AUTUMN / WINTER 2021
Resource Teachers’
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IN THE CLASSROOM • PROFESSIONAL LEARNING • PUPIL SUPPORT • AFTER HOURS
UNDERSTANDING COP26 Teaching climate change in the classroom
TALKING BULLYING BEHAVIOUR
Making school a safe and enjoyable place
CONNECTING CLASSROOMS
The global project highlighting sustainability
THE VALUE OF MENTAL HEALTH
Resources to care for your mental wellbeing
BUILDING POSITIVE RELATIONSHIPS
The importance of creating meaningful connections with the whole school community
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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Editor’s Letter Autumn/Winter 2021
Hello to a new season and a new issue of Teachers’ Resource Magazine
PUBLISHER
Denise Connelly denise@dcpublishing.co.uk
ACTING EDITOR
Emma Storr emma.storr@dcpublishing.co.uk
EDITORIAL CONTRIBUTORS Lorne Gillies
DESIGN AND PRODUCTION Gillian Durham
SALES
Marian Mathieson marian.mathieson@dcpublishing.co.uk
As we approach winter there’s more than the festive season on the minds’ of teachers and pupils alike: it’s almost time for young people to start their UCAS application or consider their next steps after school. This can be a stressful time for teachers too, but you have the skills to help them excel both now and in the future. Discover how you can support them during the UCAS process on page 12. Alongside aiding pupils, it’s also important to advance your learning. Don’t miss our top pick of CPD courses on page 8. We also catch up with Cabinet Secretary for Education and Skills, Shirley-Anne Somerville, on page 10 to talk about the future of the SQA. For the first two weeks of November, COP26, the biggest conference the UK has ever hosted, is taking over Glasgow. As more than 30,000 people embark on the city for the event, use the information on page 14 to incorporate climate change into your lessons. Being able to spot changes in behaviour can turn school into a safe and stable environment for young people. On page 18 we speak with Scotland’s anti-bullying service before providing advice on how to support pupils through grief and loss on page 25. Enjoy all of this and much more inside! What would you like to see in the next issue of Teachers’ Resource? Let me know by contacting me at editor@dcpublishing.co.uk
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Emma
Acting Editor
EDITOR’S PICKS DC Publishing Ltd, 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 ©DC Publishing Ltd 2021. 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
12 AIDING THE UCAS PROCESS
Get to know the personal statement and how your academic reference can aid pupils.
17 ADDING EXCITEMENT TO THE CLASSROOM
This issue, discover alternative learning methods to help change up your lesson plan.
28 THE VALUE OF MENTAL HEALTH
Without looking after yourself it can be difficult to support pupils during hard times. Discover the importance of mental wellbeing and where to find support.
Teachers’ Resource
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WHAT’S Inside 17
Pupil support 6 BUILDING MEANINGFUL RELATIONSHIPS
Autumn/Winter 2021
25
14
30
The importance of strong connections with the school community
10 CABINET SECRETARY FOR EDUCATION Shirley-Anne Somerville discusses her new role and how teachers will be involved in the SQA reform
12 AIDING THE UCAS PROCESS By offering support you can aid your pupils on their journey to higher education
25 SUPPORTING PUPILS THROUGH GRIEF Offering stability to young people during hard and uncertain times
In the classroom 14 TAKING ACTION ON CLIMATE CHANGE Discover different resources to teach our impact on the planet
17 ADDING EXCITEMENT TO LEARNING Discover alternative learning methods
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18 TALKING BULLYING BEHAVIOUR Making school a safe and enjoyable place
21 CONNECTING CLASSROOMS The global project bringing lessons on culture and sustainability
Professional development 8 FURTHER LEARNING CPD courses to advance your knowledge
After hours 28 THE VALUE OF MENTAL HEALTH The need for better support for teacher wellbeing after 18 months of increased pressure and demand
30 PRESSING PLAY ON PODCASTS Tune in to our pick of podcasts to help you learn and unwind
Course Notes & Student Books Comprehensive course coverage
From £15.99
Practice Workbooks Practice questions on every topic with a practice paper
£6.99
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
Building
MEANINGFUL RELATIONSHIPS
Trust and respect form the basis of any strong connection: something which is important when considering relationships with the whole school community
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IN THE CLASSROOM
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rom pupils to parents and other teachers, strong relationships are invaluable in the school environment, creating a space that isn’t just about academic success, but allowing young people to be happy and fulfilled.
IMPORTANCE
Tina Woolnough works for Connect (www.connect.scot), an organisation supporting partnerships in education through family engagement, and understands the importance of positive connections in schools. “Relationships are at the heart of an effective education system, if a teacher doesn’t know what’s going on in the life of a pupil then they can’t adapt their teaching to support that young person,” expresses Tina. “I think in building these relationships there’s the satisfaction for teachers that they are doing everything they can to help that young person learn. “Teachers that are willing to do that are in those young people’s memories forever.” A geography teacher at Williamswood High School in East Renfrewshire, Lesley Smart - known as Miss Smart to her pupils – believes school should be an enjoyable experience, not just somewhere to learn. “If pupils are not enjoying school then they aren’t achieving what they are capable of,” explains Lesley. “I loved school and now I want people to feel that same way when they come. “The ultimate priority is making sure that every single pupil is feeling included and they feel they are in a safe, nurturing environment that can improve their learning.”
PUPILS
Creating this secure, trusting environment can help pupils to thrive, whatever their skills or background. “When young people find a teacher that cares about them and cares how they are on a day-to-day basis, any young person will work well with that teacher,” emphasises Tina. This is something Lesley and her colleagues strive for both in and out of the classroom, starting at the school’s entrance. “In the morning when people are arriving at school there’s six members of staff at the door just smiling and making them feel welcome,” reveals Lesley “It’s
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lovely because when pupils come up to the building they’re then smiling and excited to be there.” Striving for a personal connection with your pupils is a great way to ensure a good relationship. “I like to make sure they know I’m human, sometimes I add in a joke or say I’m teaching about glaciation then I could show them a picture of me at a glacier on holiday,” suggests Lesley. “The relationship is just much stronger when you show them you’re human and let them see you make mistakes, they can then see it’s ok if they make mistakes too.” Adding a personal touch to lessons or making them relatable to the age group you’re teaching can also bring different pupils closer together. “I also bring analogies into my lessons to help them better understand things, it could be using a footballer as an example. Having these sort of whole class discussions means pupils can see what everyone is interested in and form connections they might not have before,” explains Lesley.
“This job would be impossible without strong relationships” PARENTS
Parents and guardians of young people have always been an asset to schools, but this has been especially prevalent over the last 18 months when many pupils relied on their loved ones for support with at-home learning. This time period has resulted in meaningful relationships between schools and parents that should now be nurtured. “Relationships between schools and home are so important so that the parents can be supportive and enthusiastic about what children do at school,” offers Tina. “I think it’s never been more important and actually there’s so much to build on. Parents have never been more engaged due to virtual learning.” Now, Lesley and her colleagues plan to continue this engagement with families to ensure the best outcomes for pupils, she says: “Parents are essential to this success and we’re very grateful
for their support. There’s still very much good communication and that engagement with parents for us.” For any schools or individual teachers looking to build on these connections with parents, Tina would suggest considering what’s already in place and what more can be done. “Actually, doing a communications audit about how, when and why the school is communicating with parents and creating a communication plan with parents to make sure that this level of communication is going on right across the school,” suggests Tina. “We would always say building these relationships is a positive and means you’ve got something set aside for a rainy day if there are problems that need discussed.”
PEERS
As the beating heart of the school, the connections formed between teachers are imperative to a supportive school environment. “These relationships are really important, I think supporting each other is key,” emphasises Lesley. “If I’m having a good day I’m always trying to help other people as much as possible, especially if they are feeling down. “We try to stay really positive and use positive language with pupils, but also with each other, it means people are comfortable asking questions or looking for support. “This job would be impossible without strong relationships.” Strong relationships with your peers can help in professional development by sharing ideas, and also if you are concerned about a pupil and want a second opinion, Lesley says: “If you’re worried about someone, speaking to other teachers and seeing if they have noticed anything can be a big help and you can then come up with a strategy together to support them.” Building positive relationships with different people in the school community will only lead to a better environment and better outcomes for your pupils.
FOR MORE INFORMATION Connect (www.connect.scot) supply a host of professional learning resources for educators on engagement, policy and the wider education system.
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PROFESSIONAL LEARNING
FURTHER LEARNING Through a range of in-person or virtual events and courses, it’s time for you to get your study hat on
CURRICULUM DESIGN FOR SECONDARY SCHOOL SCIENCE
www.futurelearn.com, £42 Available through Future Learn, the curriculum design for secondary school science course will introduce you to the best practices for pupils aged 11 to 19. Accredited by the CPD Certification Service, by the end of learning you will be confident in discussions with colleagues on the implications of assessment practices on curriculum planning, identifying progression routes through science subjects and evaluating the development of mathematical skills and extended writing. This is an excellent course to further advance STEM education.
IN HEADSHIP
professionallearning.education.gov.scot Provided by Education Scotland, this leadership programme is a postgraduate course for new headteachers. On the virtual course, you will be supported to develop and build on the necessary knowledge, skills and understanding required and expected of headteachers. If you are two years into the post of headteacher, this course is designed for you. Focusing on professional problem solving and school improvement, In Headship will have three elements including shaping professional identity; pursuing equity and excellence; building capacity in self and others.
MANAGING BEHAVIOUR FOR LEARNING
www.stem.org.uk, £150 + VAT During this online, self-paced course you can learn how to transform your classroom by making changes to your own behaviour when providing lessons. Directed towards teachers, teaching assistants, supply teachers and newly qualified teachers or trainees, the course will see you covering a range of topics over five weeks. From reducing friction when pupils behave negatively, managing your own behaviour in order to influence your pupils’ and the best way to interact, to using rules or routines to illicit continuity.
SEE ME IN WORK
www.seemescotland.org Make your school, and in turn your classroom, a mentally healthy place with training from See Me Scotland. See Me in Work looks at tackling mental health discrimination in the workplace. The course will help you greater understand what mental health stigma is and the impact this can have in the workplace, recognising and understanding signs and symptoms to accessing further information. There are six chapters in the free e-learning programme that come complete with real, lived experience to better add a personal touch to the training.
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Teachers’ Resource
www.teachersresource.co.uk
Support for teachers delivering National Qualifications SQA has a wide range of online resources to help you strengthen your understanding of the standards required in SQA assessments. Tailored for every subject, SQA’s Understanding Standards resources include webinars, audio presentations, practical skills videos, and examples of learner assessment evidence. To access resources for your subject, visit www.understandingstandards.org.uk
PUPIL SUPPORT
In conversation with:
SHIRLEY-ANNE SOMERVILLE As Scotland prepares for an overhaul of its examination accreditor, the Scottish Qualifications Authority, the Cabinet Secretary for Education and Skills discusses the reform and how teachers will be involved Why is reform of the SQA and Education Scotland an important area to tackle? My role includes the responsibility to give children and young people the best start in life. That is a responsibility I take very seriously. It is imperative that those working in education out with schools are fully focused on doing everything they can to provide the highest quality of support. That is why we will consider how to reform the SQA and Education Scotland. This will be a key priority for me and I am determined to deliver improvements with pace and urgency. What lessons from the pandemic will be considered during this reform? Everyone across the education system, including at the SQA and Education Scotland, has worked tirelessly under very challenging circumstances. They are owed a debt of gratitude, but we must also seek to learn from the events that have been brought about by the pandemic. The recommendations made by the OECD (the Organisation for Economic Co-operation and Development) were a need for assessment methods that better aligned with the aims of curriculum for excellence, 10 Teachers’ Resource
and we must simplify our policies and institutions so that our children and young people fully benefit from a coherent learning experience. How will this change create better outcomes for Scotland’s young people? The sole purpose of these changes is to improve, to achieve more and to deliver for Scotland’s pupils. In order to help create those better outcomes for young people, we need to have their voices at the heart of it. It is essential that we take a rights-based approach and that we achieve genuine parity of esteem for young people’s “I am views.
How will you ensure teachers’ views are considered during this process? The lived educational experience of young people, current teachers, leaders and other practitioners are fundamental to the work that I do and the decisions that I take as education secretary, and I am absolutely committed to putting those voices at the centre of our education policies.
In what ways will reform benefit teachers as well as young people? For many teachers and school staff, this has been the hardest and most challenging year of their professional lives. Our education system relies on the hard work and dedication determined of our teachers, and I recognise to deliver the effort and resilience that they have shown to support improvements learners during the pandemic. with pace and Looking ahead, as we plan urgency” for education recovery, I am determined to put in place the resources to enable our teachers to provide the best possible support for our children and young people to recover from the pandemic. Do you have further plans to create a better education system while serving in this role? I am deeply conscious of the privilege of holding this office and of the challenges that go with it, and I look forward to working with pupils, teachers, parents, and local authorities as we continue to deliver a high-quality education system that ensures that all children and young people can achieve their potential.
FOR MORE INFORMATION Follow updates from the Cabinet Secretary for Education on Twitter @S_A_Somerville www.teachersresource.co.uk
PUPIL SUPPORT
The personal statement is sure to be a hot topic amongst your pupils looking to transition into higher education, but, you’re not off the hook either. How can you write a reference for pupils and provide support if they turn to you for help?
AIDING THE UCAS PROCESS O ne of the most important documents to get pupils into higher education, alongside exams, is their personal statement. The document that can leave even the calmest pupils breaking a sweat, it is a critical supporting document needed to get them into their desired course. 4,000 words or 47 lines – whatever comes first. You can be there to lend a helping hand.
LINK
As a teacher you will be required to assist your pupils with building their personal statement. Bare bones to a fully-fledged personal statement, the best way to help get pen to paper – or fingers to keyboard – is to start off with the necklace approach. Creating a link between the introduction and conclusion, the necklace approach looks at how you can start the statement, adding structure and paragraphs to the main body and a conclusion to link the piece together, a bit like a necklace. When starting with a reference to why a pupil wants to be on a specific course ensure they link back to 12 Teachers’ Resource
this original statement in the conclusion. The UCAS website also has a fantastic personal statement tool that you can signpost pupils to for information on how to extract any ‘waffeling’, edit any content that doesn’t need to be included, plus a bank of successful (and not so successful) past personal statements.
REFERENCE
Next, you need to look at writing your reference. Even if a pupil has fallen short for whatever reason, it is important to highlight this fact but reiterate what potential the pupil does have. Focusing on the positives is the best route to follow. No doubt your pupils will turn to you for assistance editing their statement, so take this time to have a conversation on what they would like to highlight about their achievements and what will be expected of them from their chosen course or organisation. When writing your reference be mindful to think about how capable a pupil is at submitting coursework, their attention to detail and commitment or spotlight what they are like working in groups. After reading your pupils personal statement,
make sure not to be repetitive – this is a chance to further evaluate and highlight the attributes of this young person.
PROMOTION
Additionally, whether your pupil was head of year, captain of their local football team, led whole school assemblies to raise funds for charity or overcame a personal challenge, take this time to promote a specific moment in your pupil’s school career that will make them stand out from the crowd. Large or small achievements can be included alongside recognising outstanding pieces of coursework that a pupil has submitted. Regardless of their school experience, the young person in your classroom has the chance to shine and pave the way in their next chapter.
FIND OUT MORE For advice on how to perfect your statement of reference for pupils, visit the UCAS website: www.ucas.com
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ADVERTISING FEATURE
@MakeItScotchSc
EXPLORE SUSTAINABILTY WITH QMS
FARMING FOODSTEPS
EXPLORING THE RED MEAT JOURNEY
Discussions around the sustainability of red meat production are happening in homes and workplaces with increasing frequency, and Scotland’s classrooms are no different. The subject spans the curriculum and is relevant when teaching the journey of food, land use, environmental science, contemporary food issues, geography and health & wellbeing.
In addition, the ‘Mission Sustain’ game has been designed to bring the subject of livestock farming sustainability to life. Developed by industry experts, the player is put in the shoes of a livestock farmer and faced with life-like decisions and challenges that will impact their virtual farm’s environmental, social and economic sustainability.
Farming Foodsteps is an interactive education resource developed to support practitioners to teach pupils about sustainability and the wider red meat food system. The resource is split into five lessons exploring the red meat journey from farm to fork. The ‘To Field’ lesson focusses on sustainability and the environment and includes a lesson plan, presentations, a STEM for Sustainability activity, a Glorious Grass activity which explores the importance of grass within the Scottish livestock system, as well as a range of teaching videos and links.
“Farming Foodsteps is a really strong teaching resource, with a good mix of information, quizzes, games and plenty room for discussion too. The fact there are teachers notes makes it really handy for education providers with plenty of resources to pick up and go.” Mr Clark, Geography Teacher
The Health & Education team at Quality Meat Scotland (QMS) have developed these resources with teachers in mind. Lesson plans (linked to CoE), editable PDF worksheets, quizzes and interactive resources, that all bring learning to life. For more information email: education@qmscotland.co.uk
Scan the QR code to visit Farming Foodsteps
Taking action on
CLIMATE CHANGE
For the first two weeks of November the UN Climate Change Conference will take over Glasgow, uniting the world to tackle climate change
A
fter years of planning and a change of dates due to the coronavirus pandemic, the UN Climate Change Conference UK 2021, more commonly referred to as COP26, is here. Whether you’re a climate change expert or a novice, understanding what the event is and why it’s important can help to teach pupils the impact they have on the planet and how they can make a change.
WHAT IS COP26?
COP26 stands for the 26th session of the Conference of the Parties, these are countries that have signed the United Nations Framework Convention of Climate Change: an agreement that came into force in 1994 and established an international treaty to combat dangerous human interference with the climate system. This year’s event was originally due to take place in 2020 with more than 200 world leaders attending. The meeting of world leaders will aim to make progress since the last conference which took place in Madrid in 2019 and saw each nation agree to cut their carbon emissions by the time COP26 starts. COP26 will be the biggest summit the UK has ever hosted with upwards of 30,000 people involved, and is being described as the most significant climate event since the 2015 Paris Agreement. It is hoped that there will be further decisions on how to cut carbon emissions and act on climate change. Because the summit will be held here, it is especially important for the UK. As one of the nations most responsible for climate change due to historic pollution, people around the world want to know how the country is responding, as well as how the conference itself is chaired and organised. 14 Teachers’ Resource
www.teachersresource.co.uk
IN THE CLASSROOM
“COP26 will be the biggest summit the UK has ever hosted” WHY IS IT IMPORTANT?
The summit will give significant heads of state the opportunity to reflect and build on the measures implemented and commitments made through the 2015 Paris Agreement and further strengthen their ambitions to tackle climate change. It comes as activists warn of the detrimental consequences that will incur if the planet exceeds 1.5 degrees Celsius of warming: since 1880 warming has increased by 1.2 degrees Celsius. COP26 should result in major decisions for countries around the world, but it is also a key moment for raising awareness of climate change and the small changes that everyone can make on a daily basis, from recycling to using public transport to get to school.
HOW CAN I INCLUDE THIS IN MY LESSONS?
The importance of COP26 and climate change can be incorporated into any subject or lesson. Interactive education resources like Farming Foodsteps from Quality Meat Scotland are a great way to engage pupils. The resource covers the sustainability of red meat production from farm to fork. Spanning the curriculum, it is relevant when teaching the journey of food, land use, environmental science, contemporary food issues, geography, and health and wellbeing. To find out more visit www.qmscotland.co.uk/ farmingfoodsteps. There are also resources to help structure your lessons on climate change available from WWF (www.wwf.org.uk); Climate Change Education in Schools (www.campaigncc. org); Climate Change Connection (www. climatechangeconnection.org) and more.
FIND OUT MORE To learn more about COP26 visit the summit’s website: ukcop26.org
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TEACHING CLIMATE CHANGE WITH GLASGOW SCIENCE CENTRE Curious About: Our Planet
Join Glasgow Science Centre for a free online festival and discover the impact climate change is having on our unique and beautiful planet. Explore the far reaches of our world and the brilliance of our biodiversity through an interactive programme of virtual talks, creative resources, and exhibitions. Whether you want to get your class involved in citizen science projects, take up a climate action challenge, or explore a day in the life of a climate scientist or wildlife conservationist, you can join the conversation and discover how you and your school can contribute to a more sustainable future. This event is ongoing and will be available on the Glasgow Science Centre website (www.glasgowsciencecentre. org) so you can use resources again and again, or download them to explore the topic further.
Our World Our Impact
As the world’s biggest climate change conference – COP26 - comes to Glasgow in 2021, Glasgow Science Centre are inviting you to get involved. The Science Centre will play an exciting and key role in the most significant climate conference of our time. Join the team from October 2020, as they embark on their biggest climate change campaign to date: Our World Our Impact. Bringing the conversation into your school, a series of interactive online events, discussions, videos, challenges and more are available now. Join the discussion as they explore five major climate themes: climate justice; our planet; food; energy, transport and travel; and our green futures. An example of content that will be most useful for secondary schools is the Our Fairer Futures learning pack which provides everything you need to engage your pupils in a discussion about energy transition in the classroom. The pack is linked to the curriculum for excellence at levels 3 and 4, however it is designed to give facilitators flexibility to adapt to youth group engagement, or to adult learners as well as being delivered in a school environment. The digital pack and other resources are freely available online.
Teachers’ Resource 15
Enhance your energy teaching toolbox with free curriculum-linked resources
Ideal for
11-16
year old learners, all in one place.
Bring the COP26 discussion into the classroom What is Net Zero? Why do we need an energy transition? What career opportunities are there for me in our energy future?
Scan me
For COP26 related resources
is brought to you by
IN THE PUPIL CLASSROOM SUPPORT
ADDING EXCITEMENT TO THE CLASSROOM Through the pandemic teachers and students alike had to adapt to different modes of learning, but now that everyone has returned to the classroom you can still utilise this ability to adjust
F
rom implementing new practices in the classroom to engaging pupils with technology and unusual learning tools, the options are endless when it comes to creating intriguing lessons.
GET OUTDOORS
Winter might be arriving, but it’s still the perfect time to take learning outdoors whether it’s for one lesson in the school grounds, or a week-long outward bound trip with a large group of pupils. Outdoor education is proven to build self-confidence, advance the ability to work as a team and improve focus when learning. These transferable skills will not only benefit pupils when they’re back in the classroom, but beyond their time at school. Even taking young people out into the local area for a period can change the way they perceive their lesson. The experience of things like outward bound weeks teaches young people employability skills like communication, leadership, working with others and organisation. Grab your wellies and rain coat – outdoor learning is waiting. www.teachersresource.co.uk
FLIP THE SCRIPT
Taking your lesson outdoors isn’t the only way to inspire learners. A great way to see how much your pupils have been paying attention in class, why not let them be the teacher for a lesson? This is a great way to test pupils on their knowledge or help them learn a new area of a topic by presenting it to others. It also gives them a feeling of responsibility which can aid in building self-esteem and confidence.
GENIUS HOURS
GO VIRTUAL
If you want to incorporate more technology and interactive learning into your lessons, it’s time to go virtual. Virtual school trips are a great way to bring topics to life, with museums and historic sites around the world offering free virtual tours to schools. This way you can take pupils on a tour of the world without ever leaving their seats. The British Museum (www.britishmuseum. org) provides free virtual tours. Whether it is through technology, the outdoors or creative thinking, there are a host of ways to integrate alternative teaching methods into your classroom next term.
“Why not let them be the teacher for a lesson?”
Ever wondered what your pupils’ passions are outside of the classroom? Set aside some time for them to show you their ideas and passions through a genius hour. During this time, you can give pupils a question, idea or problem to solve to spark their creativity and imagination, this is best done in the style of project-based learning so that young people can bounce ideas off one another.
FIND OUT MORE Get inspired with other ways to adapt your lessons through interactive resources like BBC Bitesize www.bbc.co.uk/bitesize.
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TALKING BULLYING BEHAVIOUR An essential skill for teachers, being aware of the signs of bullying in the classroom can contribute to making school a safe and enjoyable space for pupils
T
he onus often falls on teachers to spot signs for concern in the classroom and beyond and this encompasses bullying behaviour. With in-person learning back in full swing, you’re not alone: anti-bullying organisations are here for support. “We help upskill teachers to give them the tools, knowledge and the skills that they need to then go on and develop their own anti-bullying initiatives and to train others. We really hope to have a ripple effect,” explains Katie Rafferty, director of RespectMe, Scotland’s national anti-bullying charity (www.respectme.org.uk). “Our message to educators is that we’re here to support you and the reason that we’re here to support you is because you play such an important role.”
RESPONSIBILITY
Equipped with the right training, teachers can be a lifeline for pupils who are experiencing bullying and those displaying bullying behaviours. “It’s about the mental health of young 18 Teachers’ Resource
people who are bullied and it’s also about the mental health or the needs of children who bully others and understanding what is driving that behaviour,” emphasises Katie. “If teachers understand bullying then they’re going to have the confidence they need to have a conversation about it or ask a young person if they are doing ok.” By starting a conversation, you could change a pupil’s school experience. While there are tools available to support in this journey, Katie acknowledges that it can be difficult for secondary school teachers to spot these signs, seeing individual pupils for such short spaces of time in a week, but she encourages them to trust their judgement. “It might be that young people are becoming more withdrawn, they may be avoiding people or particular places,” suggests Katie. “On the other side of that it may be different displays of behaviour whether that’s perhaps anger and bursts in behaviour, the key point here is that educators will know their learners and I think it’s looking out for when things change.”
Having continual discussions about bullying in the classroom can help pupils to recognise how they are treating others, or how they are being treated themselves and where to seek support.
DISRUPTION
Concerns around bullying have been more prevalent in the last few months as pupils returned to in-person learning, in some cases coming back to a different social landscape than when schools closed in March 2020. “Where children have good social relationships and friendships, we know from the research that they are less likely to be bullied,” reveals Katie. “After such a destructive, disruptive year for young people where perhaps friendships have been affected, the concern is the impact that has on children and some may be more at risk of bullying.” The last 18 months has also caused greater concern around online bullying, with young people spending an increased amount of time online to connect with others. www.teachersresource.co.uk
IN THE CLASSROOM
“Our message to educators is that we’re here to support you” “It’s right there in your bedroom, on your phone, it’s quite difficult to get away from it,” adds Katie. “It can also mean that there are more people involved, for example if it’s a comment on a photograph then it’s not just about that nasty comment but it’s also all the people who have seen it or people who have liked it. “Returning to full-time education face-to-face is ultimately a really positive thing for young people, they will be able to restore their friendships and relationships, clubs and activities will be back to normal and young people will have more safe spaces to go.”
BEHAVIOUR
It is key that teachers respond when they see bullying behaviour or something that concerns them, and this all begins by opening a dialogue with your pupils. “It’s really important to keep those www.teachersresource.co.uk
channels of communication open so that young people can ask questions and they understand that their teachers and educators are there to support them,” stresses Katie. “They want to see that you are taking it seriously, that you recognise this is a real issue and that you want to help. “It’s likely that the young person doesn’t open up to you right away but what that has done is set the scene and said I’m here, I’m supportive, if you want to come and talk you can.” The language you use when having these conversations is also important, Katie always recommends describing behaviours rather than using bullying as a general term. “We try really hard to encourage people not to use the language of bullies and victims,” emphasises Katie. “That is a deeply unhelpful label. “When we call a young person a bully
we are telling them that this is who they are and there can be a deep feeling of shame that is then attached to that.” This can be a block to changing behaviour, Katie continues: “We try to focus on labelling behaviour, it really reframes it for a young person, when we start talking about their behaviour this is something they’ve done which they can reflect on and they can change as opposed to it being the person that they are.” With more opportunities to engage with pupils in person, continue to look for changes in mood, learning and behaviour and start a conversation about bullying in the classroom.
FIND OUT MORE Anti-bullying resources and training are available from RespectMe and other organisations including Children in Scotland www.childreninscotland. org.uk and Children1st www. children1st.org.uk.
Teachers’ Resource 19
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.
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.
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.
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/learning
CONNECTING CLASSROOMS
SHOWCASE
Providing collabortive lessons on sustainability and exploring cultures around the world, one project is broadening the horizons of Scotland’s young people in the classroom
H
elping pupils to understand the big issues that shape our world, the Connecting Classrooms through Global Learning (CCtGL) programme is equipping them with the knowledge, skills and attitudes they need to make a positive contribution, both locally and further afield. The free and flexible programme is open to all schools in the UK and in 30 other countries and focusses on issues like climate change, gender equality and how to live sustainably. “The global focus helps young people to really understand how their actions specifically affect them and their local communities, but also to understand how their actions affect the wider world,” explains Kirsten Leask, project coordinator for the programme in Scotland at Learning for Sustainability Scotland (LfS Scotland). LfS Scotland is one of a consortium of partners delivering the programme in Scottish schools alongside IDEAS and the Scotland Malawi Partnership. “I think that what makes the programme unique is that it’s not just about taking action in your local area, it’s about how you can collaborate with people on the other side of the world to look at really big global issues and understand the difference that everyone can make just by taking small actions. It’s acting locally but thinking globally. “We offer various models and different ways in which schools can connect with each other because we recognise that every school is unique and their needs are very different.” The impact of programmes like CCtGL shouldn’t be underestimated: it is giving young people lessons on social, ecological and economic issues that are rightly in the spotlight. But the programme doesn’t just benefit pupils, it is also broadening the horizons of teachers.
www.teachersresource.co.uk
“Connecting with educators and learners overseas is really enriching and aids our understanding of the wider world, but adding in a professional learning element has really helped to just give practitioners the confidence, skills and knowledge we really need to help embed sustainability across everyday learning,” explains Kirsten.
SUSTAINABILITY
All of the resources for and aims of the programme are based around the UN Sustainabie Development Goals – the 17 goals agreed by member states of the United Nations to achieve a better world by 2030. “We have some collaborations where schools are very much looking at local and global actions around sustainability and how they can not only enrich their day-to-day interdisciplinary learning, but how this learning adds value to the world of work and strategies like Developing the Young Workforce,” reveals Kirsten. “We make sure that wherever possible it is of value to Scotland’s national vision for Learning for Sustainability, but also that it can be adapted to any classroom so that teachers and pupils don’t see it as an add-on. “It’s not something for a Friday afternoon, it’s a way they can weave sustainability through everyday learning whether its science-based learning or social studies or expressive arts or literacy - whatever their focus is on.” The programme is bringing learning to life by not only teaching pupils about issues around the world, but connecting them with other young people so that they can compare experiences.
“To take action we need to understand multiple perspectives and maybe start thinking in a different way to what they have before,” suggests Kirsten. “It’s breaking down prejudices and misconceptions and it is absolutely wonderful to see the impact it is having.”
CULTURE
Alongside lessons on sustainability, it is giving Scotland’s young people an insight into other cultures, both at home and in places like Kenya, Malawi and India. “Although these children are hundreds or thousands of miles apart, their concerns in their day-to-day life align and are similar in most ways,” reveals Kirsten. “It’s been a really rich project with opportunities for learners to connect with and explore life in other parts of Scotland as well as internationally. “Different local authorities have connected to learn and share with each Teachers’ Resource 21
SHOWCASE
“It’s acting locally but thinking globally”
other here in Scotland as well as with overseas partners. We’ve seen some lovely collaborations where pupils and teachers in rural Scotland are linking with pupils and teachers in urban Scotland and getting to know more about their own country.” This aspect of culture also stretches further afield with one group in Glasgow and Shetland linked with a school in Kenya. The partnered schools are looking at everything from food production and local industries like crofting and fishing, to how the different climatic conditions affect food security. “This group is also approaching their partnership from a cultural angle in terms of celebrating indigenous foods, contrasting all of the different cultural angles,” adds Kirsten. These opportunities have been especially important in the run up to COP26 in Glasgow this November. 22 Teachers’ Resource
CYCLE
The programme is broadening the horizons of educators too, with many forming meaningful friendships with colleagues across the globe. “It’s just fantastic and so heartwarming to see those kinds of deep connections being made,” admits Kirsten. “We’ve got to the stage now where a Ghanaian teacher involved has named her grandchild after one of the Scottish teachers. It is about building personal connections which is so important when it comes to sustainability.” CCtGL is now reaching the end of its current cycle which started in 2018, with the next cycle expected to begin in 2022, but that doesn’t mean schools can’t get involved in the meantime. “Many of the partnerships will continue and that’s really proven its worth in terms of just how much people get out of this,” emphasises Kirsten. “There’s never been
more of a need for something like this in terms of not just focusing on sustainability in your own community, but giving people that global insight. “We can all do something to make the world a better place and understanding the perspectives of others is a huge part of that.” With useful resources available at the touch of a button, and a tool to help schools connect with an international partner, there’s never been a better time to teach your pupils about sustainability.
FOR MORE INFORMATION Free resources and further information are available through the LfS Scotland website (www. learningforsustainabilityscotland. org/connectingclassrooms).
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ADVERTORIAL
Widening Participation in Veterinary Medicine at the
UNIVERSITY OF EDINBURGH The widening participation agenda in higher education has been in place for decades. Widening participation aims to address discrepancies in the take-up of higher education opportunities between different under-represented groups of students. Students from disadvantaged backgrounds, lower income households and other under-represented groups may face many barriers to entry to higher education. Widening participation schemes attempt to remove these barriers and improve access to education, progress within higher education and to improve graduate outcomes and employability.
THE TEAM Our team at the University of Edinburgh’s Royal (Dick) School of Veterinary Studies combines passion, creativity and innovation, to inspire young minds and maximise their potential through unique opportunities both in school and on campus. Our work spans many geographical reaches, supporting young 24 Teachers’ Resource
people and their parents/carers to make informed decisions on a local, regional and national level.
OUR EVENTS We run a wide range of events and activities for young people aged between 9 and 19, targeted at state school educated students, students who would be the first in their family to attend university, students from low socio-economic backgrounds and students who come from neighbourhoods where there is low progression to higher education.
OUR PROGRAMMES Our programmes ensure that prospective vet students are well prepared for their transition to university. Participants gain
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FURTHER INFORMATION For further information on widening participation programmes at the University of Edinburgh, visit our website: www.ed.ac.uk/student-recruitment/ widening-participation/projects To discuss how your school can work with us to help students access higher education, please contact our admissions team by email vetug@ed.ac.uk
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PUPIL SUPPORT
Supporting
PUPILS THROUGH GRIEF www.teachersresource.co.uk
Teachers’ Resource 25
PUPIL SUPPORT
Grief can be a difficult emotion for anyone to process, but for young pupils it is something they might not have encountered before. A supportive approach is key to ensuring their mental wellbeing
T
hroughout the last few years, young people have been surrounded by discussions on grief wherever they turn. These experiences aren’t exclusive to the deaths of loved ones: feelings of grief can come from the loss of friendships, pets, routine or social experiences. Without information and support on how to process these feelings, they can become overwhelming and have a lasting negative effect. Schools and teachers play a vital role in supporting bereaved pupils, offering support and stability at a time of need.
RISE
Tracey Boseley, national development lead for the education sector at Child Bereavement UK, was a teacher herself and understands the importance staff play in supporting pupils through grief and loss. “As a society we generally don’t like talking about death, we don’t really want to bring up the subject and we’re certainly very cautious about it with young people,” explains Tracey. “Suddenly there was this thing impacting our lives and there have been lots of young people becoming very anxious and very upset about what was happening, and of course some of them were bereaved as well.” At some point in life, everyone will experience grief, that’s why it’s so important that it is discussed in schools and young people are given a safe environment to explore their feelings. “Lots of young people might assume you’d be sad but there’s a whole layer of other emotions that go alongside it: isolation, fear, loneliness, anger. Being able to explore that with young people and talk about it openly is preparing them for what might happen.” The stability of the school environment can be a helpful place for young people to process these feelings. “It’s really nice for people to know that someone’s going to help, if you reach out to them then it shows that somebody is there,” admits Tracey. “The stability
and normality of being in school can actually be really positive for a bereaved young person.”
SAFETY NET
As part of this supportive environment, teachers can become a sounding board for young people who are finding it difficult to understand their emotions. “Most bereaved young people will be able to manage their grief if they’ve got the supportive networks around them, so their family and a really supportive school environment,” explains Tracey. “It’s about recognising that bereavement is not something you’re going to get over, it’s not something that’s going to last six months or one year or two years: it comes and goes and at times they will need to revisit their grief, especially for young people because they’re growing and maturing and so what they understood of death at maybe seven or eight is very different to what they might understand when they’re 12 or 13.”
“Teachers have the skills to support these young people” Even with the best network around them, pupils might find it difficult to ask for help. Simply asking them if they are ok is a great way to check in and support them, especially when they first return to the school environment. “The best thing is to a have a meeting to talk about what they want to do, who they want to tell,” suggests Tracey. “When everything happens, your whole world can feel like it’s been turned upside down so this makes it possible to give them a little bit of control, otherwise they might start to control things we don’t necessarily want them to. “They might say that they don’t want anyone to know and then it’s about
trying to explain that telling some people in school would be really helpful because maybe they could give you flexibility with a homework deadline or maybe they could understand if you need to step outside and take a moment during a lesson, it’s almost like a safety net.” These small conversations can encourage the bereaved young person to open up and assures them that a trusted person is there to talk when they are ready.
CONFIDENCE
Knowing your pupils and the ways they prefer to be helped is just one step to providing good support when they experience a bereavement. Teachers have to be given the right tools in order to carry this out effectively. “Teachers have the skills to support these young people within school but often many of them lack the confidence or the training to know what the best thing is to do.” The correct training can also be a lifeline when a bereavement affects the whole school, rather than one pupil. “Managing a bereaved pupil is very different to how you might respond if a pupil were to die or a member of staff, often schools are very unprepared for that,” reveals Tracey. This can be a daunting subject to tackle, but having a plan in place that reflects your school’s culture and ethos can remove additional and unnecessary stress from the situation if it does happen. Most importantly, equipping teachers with knowledge and tools to support bereaved pupils will give them necessary courage and confidence, Tracey concludes: “Overwhelmingly, it comes across that teachers are worried they’re going to say the wrong thing, and because they worry that they’re going to say the wrong thing they don’t say anything at all. “That’s what the training and information gives, the confidence to be able to do that.”
FIND OUT MORE Child Bereavement UK www.childbereavementuk.org have resources specific to education settings and can provide training for teachers.
26 Teachers’ Resource
www.teachersresource.co.uk
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The value of
MENTAL HEALTH
Good mental wellbeing benefits everyone in the education setting, but with increased pressure on teachers, implementing better support is key
A
re you feeling overwhelmed after the first term back at school? If so, you’re not alone: earlier this year, a YouGov TeacherTrack survey of more than 1,000 teaching staff found that at least half of teachers have one characteristic associated with work-related burnout. More than just a buzzword, burnout is a serious problem in the education sector and you might not realise you are experiencing it. Paying attention to your mental wellbeing and seeking support from resources or others when needed can help prevent this feeling and aid your teaching.
INCREASE
Extreme changes to learning and assessments over the last few years have raised concerns about teachers’ mental wellbeing, an issue that professionals and unions have been highlighting and campaigning around for years. Faye McGuinness is the director of programmes at Education Support (www.educationsupport.org.uk), providing resources to support teacher mental health and wellbeing, because better mental health leads to better education. “We were seeing an increase in the levels of symptoms of poor mental
28 Teachers’ Resource
health amongst significant numbers, such as tearfulness and lack of sleep, even before the pandemic hit. It has further exacerbated issues that for some were already there,” states Faye. “Staff who prioritise their mental wellbeing are essential to building a healthy, happy, well-performing school.” The increased need for resources sparked action from support resources like Mentally Healthy Schools (www. mentallyhealthyschools.org.uk), a programme run by the Anna Freud Centre. “We had to adapt very quickly when the pandemic began. We knew that school staff were very concerned about the mental health impact of coronavirus on both themselves and their pupils,” remembers Natalie Merrett, head of knowledge dissemination in schools at the centre. “We looked at things like increased anxiety, dealing with the effects of lockdown and building resilience.”
CONCERN
With little breathing space to process changes, there are now fresh concerns that these feelings are getting worse and there will be long-term consequences for the profession if action isn’t taken. “Our concern is that many teachers have not been able to recover from
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AFTER HOURS
the upheaval of nearly two years and are already running on empty as we near the end of the longest term,” explains Faye. “The sector is at risk of losing highly qualified and passionate teachers, which will not only have an impact on the pupils and students but on the quality of the sector as a whole. “We know that burnout across the teaching profession is a real issue and we know that it can lead to presenteeism, where teachers are working when unwell and not performing at their best.” The chance of high staff turnover remains a concern as we approach winter and many teachers still haven’t had a break, with the added pressure to support pupils experiencing heightened stress and anxiety due to the pandemic. “It’s clear that teachers and school leaders are under immense pressure,” highlights Natalie. “Many schools don’t have the resources to offer schoolbased counselling, and many school staff don’t feel they have the tools or confidence to support a child or young person who is struggling.”
ACTION
“We want all schools in the UK to be mentally healthy” www.teachersresource.co.uk
The onus shouldn’t fall on teachers to fix this sector-wide problem: action needs to come from the highest level and be suitable for everyone. “Putting mental health and wellbeing at the heart of schools is key to creating a mentally healthy workforce who are less likely to exit teaching and to support those who might be struggling to return and perform at their best,” emphasises Faye. “This will result in better support for pupils and students.” As a key source of support and reassurance for young people and their families over the last 18 months, teachers deserve more and, where possible, that support should be freely available when they need it. “We want all schools in the UK to be mentally healthy. This means that school is where the mental health and wellbeing of both staff and children and young people is prioritised,” reveals
Natalie. “It’s crucial that staff wellbeing is championed by senior leaders in schools, with senior staff implementing clear policies around staff wellbeing and modelling good mental health practice for their staff to follow.”
APPROACH
The stigma surrounding conversations on mental health has started to decrease, but this often applies to a younger generation. Teachers might feel that they have to remain strong as senior figures and role models in pupils’ lives, but being honest about how you are feeling can show young people and colleagues that it’s ok to talk. “Increasing mental health awareness at school can help reduce stigma and ensure that staff feel they can ask for help if they need it and can spot the signs if they are struggling,” explains Faye. “This is vital if we want teachers to seek support before reaching crisis point. “We’ve all heard the saying ‘put on your own oxygen mask before helping others’. This applies to teaching. It is vital that those responsible for providing support to pupils are well enough to keep showing up – physically and emotionally.” Having a whole-school approach to wellbeing support that encapsulates both pupils and staff can create a more accepting environment when it comes to discussing mental health, but there are further tailored resources if you would rather talk to someone you don’t know, Faye explains: “We encourage anyone in the sector to call our helpline anytime if they need to talk. Don’t wait for a crisis: it’s free, immediate and confidential. Call 08000 562 561.”
FIND OUT MORE For mental health support contact: Mind www.mind.org.uk Samaritans www.samaritans.org Rethink www.rethink.org
Teachers’ Resource 29
AFTER HOURS
PLAY PRESSING
ON PODCASTS
IN THE CLASSROOM TED TALKS EDUCATION podcasts.apple.com
In this podcast some of the world’s greatest educators, researchers and community leaders share their vision of what the future of schools should look like and their theories on how brains learn. Recorded onstage at the TED conference and TEDx events around the world, you can also download the videos to watch at home or share with colleagues to get the most out of the educational talks.
THE EDTECH PODCAST www.theedtechpodcast.com
On a mission to improve the dialogue between education and technology in order to advance innovation and impact, The Edtech Podcast already has more than 200 episodes to binge. So far, it has covered topics like audio and learning, standing up for the student experience, SEND and inclusion.
ON THE GO THE DAILY
www.nytimes.com
If you want to stay up to date on news and current affairs but always find yourself short on time in the morning, this is the podcast for you. Created by The New York Times, The Daily is ready to stream five days a week and each episode is just twenty minutes long, perfect for the commute to school.
30 Teachers’ Resource
THE TRAVEL DIARIES
www.thetraveldiariespodcast.com
Put in your headphones and get ready to escape to travel destinations around the world. In this series, journalist and travel enthusiast Holly Rubenstein interviews different public figures about their best, and worst, travel memories. Perfect if you are ready to plan your next trip or want to add to your holiday bucket list. Notable guests include Sir Richard Branson, Dev Patel and Jo Malone.
Tune in to our pick of podcasts to aid everything from professional development to finding happiness in the everyday
Stream these podcasts on Stream these podcasts on services services like like Spotify, Apple Spotify, Apple Music and Google Music and Podcasts. Google Podcasts.
UNWIND UNTANGLE
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Do you find it hard to de-stress at the end of a busy day? Tune in to Untangle. Podcast hosts Patricia Karpas and Ariel Garten chat to experts, authors and thought-leaders about mindfulness, brain health, leadership and more. Episodes aim to be thoughtful, provocative, inspirational and sometimes funny. Sharing their own experiences, interviewees include psychologists, sleep experts and Buddhists.
HAPPY PLACE
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Get ready to find joy with Fearne Cotton as she draws on her own experiences and shares advice from experts and celebs on how to work through feeling blue. Now on season 11, the podcast talks to people about life, love, loss and everything in between, finding out what happiness means to them.
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