Over the coming months, SQA is running a series of subject-specific events and online webinars to support teaching professionals delivering National Courses and awards.
The events and webinars are free to join and will help you develop your understanding of the standards required for assessment, so you can confidently prepare your learners.
For more information and to book a place, visit
understandingstandards.org.uk/Events
Denise Connelly denise@dcpublishing.co.uk
Emma Storr emma.storr@dcpublishing.co.uk
Hanna Clark
Edward Fernandez
Nicole Lough
Lucy Baillie lucy.baillie@dcpublishing.co.uk
DC Publishing Ltd
As we ease into autumn and winter approaches, it’s almost time for pupils to consider their next steps. After the stresses of the last few years, your support is essential to their success and wellbeing. Inside this issue, we’re helping you guide pupils through applications, whilst highlighting the support available for teachers both in and out of the classroom.
From the battle for better pay to the shortage of new sta coming into the profession, there are issues that are having a wider e ect on the industry. On page 6 we explore what needs to change.
On page 12 we’re advising you on how to support young people writing their personal statement, before discussing the di erent types of applications they might need help with on page 14. Along with pupils’ development, yours is also important: discover the best CPD providers on page 8. Your wellbeing is important both in and out of school. On page 17 we’re helping you get in control of your finances, and on page 24 discover how to better cope with stress through mindfulness. Plus, we’re putting the focus on Anti-Bullying Week on page 26 and sharing days out on page 28.
Enjoy all of this and much more inside! What would you like to see in the next issue? Let me know by contacting me at editor@dcpublishing.co.uk
198 Bath Street, Glasgow, G2 4HG
Tel: 0844 249 9007
Marian Mathieson marian.mathieson@dcpublishing.co.uk
DC Publishing Ltd, 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007
©DC Publishing Ltd 2022. All rights reserved. No part of this publication may be reproduced or used in any way without prior wri en 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
Emma Emma Storr, Editor
We sit down with Mary’s Meals to find out about their new resources educating Scotland’s young people on world hunger.
We’re highlighting the steps you can take to get in control and save money as prices rise.
It’s time to cosy up with a good read. This autumn/winter, we’re sharing our top pick of new books.
Never miss out on the latest in all things education by liking our Facebook page. You can find us at ResourceMagScot LIKE , LIKE, LIKE
Keep your pupils organised with these dates for your diary.
By providing the right support, you can help students put their best foot forward in their personal statement.
Use this guide to support students with their college, university or job applications.
Discover the assistance available for pupils going through difficult times.
From the pay debate to recruitment issues, we explore the factors putting pressure on the workforce.
This year, Anti-Bullying Week is encouraging young people to reach out.
We’re helping you find the right provider to fulfil your 35 hours of CPD.
As the cost of living continues to rise, we’re focussing on how you can make your money go further.
Take control of stress and help your mental health with mindfulness and the right support.
Take a well-deserved break with our pick of days out this winter.
30 AUTUMN/WINTER READS Unwind with a good book as the nights get darker.
We sit down with Mary’s Meals to find out about their new resources created with teachers.
Across the UK the impact of the current teacher shortage is no secret, but more has to be done to remedy the issues contributing to this, and to give support and respect to education staff already working within the profession
One of the key challenges leading to many of the issues currently a ecting education is a declining number of people joining the teaching profession, and a concerning number of people leaving the teaching register. In 2022, this totalled more than 4,300 teachers.
At the start of this parliamentary term, the Scottish Government committed to recruiting an additional 3,500 teachers over the current
five-year parliament. While interest in joining the profession increased during the pandemic, this hasn’t been sustained and is leaving current education professionals overworked and under supported. Figures from the Universities and Colleges Admissions Service (UCAS) show that applications for teacher education courses were down 28 per cent in 2022 in comparison to January 2021, and 4.5 per cent less than in 2019.
In 2021-22, universities met recruitment targets for the required
number of primary teachers, yet more than one in 10 places on secondary teacher education courses in Scotland went unfilled. Targets were also missed on postgraduate courses, the main source of new secondary school teachers. These statistics lead to greater concerns for the future of the education system, but especially for subjects like physics and maths which are seeing an alarming increase in vacancies.
Just six out of 20 secondary subjects hit their target for recruitment in this time period, with 50 per cent of places on physics teacher education courses unfilled; 38 per cent of places on technological courses; and 23 per cent on maths courses.
More than three years after the Scottish Negotiating Committee for Teachers reached a salary agreement in April 2019, the pay debate is still ongoing. On 21 September 2022, the latest pay o er was formally rejected and a dispute was declared with local authority employers. In response to the o er and subsequent rejection, union EIS has now confirmed plans to move forward with a statutory strike ballot of its members. It is hoped that this could take Scotland’s teachers and associated professionals one step closer to a fair pay settlement.
The statutory ballot is the final step necessary to ensure strike action can be taken by teachers in the country and follows a ballot where 94 per cent of EIS members voted to reject the current pay o er, whilst 91 per cent voted in favour of strike action. The five per cent pay o er was made by employers’ body COSLA in August 2022, following guidance two days previous that any pay rise would be capped at 3.5 per cent. The original 3.5 per cent cap was branded as insulting by unions.
Speaking on the decision to reject the pay o er, Andrea Bradley, EIS general secretary, commented: “Scotland’s teachers have had enough and are prepared to take strike action over pay. The EIS is listening to its members, and will now move forward with a statutory ballot to enable strike action in schools later
this autumn.
“Scotland’s local authorities and the Scottish Government must significantly up their o er to Scotland’s teachers if strike action is to be avoided.”
Ballot notices will be issued to employers on 5 October, before the statutory ballot open on 12 October until 8 November. If the ballot is successful, strike action will take place later this autumn with exact dates still to be proposed.
In December 2021, it was revealed that seven in 10 teachers feel stressed in their job frequently or all of the time, and that half of all teachers would describe their level of wellbeing at work as very poor or poor. Without better support for not only teachers’ mental wellbeing, but the things causing these extreme levels of stress, burnout will increasingly become an issue in the profession.
Burnout is a state of physical and mental exhaustion which often occurs after long-term stress. Signs of burnout include feeling tired or drained all or most of the time, feeling defeated or trapped. When someone reaches this point, it can lead to periods of absence from work, other mental health problems, issues with relationships and a longer recovery period than if the right support was given in a preventative way. This is especially a concern for teachers who are relied on to support pupils and deal with increasing demands in the classroom. Without help, it can lead teachers to checkout while at work, which can lower performance and have an e ect on the wider school community.
The focus on pupils’ mental health is growing, but more conversations and check in’s around education professionals’ mental health are key to improving teacher retention and attainment.
Keep up to date with the latest news and information on these key topics from unions including EIS (www.eis.org.uk) and NASUWT (www.nasuwt.org.uk).
“Scotland’s teachers have had enough and are prepared to take strike action”
With the requirement for teachers to complete 35 hours of CPD each year, we’re helping you find the right provider for you
University of Glasgow
School of Education
www.gla.ac.uk
Glasgow University’s School of Education has a wide range of CPD courses for teachers and other people working in education settings. These are designed to work with your schedule, with daytime, evening, weekend and holiday courses available. These can be one-off courses that last a few days, or full programmes. At the university, you could complete a professional learning course in grief and bereavement education; literacy; religious education; science. You will have to complete an application form before securing your place, but the courses can also be commissioned by schools or local authorities to be attended by a group.
professionallearning. education.gov.scot
The Education Scotland website is a great resource to find out why professional learning is so important, what’s currently on offer, and how to develop your leadership skills if you’re aiming to become a department head or head teacher in the next few years. Online you’ll find a breakdown of online learning activities and programmes that Education Scotland facilitate themselves. These centre around a range of themes and have an emphasis on the positive impact of learning on children and young people. They also highlight programmes offered by recognised organisations that are tailored to teachers. These are all reviewed and endorsed by Education Scotland.
Online training courses
www.ltl.org.uk
Have you ever wanted to learn more about outdoor education and how you can transfer the content of your lessons to the great outdoors? Learning through Landscapes exists for that purpose. Formulated for education professionals, there is a range of courses suited to secondary school teachers including Taking History Outdoors and Taking the Visual Arts Outdoors. Each course includes interactive elements, resources, research opportunities and moments for professional reflection. Once completed, you’ll have the knowledge, skills and confidence to incorporate outdoor learning and play into the curriculum.
Accredited programmes www.gtcs.org.uk
As a teacher working in Scotland, you’ll already receive correspondence from the General Teaching Council for Scotland (GTCS), but did you know they have a comprehensive list of courses that have been approved by their Accreditation Panel? This is easy to access on their website and provides a regularly updated database of courses that are currently on offer. Each description lists the provider, programme, the PR award the programme has, and further information on what to expect.
Always make sure courses are CPD accredited online at www.cpduk.co.uk
The Classroom provides schools and youth groups with a wealth of interactive activities and dynamic resources, challenging young people of all ages and abilities to independently interpret and reflect on our history through contemporary conversations. Empowering them to shape their own views around Remembrance, the poppy and its legacy.
From January 2023, Lady Haig’s Poppy Factory in Edinburgh reopens with a brand-new tour experience exploring the lives of a poppy: a small flower with a huge legacy. Immerse yourself in our symbol of Remembrance. Explore the evolution of the poppy, meet its makers and understand the lifechanging support it still provides to this day.
For more information on Poppyscotland Learning visit poppyscotland.org.uk/learning
Bud is Poppyscotland’s interactive micro-museum travelling across Scotland sharing the story of the poppy. Bud is helping us to challenge assumptions and create conversations. A place where you can learn, shape and share your own story of reflection and hope. Helping us keep Remembrance relevant all year round.
Poppyscotland is a member of The Royal British Legion group of charities, and is a trading name of The Earl Haig Fund Scotland. ScottishCharity No. SC014096. A Company limited by guarantee. Registered in Scotland No. 194893 at New Haig House, Logie Green Road, Edinburgh EH7 4HQ. The Royal British Legion, Haig House, 199 Borough High Street, London SE1 1AA. Charity Registration No. 219279.
How can you incorporate Guy Fawkes Night into lessons?
Take time to learn about mindfulness and mental health on page 24.
Get in control of your money or teach pupils about finances.
Ready to tackle bullying behaviour? Head to page 26.
It’s time to celebrate the festive season with a welldeserved break.
CHRISTMAS DAY
Spend quality time with family and friends.
The new term has arrived.
This year’s theme is Safe Roads for All.
This is the cut o for the majority of Undergraduate and Conservatoire applications.
Get prepared for the rest of the term.
Celebrate Scottish traditions in the classroom.
Despite the good progress made over the years, the road environment still represents one of the highest causes of accidental death to Scotland’s young people. It is important, therefore, to maintain the excellent road safety support that already exists in schools and communities.
Road Safety Scotland have developed two free road safety learning resources specifically for secondary school pupils, and linked to CfE. Both online resources aim to engage young people in developing road skills to promote good peer influence, and provide strategies to help them to look after themselves and others in the road environment.
Your Call (S1-S3) targets that ‘at risk’ age group with a range of interactive activities which explore risk-taking, decision making, personal safety, pre-driver attitudes and peer pressure. It embraces a learning style that is fundamental to CfE and provides teachers with flexible lesson plans that support the experiences and outcomes. Pupils are actively encouraged to discuss and share experiences, reflect and challenge their own behaviour, with a view to taking responsibility for their own safety and that of others. The resource focuses on relevant issues for the 11-14 age group, including two feature films which explore the impact a road accident can have on young lives –one from a pedestrian perspective for younger pupils and, for older pupils, with a passenger theme. It has mobile compatibility and can be used by both teachers and students using a tablet or mobile phone.
Crash Magnets (S4-S6) is aimed to help shape young people’s opinions and attitudes to issues such as speeding, drink driving, driver distraction, drug driving and in-car safety.
The online activities are combined with DVD clips of other young people sharing experiences, with the aim being to encourage students to feel confident about expressing themselves in class about their own opinions and experiences. It seeks to engage them in the importance of positive attitudes and behaviours before they get behind the wheel of a car. The resource acknowledges that, at their age, driving a car has great benefits in developing independence and for some, defines them as an adult. However, this must be balanced with an understanding of the dangers of behaving irresponsibly at the wheel. Although activities are geared towards certain year groups, they are not prescriptive and allow for flexibility.
Students can find writing their personal statement daunting, sometimes the hardest step is getting those first sentences written. You can help students get their words flowing with the right support
Your first step should be asking students why they want to study their chosen course and why they feel that they’re a suitable candidate. Prompt them to think about work experience, school subjects, hobbies, and extra-curricular awards like Duke of Edinburgh or Young Enterprise.
Students must also thoroughly research the requirements for their course. A strong statement is tailored towards these expectations.
Next, encourage them to write their first draft on their own.
Students will be able to clarify their own motivation and write a more authentic statement without anyone else’s words in their head. You can then help them refine this draft later.
Personal statements need a definitive structure, with an introduction, supporting paragraphs and conclusion. Students only have 4000 characters and must write concisely.
The introduction communicates an overarching reason for applying. It should be energetic and unique with pupils avoiding jokes or elaborate metaphors. These might fail to connect with admissions tutors.
Main paragraphs should focus on answering the questions ‘why this course?’ and ‘why me?’. Young people should write about what they’ve done that has led them to apply. Maybe they volunteered at a care home, igniting a passion for nursing or medicine. Maybe they joined a debating club, drawing them towards an essay-based subject like philosophy.
Each paragraph should be structured by mentioning something exciting about the course – a skill it develops or a topic it explores –followed by evidence in the form of something the student has done. This is the golden association to make in the minds of admissions staff.
The conclusion should tie together the main paragraphs’ evidence and returns to an overarching motivation, echoing the introduction and showing individuality. Admissions
tutors will read near identical statements all day. Pupils need to give them something that stands out.
References support personal statements, giving admissions tutors wider context on the student. They clarify why students are right for their course and indicate their abilities and potential.
If you’re asked to write one for one of your pupils, focus on the student’s academic performance and moments where they shined. Avoid vague and generic statements like ‘Sally loves chemistry’. Instead, consider what did Sally do in a particular lesson that made you notice her aptitude.
Remember, everything you write must be honest, but you can still be enthusiastic about your pupils’ achievements.
The UCAS website (www.ucas.co.uk) is full of in-depth personal statement guidance for students and teachers.
“Pupils needs to give them something that stands out”
We are welcoming Assessment Specialists who wish to become examiners across the Cambridge curriculum with our range of syllabuses in Cambridge IGCSE TM , 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
Students often ask teachers for support with college, university or job applications. With this guide, you can help your students stand out from the crowd
Because colleges o er so many types of courses, research is essential. Students do not need a concrete plan for future employment but a rough idea of the jobs that excite them will be useful. Looking at college courses available in their area and the careers they may lead to is a great place to start.
Young people should attend college open days, which usually start to happen around October and November each year. Through these, they can experience the college environment and ask tutors or current students plenty of questions. Once they have decided on courses, students are ready to apply.
Most colleges require students to use UCAS. They will need to outline their grades, predicted grades and employment history which can include any part-time work or weekend jobs. Then it’s time to write an impactful personal statement.
It is perfectly normal for students to struggle with their personal statement. They should focus on answering two questions: ‘why this course?’ and ‘why me?’. Their answers should combine what they like about the course with their career goals, and their own experiences. Get more advice on helping with the personal statement on page 12.
Encourage students to start researching universities online around a year before they start applying if possible, this gives them a chance to attend open days in the spring and summer before they apply in autumn and winter. At open days, young people can ask tutors and admissions sta about graduate prospects and course demands. They can also find out about what they look for in applicants and if there’s anything they can still do to make their application stand out.
Students must then go through the UCAS process. First, they need to focus on their personal statement. As students normally apply to five universities at once, their personal statement should be relevant to all those courses. They should write about why they want to study that
Encourage young people to find out the name of the person who reads applications and directly address the cover letter to them.
A cover letter will contain a concisely written argument as to why the student is a strong fit for the role, evidenced by the student’s own experiences and achievements. It is crucial to connect these experiences and achievements to the specific requirements of the job, but ensure it is done in a concise way.
subject and why they’re suited to do so.
A good personal statement is full of relevant evidence. It uses examples of work experience, volunteering, hobbies and studies to argue the student belongs on the course. Students must balance writing in simple, straightforward language while making their statement unique to them.
UCAS applications also need references, typically written by teachers. If you are asked to help with a reference, it needs to give the admissions tutor an insight into the abilities, capabilities, and future potential of the student. Back up your assessment of the student with specific examples from their academic career.
Students applying for jobs or apprenticeships will need an impressive cover letter and CV. They may also need to do interview preparation. First, students should research the employer or apprenticeship provider to find out about the skills and experience the job requires, as well as the career prospects it o ers.
Next, students should focus on writing a solid cover letter. Cover letters are similar to personal statements and so if your school is running sessions to help with these, people planning to enter the world of work can also benefit from the advice. Cover letters give the employer a strong sense of who the student is and why they are right for the job. They should open with a short description of the applicant and the job they are applying for.
Whilst cover letters are explicitly connected to the role being applied for, CVs are more general. However, a CV must still be tailored towards the job. Students shouldn’t include anything irrelevant to the position and detail relevant work experience, education and hobbies. They should also include at least two dependable references, one which could be you as their teacher.
Everything on a CV must be ordered in terms of relevance. Any work experience pertinent to the role should go at the top of the CV. This is what employers are most interested in. Students should explain what was valuable about the work experience and why it makes them an asset to an employer. If students do not have work experience, they could write about their studies, volunteering, hobbies, or a part time job.
Finally, a job application normally involves an interview. Students must learn as much as possible about the company they are applying to. They should carefully explore their website, engage with news stories about them and read up on the general industry. It is also important to have a sense of the company’s values and working culture.
Students should then practice interviews. They could go over their answers with a friend or teacher, focusing on tricky questions that may appear. They should also prepare a question for the inevitable ‘do you have any questions for us?’ at the end of the interview.
For further advice on university and college applications, visit the UCAS website (www.ucas.com).
Prospects has lots of useful guidance for applying for jobs, apprenticeships, university and college (www.prospects.ac.uk).
“At open days, young people can ask tutors and admissions staff about graduate prospects and course demands”
With the cost of living rising, it’s easy to feel helpless as the bills go up, focussing on what you can do to make your money go further can help
A good place to start when trying to reduce your spending is creating a budget. Having an awareness of the ins and outs of your account will make it much easier for you to identify where you could save money and give you more control over your finances.
There’s a free and easy to use Budget Planner available from MoneyHelper (www.moneyhelper. org.uk). All you have to do is enter your earnings and what you spend. From this, it will give you a breakdown of your finances by category and personalised tips on where you could save money. Your budget will be saved on MoneyHelper so you can always access it.
At such an uncertain time it’s important that students know how to support themselves financially when they leave school. This can start while they’re working part-time at the weekends by teaching them how to create a budget and track their money. You don’t have to prepare lesson plans alone, the MoneyHelper website has resources you can use to give young people the right information.
Once you’ve created your budget, it’s time to start considering where’s best to cut costs.
Although shopping around for energy deals might not be possible at the moment, you do have control over your payment method. Try using a direct debit to pay your energy bills as this can work out cheaper than other payment methods.
To cut your monthly spending, you could still shop around for things like groceries or your phone bill as switching providers could save you some money.
Another way to cut costs on food, leisure activities and much more is by making use of the multiple teaching discount schemes available.
As a teacher you’re giving a lot to your community and it’s your turn to get something back with these teaching discount schemes, so make sure that you’re taking advantage of them. Join Discounts for Teachers (www.discountsforteachers.co.uk) or Teacher Perks (www.teacherperks. co.uk) for free to get discounts on all types of things from food shopping to gym memberships. Think of all the money you could save each month if you made use of them. Many of the discounts available can be used in-store or online.
If you are concerned about the cost of living crisis or problem debt, contact a charity like StepChange (www.stepchange.org) or visit the Money Saving Expert website for advice (www.moneysavingexpert.com).
“Try using a direct debit to pay your energy bills as this can work out cheaper”
With winter approaching and the cost of living crisis looming, many families will find it hard to heat their homes or continue to provide the same nutritious meals in the months ahead. This is especially of concern for pupils who live in deprived areas of the country where access to resources is scarce.
Challenging circumstances at home can have an impact in all areas of a young person’s life, including their studies. Having knowledge of and access to support is essential for pupils at this time, especially if they are in a pivotal stage, about to study for exams that could define their next steps after school. This can also be helpful for young people who are going through family changes like a divorce, have experienced a loss, or are trying to cope with mental health problems.
As an educator and someone who cares for young people, you might be looking for ways to better support them both in and out of the classroom. Whether you see the same pupils every day at registration or just once a week for a lesson, you can help support them and improve their prospects for the future. This can be done on a one-to-one basis if there is a particular pupil you are concerned
about, or by introducing new topics into your lessons highlighting services and resources that young people can access in their own time.
This is a great time to take a whole-school approach to highlighting resources. You could speak to your head teacher about holding an assembly, or even start a new project within the school like an after-school support group for mental health
Whatever approach you take, it’s important to remove any stigma around these sensitive topics. This
might involve taking a creative approach: instead of asking pupils if they are experiencing these things directly, you could use examples and case studies within lessons in case your pupils relate to their stories.
While tackling these topics and reaching out to offer support to pupils, you aren’t alone: there’s a host of organisations ready to help with information, resources, best practice examples, helplines and importantly, training specific to education. These can even be passed on to parents if they ask school staff for advice or support.
As a trusted adult, teachers can offer a listening ear or a place of solace to young people experiencing difficult circumstances. There are support and training organisations who can help
“It’s important to remove any stigma around these sensitive topics”
Mentally Healthy Schools
www.mentallyhealthyschools.org.uk
Caring for your mental wellbeing is essential for everyone in the school system, and Mentally Healthy Schools brings together resources, information and advice to support schools in this. This includes guidance on taking a whole-school approach to mental health and a resource library broken down into different school stages.
Place2Be
www.place2be.org.uk
Place2Be has more than 25 years’ experience working with school staff, pupils and families to provide mental health support in schools. This can be through one-to-one and group counselling, or by offering expert training and professional qualifications. This includes a free CPD-certified Mental Health Champions Foundation programme that can be completed by teachers online and in their own time.
Child Bereavement UK www.childbereavementuk.org
Coping with grief and loss can be especially difficult for teens as they try to juggle the stresses of school, particularly if this is the first time they have lost a family member or a friend. Child Bereavement UK has developed resources that are specific to secondary schools, helping education professionals support bereaved students in the classroom and the wider school environment.
Cruse Scotland
www.crusescotland.org.uk
Like Child Bereavement UK, Cruse Scotland have a host of resources for schools, but they also provide bereavement training and can offer bespoke support in schools. These resources include information for teachers about children’s experiences of grief, as well as tools for school staff to support pupils.
The Trussell Trust
www.trusselltrust.org
The Trussell Trust support over 1,200 food bank centres around the country to help more the than 14 million people who live in poverty throughout the UK. This includes 4.5 million children. Alongside this vital work, the charity provides informative resources to teach people about hunger and destitution in the UK and how to get support. This includes information that can be utilised by schools.
FareShare Scotland
www.fareshare.org.uk
FareShare is the leading food redistribution charity in Scotland, with four regional centres dedicated to fighting hunger and food waste. The charity saves surplus food from going to waste, instead giving it to community groups, charities and vulnerable people. On the organisation’s website, there is a form to apply to receive food if your school has an after school club that could benefit from this.
If you are worried about a specific pupil or their situation at home, speak to your department head, a school counsellor or your head teacher to discuss the next steps to help them.
In 2022, young people are keen to learn about the issues affecting citizens around the globe. Now, a new resource is helping to educate them about world hunger while at school
In 2002, the Mary’s Meals campaign was born and since then, the Scotland-based charity has been feeding more than two million children every school day in 20 countries including Yemen, India, Malawi, Syria and Uganda. The charity’s idea is simple: Mary’s Meals provides one daily meal in a place of learning in order to get chronically poor children into the classroom. The scheme means they receive an education and in turn, helps them get out of poverty in the future. Thanks to their low-cost approach, it costs just £15.90 to feed a child for a whole school year.
In 2019, more than 88 per cent of young people across the UK said they were eager to make a difference in society, and the coronavirus pandemic
has furthered many young people’s interests in social action. To help children and young people in Scotland learn about the issues affecting people further afield, Mary’s Meals has launched a new educational resource aimed at secondary schools.
Available as a free, downloadable activity pack, the Little Acts Make A Big Difference resource highlights the charity’s work to serve nutritious meals to children around the world. Further than this, it supports curriculum objectives in order to engage pupils in cross-curriculum activities and teach them about different cultures and the challenges faced by people in the world’s poorest countries.
Sarah Mallon is the supporter engagement officer for the West of Scotland at the charity and was part of the team creating the resources.
“We wanted to increase our offering for schools and have something new to offer,” enthuses Sarah. “We want to share these stories with young people here in Scotland to give them an insight into the lives of other young people around the world, but also to emphasise that they can make a difference themselves.
“I think that at the moment, young people are particularly aware of issues around human rights and especially the rights of children and young people.”
Teachers who utilise the new resources can choose from six sessions, each with activities based
on two powerful films: Child 31 and Generation Hope. While using the resources, pupils are asked to put their own experience of school meals in context, considering how access to food and money impacts other young people across the globe.
“These films really dive into the issues and start to guide teachers on discussion points, activities and things like that so that you’re not just watching the film, you are actually building projects around it,” offers Sarah. “We really want to inspire and empower young people to make a difference.”
Paired with a curriculum guide for teachers, the resources can be integrated into lesson plans, but this wouldn’t have been possible without consulting teachers themselves.
“The resource is flexible enough that I think it would be applicable across secondary schools but in particular for the S1 to S3 age group, we have created a curriculum guide which includes relevant outcomes for each session,” explains Sarah. “We are quite lucky that within our volunteer network we do have a number of current and former teachers, so we started there and had a small focus group.
“They helped us decide what was going to be the most important to include for teachers, things like having really open questions, having a variety of activities, something that was relevant to the curriculum. These were all themes that sort of came up at the beginning and helped to form our
Once the first draft of the resource was complete, a wider group of teachers were asked to review it, with their feedback creating a final product that was informative for pupils but helpful for teachers.
After using these resources within your lessons, the discussion doesn’t have to stop: the Mary’s Meals team can offer further information and activities to keep pupils interested and ready to make a difference.
“We found that for schools we work with here in Scotland, the feedback is that the young people appreciate their own education more after hearing about the challenges other people face and they’re really inspired to make a difference,” reveals Sarah.
This could be through learning more, spreading the word to the people around them, or getting involved with fundraising.
“Schools can contact us for support and we can provide volunteer speakers to come into school who then start to introduce our work or build on the learning of the resources,” offers Sarah. “Until then, we would encourage anyone who does use the resource to share their thoughts with us or on social media, we would really love to see that.”
To access these resources and download the activity pack, visit www.marysmeals.org.uk
“The young people appreciate their own education more after hearing about the challenges other people face”
The Mental Health Foundation Scotland recently reported that 51 per cent of teachers said the pressure of the job resulted in them developing a mental health problem. In schools, so much of the focus is put on the need for teachers to safeguard and support student’s mental health that theirs can end up strained and neglected.
Individuals working in the education sector report higher levels of stress and lower levels of overall wellbeing than the average across all UK industries. This is the direct e ect of having to manage workload, sta ng issues and any conflicts within the school community. This is aggravated by a lack of support, insu cient sta ng and can lead to burnout. Devoting more time and understanding towards mental health services for teachers can positively impact the wellbeing of students and the overall quality of life for people working in the education sector.
According to the NHS Supporting Teacher’s Mental Health and Wellbeing evidence review, mindfulness is a positive way to cope with stress. Setting aside regular time for yourself to sit and reflect, be aware, accepting and importantly, being kind to yourself is key. Doing this while focusing on your breathing is a constructive way to help your mental health.
The Educational Institute of Scotland (EIS) provides many practical resources on where to access help for teachers experiencing mental health issues.
Education Support also o er an employee assistance programme that aids school sta with personal and work-based issues that are impacting their life. This is a 24/7 confidential assistance programme that includes counselling, information and support, and can be provided internally within the school, externally or in a blended plan.
For one-on-one help, Breathing Space is a free and anonymous phone line available anytime you need it. If you need a place to turn, Breathing Space provides a chance to talk to an experienced advisor who will listen, and provide empathy and advice.
Even though these services are paving the way for better support, the mental health of teachers is a pressing issue that lacks overall attention.
For this to improve, there needs to be more open conversations across society. By starting to confide in and support your colleagues, becoming active in your unions and expressing concerns within the school, you can be part of a positive change to support teachers’ mental wellbeing.
For help, support and resources around mental health, speak to:
Breathing Space www.breathingspace.scot
Education Support www.educationsupport.org.uk
EIS www.eis.org.uk
As teachers, you are acutely aware of the importance of discussing mental health with young people, how to care for it, advocate for it and support those around you through it. Yet, the mental wellbeing of teachers is often overlooked
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.
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 people and their parents/carers to make
informed decisions on a local, regional and national level.
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 socioeconomic backgrounds and students who come from neighbourhoods where there is low progression to higher education.
Our programmes ensure that prospective vet students are well prepared for their transition to university. Participants gain an understanding of career pathways,
experiences of university learning and teaching, support with every aspect of the application process and advice from staff and students on becoming a vet.
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
As Anti-Bullying Week approaches, it’s time to show your support and reflect on what you can change about the school environment to make it a safe space for pupils to reach out for help
With roughly one person in every classroom being bullied daily, more needs to be done to make schools a safe space for young people to open up. This year’s Anti-Bullying Week will take place from Monday 14 to Friday 18 November with the theme of reach out. This theme focuses on making sure that everyone asks for help when they are experiencing bullying behaviours from others.
Odd Socks Day kicks of the week, so it’s time to dig out your funkiest odd socks to help celebrate individuality and begin the day by asking for your students’ feedback on your schools anti-bullying strategies. Don’t forget to remind your classes to wear their odd socks, too.
The Anti-Bullying Week page has a host of useful teaching resources like workshops, themed assemblies, posters and handouts to help with teaching anti-bullying, this can be helpful if you’re unsure how to approach the subject or its your first year teaching. Holding anti-bullying classes is extremely important as it can help students understand when they are experiencing bullying behaviours from others and how to reach out. These classes can also help students reflect on their own behaviours and think about making changes.
The best way to show your support for the week and get involved is to sign your school up as a supporter on the Anti-Bullying Week page and make it clear what you wish to achieve this year.
You’ll be well aware of how much social media means to your
As a teacher, you may find yourself being that trusted person a student reaches out to. Remember that they have most likely been experiencing bullying behaviours for a long time before they have asked for support and that most students want bullying behaviours to end with the least amount of fuss possible.
Simply providing your students with a safe space to talk about their experiences or escape to when they need it can make a big difference. Listen to how
students so get involved online using #AntiBullyingWeek and #ReachOut on as many social media platforms as you can and follow the movement on Twitter at @ABAonline. This is a chance to fill everyone’s feeds with positivity and make sure your students feel supported.
the student wants things to be resolved but always tell the appropriate people about the situation whether that be parents, school guidance counsellors, or the police if necessary.
It can be difficult to know which steps to take when a student confides in you but there are many modules available through the Anti-Bullying Alliance website to help you prevent, identify and deal with bullying behaviours in your classroom and the wider school.
For further information around Anti-Bullying Week and bully prevention strategies, visit www.anti-bullyingalliance.org.uk
Aberdeen Art Gallery Aberdeen www.aberdeencity.gov.uk
Based in one of the city’s finest granite buildings, Aberdeen Art Gallery is home to collections spanning over 700 years, including works by Scottish artists, designers and makers, as well as internationally-acclaimed artists.
Lochaber Geopark
Fort William www.lochabergeopark.org.uk
With a Geopark Hub based in the village of Roy Bridge, Lochaber Geopark spans more than 4,500 square kilometres, encompassing hills, valleys, beaches and more. Using the
Geopark website, you can plan walks, hikes, or even choose where to have a picnic, and learn interesting facts about what created the scenic landscape.
The Burrell Collection Glasgow www.burrellcollection.com
After a £68.25 million refurbishment, Glasgow’s Burrell Collection has reopened to the public with new galleries and displays for visitors to explore. Featuring more than 9,000 objects spanning 6,000 years of history, the building itself is interesting to see along with the surrounding Pollok Country Park.
Castle of Light:
A Kingdom of Colours Selected dates between 18 November and 30 December Edinburgh www.edinburghcastle.scot
Get ready to see one of Scotland’s most famous landmarks like never before. Castle of Light is back for a third year, transforming Edinburgh Castle into a show of colours using projections and immersive illuminations.
Festival of Darkness 21-30 October Aberdeenshire www.neatshows.co.uk
Marking 125 years of Bram Stoker’s Dracula, and as part of Scotland’s Year of Stories, this
spooky festival is perfect for film buffs. Attendees will be able to see a range of independent short films from local and international filmmakers, spanning the thriller, horror, scifi and fantasy genres.
Newhailes Halloween Haunted Trail 29-30 October Musselburgh www.nts.org.uk This day out for the whole family costs just £4 per child and £1 for each accompanying adult, while under threes can attend for free. Visit the Haunted Woodland and walk through a spooky forest, counting bats, spiders and exploring the deadly cemetery.
Plan ahead with our pick of days out, events and festive fun
Edinburgh Christmas Market 19 November - 3 January www.visitscotland.com
This year, Edinburgh’s festive o ering is due to be bigger and better than ever before. Now run by the same company who create London’s Hyde Park Christmas Market, this year will see Edinburgh Christmas Market expand into new areas of the city, as well as occupying its regular position at Princes Street Gardens.
Helensburgh Winter Festival 26-27 November www.helensburghwinter festival.co.uk
Helensburgh Winter Festival is celebrating its tenth birthday in 2022, and to celebrate, the event will be bigger than in previous years. Head along to the free event to browse stalls, sample local gins and cocktails, taste fresh produce and see live performances on the festival stage.
Selected dates between 8 and 23 December www.stirlingcastle.scot
Treat yourself or a loved one this festive season with a Christmasthemed afternoon tea in The Great Hall at Stirling Castle. Advanced booking is required for this special event, with packages including the afternoon tea and entrance to the castle itself.
Using Discounts for Teachers (www.discountsforteachers.co.uk), you can make the most out of your free time for less. The platform especially for teachers features discounts with major companies and organisations including the National Trust, Ticketmaster and Virgin Experience Days.
Like Discounts for Teachers, Teacher Perks (www. teacherperks.co.uk) gives you exclusive discounts when using services and retailers. The service has discounts with Virgin Holidays, Hilton Hotels, Legoland and more.
Along with discounts specific to teachers, you can take advantage of special o ers or codes that are currently available. Money Saving Expert (www.moneysavingexpert.com) has a website page dedicated to cheap days out, sharing the best deals for theme parks, attractions, cinemas, theatres and more.
Find more inspiration and places to go at www.visitscotland.com
www.teachersresource.co.uk
Deborah James
Release Date: 18 August 2022
Dame Deborah James was faced with a diagnosis of incurable cancer aged 35, given less than an eight percent chance to live. After surviving for five years and raising both funds and awareness around bowel cancer and the need for research, this book is part of her legacy after her passing in June 2022. Inside, she explores how to savour every day by searching for light in the darkest of places.
Richard Osman
Release Date: 15 September 2022
As we open the pages of The Bullet That Missed, the Thursday Murder Club are back to get their hands on another mystery. As the gang begin to investigate two murders that took place a decade apart, they’re faced with new challenges . Richard Osman fills this novel with warmth and whit, warning you to never underestimate the elderly.
Bob Mortimer
Release Date: 27 October 2022
Comedian Bob Mortimer writes his first intensely funny love story. The unremarkable life of 30-yearold legal assistant Gary is forever changed when he falls for a girl in his local. After forgetting to catch her name when he saw her, he ventures through the streets of South London with only one clue, a book she was reading… The Satsuma Complex.
Ruth Jones
Release Date: 29 September 2022
In the latest installment from no.1 bestselling author Ruth Jones, main character Grace is about to turn ninety. Instead of a party or presents, her one birthday wish is to end a family feud that has lasted for three decades. Exploring the lives of four generations, at its heart Love Untold is a story about mothers and daughters, and their complex but unbreakable bond. Have your tissues ready for this one.
Gary Neville
Release Date: 15 September 2022
Football at its roots, is the people’s game. Below the growth and glamour of larger clubs, local clubs are scraping by. A lack of funding, racism, sexism and a focus on profits have led local football into a mess. Now, with his years of expertise, former player and broadcaster Gary Neville is providing a new vision for football’s future.
Anthony Doerr
Release Date: 29 September 2022
Explore three storylines while learning about five characters: Anna and Omeir are on opposite sides of the city wall during the 1453 siege of Constantinople; Seymour and Zeno are in a public library under attack in the present day; Konstance is ready to explore a distant exoplanet decades from now. All five are finding solace in an ancient text about Aethon who longs to be a bird in a paradise called Cloud Cuckoo Land.
Get set for murder mystery and comedic British romance in our roundup of all the best books hi ing shelves this autumn and winter
Our free teaching resources are designed to help students:
• understand more about the economy
• learn how to manage their money
• explore jobs in the financial sector
P1 to P5
An introduction to money and how to manage it.
S4 to S5
Learn more about the economy and develop skills to make informed decisions about money.
S1 to S6
Book a speaker from the Bank of England to talk to your students about the economy, what we do, and career opportunities at the Bank.
Visit bankofengland.co.uk/education for more details or scan the QR code.