local authority and you will find information provided by young carer services to help you identify and support young carers in schools.”

Kelly concludes: “We would not expect teachers to be experts in young carers, but to have an awareness of their roles and responsibilities and know about local support available to help support them further.”

The Digital Education Hub from Carers Trust (carers.org/resourcesschools-scotland) provides resources when identifying and supporting young carers in your classroom.

Education Scotland (education.gov. scot/improvement) and Young Scot (young.scot) have information for teachers and learners. teachersresource.co.uk 23

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PROFESSIONAL LEARNING

Become an EXAMINER with Cambridge International Education Further your professional understanding of assessments, broaden your skills and create extra income by becoming an Assessment Specialist with Cambridge Assessment International Education

T

here are many positive attributes to joining the Cambridge team of Assessment Specialists.

Fitting around your home and work life commitments, becoming an Assessment Specialist will enhance your teaching skills by helping you gain an improved understanding of the examination process for your subject area.

DEVELOPMENT This will enable you to better support your students in their learning and development and improve their results. Similarly, you are sure to gain an invaluable insight into assessments, which will underpin your professional development.

From creating extra income to opportunities to network and develop your skills in a variety of roles, becoming an Assessment Specialist is sure to be a step in the right direction for you.

Delivering qualifications in over 10,000 schools in more than 160 countries across the world – Cambridge Assessment International Education are

experts in their field. Their mission is to provide excellence in education and make sure all learners benefit from a fair and accurate assessment of their skills, knowledge and understanding.

GROWTH As the world’s largest provider of international education programmes and qualifications for five to 19-year olds, the curriculum boasts a range

of syllabuses in Cambridge IGCSE, Cambridge O Level and Cambridge International AS and A Level.

To support the continued growth worldwide, the team is inviting teachers to develop their professional experience by becoming Cambridge examiners, also known as Assessment Specialists.

To learn more visit: cambridgeinternational.org/examiners

teachersresource.co.uk 25

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PUPIL SUPPORT

BEYOND SCHOOL WALLS:

Teaching inclusivity As the conversation on equality and diversity develops, educators everywhere have a responsibility to adjust their teaching and ensure they are continually learning themselves to ensure schools are anti-racist and inclusive

A

fter the unjust murder of Black American George Floyd in May 2020, calls for equality rose around the world with peaceful protests calling for an inclusive future.

It is every individual’s responsibility to educate themselves and insight change, but a particular onus has been placed on teachers who have the ability to shape young minds. Two organisations aiding teachers in antiracist education are The Anti-Racist Educator (www.theantiracisteducator. com) and Show Racism the Red Card Scotland (www.theredcard.org).

The Anti-Racist Educator (TARE) is a collective of educational stakeholders working towards building an education free from racial injustice. The collective creates blog posts, learning resources, podcasts, workshops and more.

Show Racism the Red Card (SRtRC) is the UK’s largest antiracism educational charity, providing resources, information and workshops for schools.

“There’s still so much valuable learning that takes place,” explains Sangeeta, a team leader for a youth health and wellbeing programme in Glasgow and part of TARE. “I think it’s the responsibility of all of us as professionals who work with young people to create the spaces that tackle certain things around you, whether it’s racism or other forms of discrimination.”

INCLUSION Learning and teaching about the experiences of people of colour in

Scotland is key to creating an inclusive educational environment. Without this, young white people can be left uninformed and young people of colour might feel underrepresented.

This feeling of exclusion is something Sangeeta experienced herself at school, she remembers: “That can present feelings of isolation because you’re not seeing your history reflected the same way that your white peers are, it’s just so essential for young people to know their history and to feel like they are represented.”

Teachers have the responsibility to empower pupils with knowledge, without causing unnerving pressure; it is an opportunity for young people to

find their voices.

“As teachers, we have a lot of automatic privilege in our classrooms because we ultimately get to determine what is discussed, how long we focus on a topic and how that discussion is phrased,” explains Chris, part of the education team at SRtRC Scotland.

“Starting a conversation and making a change can have huge impact, not just for pupils, but for everyone they will interact with in their lives.

“It doesn’t have to be an extra challenge or stress,” continues Chris. “It can be an opportunity to be creative and to be an educator that brings something to people they may not be getting anywhere else.” teachersresource.co.uk 27

PUPIL SUPPORT

“It’s just so essential for young people to know their history and to feel like they are represented”

LEARNING Gathering information to make your teaching inclusive can seem overwhelming, but the responsibility doesn’t solely lie on teachers.

“A lot of good work is being done to put that change in from the top down, whether that be within the curriculum or providing Scotland-wide resources that could support teachers to discuss topics that relate to racism,” reveals Chris. “But I still think that a useful first step is just to think what can I do?

What can I be talking about?”

Introducing topics in an engaging, interactive way will allow pupils to start a discussion and ask questions.

This could start as a 10-minute discussion after break time or a dedicated workshop from a provider like SRtRC. Sangeeta would encourage teachers to utilise video clips, podcasts and reading materials to address these topics in the classroom.

28 teachersresource.co.uk

“I think that it’s just important to make sure that we as educators are well equipped first and we’re willing to lean into our discomfort to have those conversations,” stresses Sangeeta.

Recognising discomfort includes listening: to people of colour about their perspectives; to other educators about the changes they are making; to your pupils about their outlook and experiences.

“We don’t all have the answers when it comes to racism, it took centuries to build, so it won’t be dismantled overnight,” stresses Sangeeta. “Humility is really important as well: Teachers can learn from children, listen to the pupils in the classroom who might have their own experiences.”

DIVERSIFICATION Alongside adaptations in the classroom, nation-wide change to the education system and curriculum is necessary to fight prejudice and

inequality. This includes finding ways to diversify the teaching workforce in Scotland; where just one per cent is made up of people identifying as coming from a minority ethnic background.

In a report by the Scottish government exploring the increase and retention of minority ethnic teachers in Scotland’s schools, there is an aim to see this grow to four per cent by 2030.

Changes to the curriculum need to be cross-curricular in order to enact change, Sangeeta explains: “It doesn’t just need to be taking place in history class, literature in English is very much from a white, British context and I think that there’s so much scope to expand that knowledge.

“We can incorporate things around anti-racism in every subject, scientists that we might not traditionally be aware of, people of colour who are doing amazing things in their field.”

Reflecting on your teaching and identifying what aspects of a topic are being overlooked is a great way to see how you can incorporate different perspectives into your lessons.

“Try and get the discussion of racism and other forms of hatred and injustice into the curriculum, and try to adapt these topics so they are digestible, engaging and understandable to people throughout the school system,” emphasises Chris.

“I think that is going to be a challenge, but I think it’s a challenge worth pursuing.”

The road to dismantling racism in education won’t be simple and there is no quick fix, but adjusting as individuals along with adapting cross-curriculum resources will make a difference to pupils’ perspectives and lives.

Show Racism the Red Card (www.theredcard.org) can provide both virtual and physical workshops for schools along with educational resources.

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IN THE CLASSROOM

My school days

SIR CHRIS HOY Teachers can bring subjects and activities to life, leaving students inspired long after their time behind the school gates. Here, six-time Olympic gold medal winner, Sir Chris Hoy, talks to Teachers’ Resource about his time at school

S

ix-time Olympic gold medal winner Chris Hoy has been knighted a Sir, has a velodrome named after him and is a successful author, but before he was pedalling his way to success he attended George Watson’s College in Edinburgh. His natural passion for sport was nurtured at school and helped set him up for more than his career.

What was your experience at school?

I really enjoyed my time there and l left with many friends who I’m still in touch with now. The focus wasn’t

just on academic achievement; the school also helped to develop whatever interests/talents the children had, and in my case that was predominantly sport.

I always enjoyed the sciences and in particular maths. I liked problem solving.

Did you have a favourite teacher?

I had a number of favourite teachers over the years from primary through to secondary; the ones who the kids seemed to respond best to were those who clearly had a passion for what they did and the subject they taught.

I remember nearly choosing

“I feel like my school experiences set me up for life ahead”

history as a subject purely down to the fact that my history teacher had been so good and brought the topics to life.

Was cycling one of your extracurricular activities?

I played a lot of sport: football, rugby, athletics, rowing, so most days would have some form of extra-curricular activity going on.

I got into cycling when I was pretty young; I raced BMX from age 7 to 14, and then I progressed into mountain bikes, road riding and eventually track cycling.

I think it was important to try many different sports and activities, without specialising too young. The more you can experience and enjoy, the better chance you have of finding the right activity for you.

How has your time at school helped you in your career?

I feel like my school experiences set me up for life ahead. By getting qualifications and going on to further education, it gave me a back-up plan in case my cycling career didn’t work out.

While university definitely gave me a bit more balance and perspective in my life; I was aware of a world outside of cycling.

Overall, what was your favourite part of school?

Making lifelong friends.

When Sir Chris Hoy isn’t on the track, he’s busy writing his children’s book series, Flying Fergus, and other books for young people. His latest book, Be Amazing – An Inspiring Guide to Being Your Own Champion, is out this October.

30 teachersresource.co.uk

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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. Road Safety Scotland is directly responsible for the development of free road safety learning resources, linked to CfE, which provide end-to-end learning starting from early years and continuing throughout the school curriculum and beyond.

The two online resources for secondary school pupils, ‘Your Call’ for S1-S3, and ‘Crash Magnets’ for S4-S6, 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.

Visit www.roadsafety.scot/learning